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Working Paper # 30

Revision of 13x Soft Skills Courses


Sponsored by SDC Committee
Background

1. All UG students undergo 4-5 soft skills courses spread over the 4 year programs. Five
committees were formed to improve the soft skills courses in contents and delivery
methodology to make these courses interesting and more useful to students. 11x SDC
meetings were held for Committee I to revise the identified 5x Soft Skills courses (one in
each category). Several SDC meetings were held for Committees II, III, IV & V to implement
the strategy identified by Committee I in the remaining Soft Skills courses in each category:

a. Committee – I (Master Committee)


Composition Course Remarks

Approved by 52nd
AP Rukaiza Khan, CEME HU-108 Comm & Interpersonal Skills (3-0)
AP Sana Ahmed, NBS MGT-403 Business Ethics & CSR (3-0)
AP Ameena Zafar, NBS MGT-163 Business Comm (3-0)
AP Sumavia Mumtaz, S3H HU-210 Technical Business Writing (3-0)
Lec Nida Karim, NBS MGT-272 Entrepreneurship (3-0)

ACM
b. 25x Topics Identified by SDC
 Job Conflict / Resolution  Job Market Research Skills  Academic &
 Risk Taking Management  Job Planning & Org Skills Employment related
 Time Management  Job Image Management Paper Writing
 Planning Org Skills  Strategic Planning for Job  Stress & Anger
 Scholarship Hunt Market Mgmt
 Self Confd at Workplace  Intellectual Development  Assertiveness & EI
 Career Decision Making  Self Confidence  Dev & Maint
Process  Social / Table Etiquettes / Networks &
 Formula for Career Mannerism Collaborations
Satisfaction & Success  Professional Dress Sense  Electronic Comm /
 Decision Making Process  Presentation Skills Use of tech (e.g.
 Personal Leadership  Tolerance & Respect for linkedIn, Twitter,
Diversity sms, whatsapp etc)

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c. Teaching Methodologies Identified by SDC
 Case studies / Scenarios
 Student Presentations
 Videos / Clips / Links
 Pictures
 Lectures
 Class Discussions
 Articles
 Real life industry examples
 Industry Guest speakers
 Simulations
d. Committee – II (Communication Skills)
Composition Courses Remarks
AP Rukhaiza Khan, CEME HU-109 Comm Skills (2- Revisions to be presented
President 0) in 53rd ACM. Detail
Lec Salik Hasan Aslam, ASAB HU-100 English (2-0) attached at Annex A
Member HU-104 English Literature
Lec Aamna Hassan, SMME (3-0)
Member HU-110 English (3-0)
AP Ameena Zafar, NBS HU-405 Comm Skills (2-
Member 1)
e. Committee – III (Ethics)
AP Sana Ahmed, NBS HU-222 Professional Revisions to be presented
President Ethics (2-0) in 53rd ACM. Detail
Dr Hammad Mushtaq, S3H HU-223 Professional attached at Annex B
Member Ethics (3-0)
AP Afshan Hanif, S3H
Member
f. Committee – IV (Technical Writing/Presentation Skills)
AP Samavia Mumtaz, S3H President HU-212 Technical and Revisions to be presented
AP Alia Razia, MCS Member Business Writing (2-0) in 53rd ACM. Detail
Dr Ilyas Chishti , SNS Member HU-122 Technical Report attached at Annex C.
Writing & Presentation
Skills (1-1)
HU-113 Academic &
Technical Writing (3-0)
HU-304 Technical Report
Writing (2-0)

g. Committee – V (Entrepreneurial Skills)


Lec Yaraq Nadeem, NBS President MGT-270 Revisions to be presented
Lec Nida Karim, NBS Member Entrepreneurship (1-0) in 53rd ACM. Detail
MGT-271 attached at Annex D.
Entrepreneurship (2-0)
Recommendations of Academics Directorate
2. The working papers are recommended for approval w.e.f Fall 2019.

3. Academic Council is requested for the decision.

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Annex A

Revision of English and Communication Skills Courses

MGT 163 Business Communication (3-0) HU-108 Communication and Interpersonal


Skills (3-0) HU-109 Communication Skills (2-0) HU-405 Communication Skills (2-1)
HU-110 English (3-0) HU-100 English (2-0) HU-104 English Literature (3-0)
Scope
1. To revise the English and Communication Skills courses based on the revised course
methodology of MGT 163 Business Communication (3-0) taught at NUST Business
School:
a. Communication Skills courses:
(1) HU-108 Communication and Interpersonal Skills (3-0),
(2) HU-109 Communication Skills (2-0)
(3) HU-405 Communication Skills (2-1)
b. English Courses:
(1) HU-110 English (3-0)
(2) HU-100 English (2-0) & HU-104
(3) English Literature (3-0)
Background
2. Rector has desired to improve the soft skills of students which he observed are lacking
in our students. He has suggested certain topics to be incorporated in the course outlines of
English language related subjects. Moreover, these topics are needed to be demonstrated and
explained through methodology and different practical activities, which are given in course
outlines.
In this regard pro-rector has formulated the committee comprised on English subject’s
specialists from different schools of NUST. NUST Business School was assigned the
revision of the 3 credit hours Communication courses. College of E & ME has been assigned
to review the course contents of two credit hours Communication courses and English
courses. The following topics were incorporated in the courses by the consensus of the
committee.
3. Topics added:
a. Corporate Communication: Interpersonal & Electronic Communication
b. Stress and Anger Management
c. Time Management: Personal and corporate
d. Employment skills: Resumes/CV, Mock Interviews, Job Interviews CV
e. Corporate Protocol: Dress codes & Table etiquettes
f. Presentation Skills
Furthermore, the other English and communication skills courses taught in different schools
are required to be aligned and adopted according to the revised course of HU-108
Communication and Interpersonal Skills.
Rationale
4. Course outlines of HU-109 Communication Skills, HU-100 English, HU-104 English
Literature, HU-110 English, and HU-405 Communication are revised to bring practical
approach in teaching methodology by introducing case studies, video clips and public
speaking sessions to improve the communication skills, building confidence and delivering
professional ethical values among students. Moreover, it is considered that all the schools and
colleges practice same outlines in their respective undergraduate degree programs.

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Educational Objectives
5. At the end of the course the students should be able to:
a. Understand and comprehend language and demonstrate intermediate to advanced
level English language.
b. Apply and exhibit an enhanced ability in the general verbal and non-verbal
Communication Skills which can support real life Business settings requiring team
work and leadership skills.
c. Interpret and display such supporting language and personality grooming
techniques which can help in securing jobs and can cater to the requirements of
the corporate sector.
d. To bring unanimity in all course outlines of English courses taught in different
Schools of NUST.
Input Obtained from Industry/Corporate Sector/Subject Specialists/Academia
6. The committee comprising of senior selected subject specialists of English from
different schools imparted their expert opinions and approved the outlines. Furthermore, it
was presented to all regular faculty of English from different schools chaired by Rector. In
this session further input has been given by participants which has been finally incorporated
in the outlines.
Title of the Degree
7. Not applicable
Proposed Timeframe of Commencement
8. The revised outline will be applicable from Fall 2019.

Detailed Curriculum
9. The detailed outlines along with course learning objectives and the details of
reference books are attached
a. Model Course: MGT 163 Business Communication (3-0) Annex G
b. HU-109 Communication Skills, Appendix 1
c. HU-100 English, Appendix 2
d. HU-104 English Literature, Appendix 3
e. HU-110 English, Appendix 4
f. HU-405 Communication Skills, Appendix 5
Faculty
10. The faculty is available in NUST constituent colleges and Schools to teach English
and communication skills courses.
Offering Session
11. This course is already scheduled in the academic curriculum.
12. Infrastructure
a. Audio/video aids should be provided for language learning like listening or correct
pronunciation learning.
b. Collar mikes are required for speaking.
Library
13. Reference books will be provided and made available in library.
Labs/Workshops
14. Not applicable

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Appendix 1 to Annex-A
HU-109 Communication Skills (2-0)

Course Details
Course Title: communication skills Prerequisite: None
Course Code: HU-109 Credit Hours: 2
Course Faculty

Learning Outcomes

Level of
Assigned PLO Course Learning Outcomes CLOs Learning PLO
CLO1. Write summary of lengthy as well as C2 10
complex texts without losing the gist and
10 important details of the original written piece
CLO2. Practice writing official letters, C3 10
memorandums and reports in a professional
manner C3 10
CLO3. Perform extensive reading activities in a
bid to improve reading skills, learn to aptly
place punctuation marks and use question tags A2 10
in an appropriate manner
CLO4. Identify presentation blind spots for
sound presentation skills through presentation
software such as Microsoft PowerPoint and
Prezi
Required Course Material
 Wren and Martin, English Grammar and Composition
 Building English Skills, Yellow Level
 Practical English Grammar by A. J. Thomson and A. V. Martinet
 High Schools English Grammar by P. C. Wren and H. Martin
 Exploring the World of English by Sadat Ali Shah
 Business Communication & Technologies (Beck, Harvey, Mylonas, Rasmussen )
 Business Communication Today (Lesikar & Flatley)
 Business Communication Today –ll (Bovee & Thill)
 Business Communication (Mary Ellen Guffey)
 Business Communication, Building Critical Skills (Locker & Kaczmarek)
Course Evaluation (Grade Breakup)
Final Exam 50%
Mid Semester Exam 30%
Presentations 10%
Assignments/Projects 5%
Quizzes 5%
Course Content (Weekly Breakdown)

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Course Contents (Weekly Breakdown)
Week Lecture Topic Reading/Activities
1.
Introduction to Communication skills  General Course introduction will
be given, and its importance will
 Definition
 Theories in communication be highlighted in their(students)
 The Communication processes. field
 Communication in the workplace  Each student will be asked to
introduce themselves; they can
talk about their hobbies, their
interests, reason for choosing
Verbal and Non-verbal Communication NUST or any other interesting
experiences
 What is non-verbal communication?  Interactive session is held to take
 Barriers in both verbal and nonverbal the opinion and create interest
communication
among students for this course.
 A comparison
 Categories of non-verbal
communication

2. Effective Listening Skills Activity:


 The process of listening (a) Class activities to demonstrate the
 Identifying four different listening importance of effective listening (drawing
responses with step-by-step instructions; giving
 Overcoming listening barriers directions and creating maps etc)
(b) Students to hold discussions in
 Practicing active listening skills English language on a variety of topics;
they are required to listen to the
arguments carefully and provide
counterarguments
3. Paragraph and Essay Writing Activity
(a) Parts of an essay  Students are given description of
each component of essay
(b) Ways to develop a proper beginning,
 Its different kinds like expository
middle, and ending of an essay
essay, argumentative essay,
(c) Kinds of an essay analytical essay…. etc.

 Students are showed different


models of essay and asked to
analyze its different features
pertaining to different kinds of

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essay

 Finally, they are given topic to


write argumentative essay
4. Oral Presentation Skills Activity:
 Rhythm, intonation  Each student will be asked to
 Stress pattern present a topic of their choice for
 Preparation 3-5 minutes. They will be assessed
 Choosing Overall Organizational on their confidence, body
Pattern language, engaging audience,
 Building Strong Opening intonation, time management etc
 Tips for Creating a Great
Introduction and interesting
conclusion
 Checking for Understanding
 Posture and Gestures
 Audio-visual Aids
 Eye Contact
 Use of the Voice
 First Impressions
 Timing
 Handling Difficult Questions

5. PowerPoint Presentations Activity


 Class activity for students to
 Instructions on how to create concise convert text into simple, easy to
and useful slides from large amounts understand figure or smart art
of text
 Use of smart art feature in Microsoft
PowerPoint
 Use of images and figures

6. Message Composition-I Activity: Read the given good and Bad


News letter and answer the critical
thinking-based questions:
1. Positive & Informative
1. Identify the objectives and
Messages
purpose of the letter? What
2.Negative Messages outcomes should the sender want
to achieve?
2. How does the letter need to be
organized for stating good
messages and bad messages?

3. How could the bad news be


deemphasized?

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4. How could the good news be
emphasized?
5. What techniques are used to state
good messages and bad messages
like
 Dependent & independent clause
 Active passive voice
 Dangling modifiers
 Practice different (good & bad)
messages from relevant chapters
provided in books
7. Message Composition-II Activity:
3. Persuasive messages  Students are instructed with
general rules of writing persuasive
4. Sales Messages
messages and sales messages
 They are asked to critically
analyze given(templates)
messages
 Finally, students write sales
messages on given situation.
8. Employment Related Skills: Activity: students are given orientation on
job market demands and situation
 Job Market Search Skills
 Job Planning & Organization Skills https://www.youtube.com/watch?v=CCse
 Interviewing for a job XLOXuMg
 Salary Negotiations
 They will also give briefing on
“how to prepare themselves for
interview like
maintaining portfolio,
searching for targeted organization
searching for applied designation
 students are asked to work in pairs
and present mock interview in
front of class by giving different
situations

 Study relevant material from the


given Books.
9. Midterm Examination/OHTs

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10. Activity
Preparing formal Letters  Students are provided with
different formats of letter
Block format
Un block format
Semi block format
AMS stratified format
 Solicited and unsolicited messages
 How to write resignation letters
 Organization of persuasive, sales  They are given templates for each
or commercial letters-AIDA letter format
formula

 They are given situation and asked


to write letter on any specific
format.

 Practice different letter writings


from relevant chapters of referred
Books.
11. Electronic Communication: Activity:
 Students will be showed videos on
an effective usage of social media
(WATS App…)
https://www.youtube.com/watch?v=NU1
 SMS, Social Media (WhatsApp, mptRcELg
Blogs etc.)
 Emails and Email Etiquettes They are also given professional emails
used in workplace.
 They are asked to write a letter of
inquiry to corporate sector about
its products/services… etc.
 Students are also encouraged to
watch more videos on effective
use of social media and its dangers

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12. Applying For a Job Activity:
1. Covering Letter:  Students will be given general
Searching for a position, evaluating instruction on how to write cover
yourself, writing a good job letter and resume
application  They will be provided with model
template to analyze the features of
covering letter and resume.
2. CV/ Resume Writing:  They will be asked to look for job
 Types of résumé, characteristics of advertisement for applying job and
CV writing, ask to write cover letter and
resume accordingly.
 Students are assigned to write
 organization / formats, common
problems in CV writing professional cover letter and
resume for internship in coming
summer vacations on their current
status
13. Presentations Activity:
 Students are asked to present their
self as tourist guide and give
entertaining presentation on any
country they like about its culture,
famous places. their developments
…..etc
 Students are also encouraged to
make interesting slides for
presentation.
14. Summarizing Industry-related Literature Activity:
and writing to difference target audiences
 Students will be asked to choose
for specific purposes
any industry relevant to their
 Define audience, message, purpose, discipline and select literature with
tone, style, jargon, wordiness and complex language; they will be
redundancy required to identify the potential
 Recognize that the anticipated target market and rewrite the
audience determines the manner in message to suit the needs of the
which the message should be written
target audience

 State the purpose of a message quickly


and clearly
 Eliminate inappropriate jargon,
pretension, and wordiness
15. Critical Reading Skills Activity:
(a) Ways to cope with and understand  Students are told different

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complex texts techniques used in reading text
like
(b) Practice in understanding complex texts
How to skim
and instructions
How to scan
 Recognize the purpose and function of
previewing, scanning, skimming and How to infer an idea
critical reading
How to critique (positive and negative) in
the text
 Students are given text and its
related exercises
Which gives practice to all these
techniques.

16. Revision/Recapitulation
17. Make-ups [if any]
18. Final Term Exams

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Appendix 2 to Annex-A
HU-100 English

Course Details
Course Title: English Prerequisite: None
Course Code: HU-100 Credit Hours: 2
Course Faculty

Level of
Assigned PLO Course Learning Outcomes CLOs Learning PLO
1.Locate common errors usually made by the C2 10
learners of English as second language.
10
2.Demonstrate coherence and cohesion in C3 10
paragraph development
C3 10
A2 10
3.Write various types of essays,
magazine/newspaper articles and develop
effective paraphrasing and summarizing skills

4. Present confidently in front of large audience


using audio/ visual aids.

Required Course Material

Reference Books:

 Wren and Martin, English Grammar and Composition


 Building English Skills, Yellow Level
 Practical English Grammar by A. J. Thomson and A. V. Martinet
 High Schools English Grammar by P. C. Wren and H. Martin
 Exploring the World of English by Sadat Ali Shah

Course Evaluation (Grade Breakup)

Final Exam 50%


Mid Semester Exam 30%
Presentations 10%
Assignments/Projects 5%
Quizzes 5%

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Course Content (Weekly Breakdown)
Week Lecture Topic Reading/Activities
Week 1.
Activity
General Course introduction
 Introduction to the course will be given, and its
 Importance of English importance will be
 Factors affecting English highlighted in their(students)
language field
Students are asked to share
their opinion and problems in
English communication.

Week 2. Activity:
Parts of Speech, verb tense,
subject-verb-Agreement, (a) students are given lecture
participle. on given topics and asked to
do Exercise/practice sheets
Types of pronoun

a) demonstrative pronoun
b) reflexive pronoun
C) reciprocal pronoun
D) relative pronoun

Week 3 Phonetics & Phonology Activity


Introduction to the speech sounds Students are given orientation
Consonant, Vowels, Stress Patterns, of all sounds utterances and
Intonation, Form Words, Content Words, asked to utter these sounds
Week4 Rhythm after drilling exercise.

Grammar Review-I The topic will be explained


Phrase, Clause, Sentence, with examples.
Sentence structures, Types of Students are given practice
sentences (Simple, compound, exercises.
compound-complex),
Punctuation marks, Modifiers

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Week 5 Oral Presentation Skills (Power Point Activity:
Presentations) Students will be given
 Deliverence general instructions
 Rhythm,intonation on how to give
 Stress pattern presentation and then
 Preparation asked to google out
 Choosing Overall the latest/interesting
Organizational Pattern research in their field
 Building Strong Opening and later present on it.
 Tips for Creating a Great They will work in
Introduction and interesting pairs to conduct this
conclusion activity
 Checking for Understanding Presentation/Assignment
 Posture and Gestures Prepare a presentation
 Audio-visual Aids on an interesting topic
 Eye Contact and present it in the
 Use of the Voice class using
 First Impressions multimedia and other
 Timing gadgets.
 Handling Difficult Questions

Week6  Advanced Sentence Structures-I Activity


 Misplaced modifiers, Dangling Students are given rules with
modifiers, mixed constructions examples.
Week7 They are given practice
 Advanced Sentence Structures-
exercises.
II Parallelism (Parallelize the non-
They are assigned writing
parallel structures)
task based on the given
 Sentence fragments, Run-on
writing errors.
sentences.

Activity
Students are given different
techniques for note keeping.
Pre-writing Techniques Free-writing, Students are demonstrated
Week8 note keeping/making, brain storming, with the procedure of
mind mapping, identifying topics words,
developing topic sentences. identifying key words and
developing topic sentences
from the topic.

Students are given topic to


identify topic words for
developing topic sentences
after brain storming.

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Students are given exposure
Week9 of different techniques of
Paragraph Writing writing supporting details.
 Developing thematic ideas and
supporting details They are given topic to
 Invention & inquiry Technique develop paragraphs on it and
 Usage of synonyms/Antonyms share with the class.
 Developing unity in ideas
Week10 Activity:
Essay Writing Students are showed different
Types of Essay templates of beginning,
middle and end paragraph.
 Organization They are also oriented with
 Common methods of beginning, discourse markers and its
middle, conclusion usage
 Use of linkages/discourse They are finally asked to
markers. write on topic cohesively and
coherently.
Week 11 Students are given
Types of writing templates of different
Narrative writing writings.
Descriptive writing
Expository writing They are given practice
exercises of each type of
writing.

They are assigned different


topics for speaking and
writing based on description,
narration and Explanation
Week12 Midterm Examination/OHTs
Week13 Activity
Punctuation Students are given
Comma, Semi colon, Colon explanation of rules of
punctuation.
Articles/determiners They are provided with
written exercises for practice.
Activity:
Week14 Word Skills Vocabulary Students are showed different
building, synonyms, videos on building
antonyms, effective use of vocabulary.
thesaurus, dictionary skills They are given topics to hold
discussion in groups.
Week15 Presentations-I Activity:
& Students are asked to present
Presentations-II their self as tourist guide and
give entertaining presentation
on any country they like

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about its culture, famous
places, their developments
….etc
Students are also encouraged
to make interesting slides for
presentation.

Week 16 Revision/Recapitulation

Final Term Exams

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Appendix 3 to Annex-A

HU-104 English Literature

Course Details
Course Title: English Literature
Course Code: ECO-112 / HU-104 Prerequisite: N/A
Program: ECO 2K15 / MC 2K16 Credit Hours: 3

Course Description
This introductory course does not assume that students have a prior knowledge of Literature.
The course is designed to ensure that students with no acquaintance with Literature as well as
those who have received some exposure to the discipline in high school or college feel
comfortable with the course content. The purpose of this course is to introduce various
literary genres and their complexities. Drama in its classical form will familiarize the students
with fundamentals of drama i.e. character, plot, setting, dialogue, and the use of costumes. An
in depth study of these plays would prepare them for a mature understanding of drama as a
popular genre in literature. The course also introduces various forms and styles of the genre
of poetry, originally in English or translated. Irrespective of any chronological or historical
development or the hierarchy of major and minor or continental and local or classical and
popular, the main purpose of these readings is to highlight the variety of poetry worldwide
and its possible inter-connection. The readers will study a variety of poetic genres such as
elegy, ode, lyric, ballad, and the free verse. In a way the variety of the poetic expression
informs about the sub-generic elements of verse. There is a lot of scope for further analysis
and research into the secrets of versification: tone and mood, meter, rhythm, rhyme, and such
technical details, but, above all the function is to aesthetically enrich the readers with various
mechanisms of musicality through words placed in poetic order.

Course Objectives
The objective of the course is to:
 evaluate the continuum of English literature as a reflection of human values developed
through changing cultural milieu.
 discriminate among human experiences presented in literature which will enrich his/her
own search for identity.
 distinguish among the various literary genres through their salient techniques, themes,
and purposes.
 recognize the organic nature of language as it has developed under changing demands and
conditions.
 describe the types of literature as developments of historical periods and social conditions
and to interpret these types in terms of such factors.
 interpret and evaluate the outstanding English writers and to analyze their purposes and
styles against the background of their times.

Required Course Material

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The textbook for this course is:
Drabble, Margaret. The Oxford Companion to English Literature. 5th ed. rev. and
updated. Oxford; New York: Oxford University Press, 1995.

In addition, following reference book can also be useful:


Abrams, M.H. Glossary of Literary Terms. 5th ed. New York: Holt, Rinehart, and
Winston, 1988.
Harmon, Willliam; Holman, C. Hugh. A Handbook to Literature. 7th ed. Upper
Saddle River, NJ: Prentice-Hall, 1996.
Altick, Richard Daniel. The Art of Literary Research. 3rd ed. New York: Norton,
1981.
Course Evaluation (Grade Breakup)
Grading will be done as per S3H criteria. The breakup of the grade points is as follows:
(Sample here)
Final Exam 40%
Mid Semester Exam 20%
Literary Analysis Essay/Presentations 20%
Class Participation /Class Activities 10%
Quizzes 10%

Course Content (Weekly)


Weekly breakdown is given below
Week Lecture Topic Reading/Activities

1 Introduction to the Course Activity:


 What is literature? Interactive Session.
 Definition, Scope and Function of literature
Students give two minutes
presentation on their needs
and expectations about this
course.

2 Genres of Literature Book Reviews (Home


 Fiction and Prose Assignment & give
 Drama presentations on it
 Poetry
Study Chapter 2 & 5
3 Literary Devices Students will be asked to
 Definitions and Usage analyze poems and prose
 Application on Literary Texts passages to identify literary
devices
Quiz 1 [literary devices]
4 Study of Poetry: Creative writing Activity:
 Romanticism and the Romantic Poetry One Hour Blind
o Wordsworth ‘s The Solitary Reaper
Students will be asked to
analyze Byron’s poem She
Walks in Beauty
Listening of The Solitary
Reaper through audio aid.

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Give role-plays on it

5  John Keats and the attributes of his poetry Listening of the poem
o Ode on a Grecian Urn – Reading, through audio aid.
analysis and discussion

6  Robert Browning and the Dramatic Monologue Activity: Poem Analysis: The
o The Last Ride Together – Reading, Road Not Taken
analysis and discussion

7  T. S. Eliot and the Modern Poetry Activity: Poem Analysis -


o Love Song of J. Alfred Prufrock Stopping by Woods on a
Snowy Evening

8  T. S. Eliot and the Modern Poetry


 Love Song of J. Alfred Prufrock
9
Midterm Exams
10 Study of Drama: Screening of the movie
 Origin and History of Drama Shakespeare in Love
 Aristotle’s Poetics
Presenting dialogues on
given topics related to
movies.

11  Shakespeare’s Hamlet - reading, analysis and Creative writing Activity:


discussion Plot Construction
12  Shakespeare’s Hamlet - reading, analysis and Creative writing Activity:
discussion Themes

Creative writing Activity:


Themes based discussions

13  Shakespeare’s Hamlet - reading, analysis and


discussion
14 Study of Fiction Creative Writing Activity:
 Siddhartha (1922) by Hermann Hesse – Characterization
reading, analysis and discussions
15  Siddhartha (1922) by Hermann Hesse –
reading, analysis and discussions
16  Siddhartha (1922) by Hermann Hesse –
reading, analysis and discussions

Course Policies
Class Participation
The students are encouraged and invited to participate actively in class discussion and activities. You
are expected to come to class prepared i.e. read the material and prepare some opinions/questions to
share. It is advised that you discuss your ideas and experiences with regard to how they relate to the
concepts discussed in the class. Please note that your in-class participation will be closely monitored
throughout the semester. Also, it is advised not to argue for the sake of argument; reflect and analyse

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the information given to you, think critically!
Attendance:
 If you are absent, please ask a classmate for any missed course material or assignments.
 Class attendance will be taken in first 5-10 minutes of the class. Anyone coming afterwards
will be marked absent for that session.
Assignments:
 Please submit all your assignments via email unless told otherwise. This is to check the
submissions for plagiarism through plagiarism software.
 All assignments should be submitted by 17:00 hrs on the due date. Any late submissions will
not be marked.
Make-ups:
There will be no make-ups for assignments, presentations and quizzes under any circumstances.
Academic Dishonesty:
You are responsible for knowing and enacting academic conduct that is in line with the University’s
statement entitled “Academic Dishonesty” available at:
http://www.nust.edu.pk/usr/showContents.aspx?mdl=1839
The statement highlights examples of unacceptable behavior which include, but are not limited to, the
following:
 Cheating: Intentionally using or attempting to use unauthorized materials, information, or
study aids in any academic exercise; copying from another student’s examination; submitting
work prepared in advance for an in-class examination; taking an examination for another
person or conspiring to do so.
 Plagiarism: Intentionally or knowingly representing the words or ideas of another as one’s
own in any academic exercise; failure to attribute direct quotation, paraphrase, or borrowed
facts or information.
It is expected that all work that is handed will be your own. Any ideas or content that come from
another source must be properly cited (including any content taken from the Internet, books, articles
and lectures).
Moreover, TurnItIn will be used as the plagiarism software to evaluate all your submissions. Any
acts of plagiarism and cheating will be dealt strictly and in accordance with the policy in place by the
University.

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Appendix 4 to Annex A
HU-110 English

Course Details
Course Title: English Prerequisite: None
Course Code: HU-110s Credit Hours: 3
Course Faculty

Level of
Assigned PLO Course Learning Outcomes CLOs Learning PLO

1.Locate common errors usually made by the C2 10


learners of English as second language.

10 2.Demonstrate coherence and cohesion in


paragraph development
C3 10

3.Write various types of essays,


magazine/newspaper articles and develop C3
effective paraphrasing and summarizing skills
A2 10
4. Present confidently in front of large audience
using audio/ visual aids.

Required Course Material

Reference Books:

 Wren and Martin, English Grammar and Composition


 Building English Skills, Yellow Level
 Practical English Grammar by A. J. Thomson and A. V. Martinet
 High Schools English Grammar by P. C. Wren and H. Martin
 Exploring the World of English by Sadat Ali Shah

Course Evaluation (Grade Breakup)

Final Exam 50%


Mid Semester Exam 30%

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Presentations 10%
Assignments/Projects 5%
Quizzes 5%
Course Content (Weekly Breakdown)
Week Lecture Topic Reading/Activities
Week 1.
General Course introduction
will be given, and its
 Introduction to the course importance will be
 Importance of English highlighted in their(students)
 Factors affecting English field
language Students are asked to share
their opinion and problems in
English communication.

Week 2. Activity:
 Parts of Speech, verb tense,
subject-verb-Agreement, (a) students are given lecture
participle. on given topics and asked to
do Exercise/practice sheets
 Types of pronoun

 a) demonstrative pronoun
 b) reflexive pronoun
 C) reciprocal pronoun
 D) relative pronoun

Week 3 Phonetics & Phonology Activity


Introduction to the speech sounds Students are given orientation
Consonant, Vowels, Stress Patterns, of all sounds utterances and
Intonation, Form Words, Content Words, asked to utter theses sound
Week4 Rhythm after drilling exercise.

Grammar Review-I

The topic will be explained


Phrase, Clause, Sentence, Sentence with examples.
structures, Types of sentences (Simple, Students are given practice
compound, compound-complex), exercises.
Punctuation marks, Modifiers

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Week 5 Oral Presentation Skills (Power Point Activity:
Presentations) Students will be given
 Deliverence general instructions on how
 Rhythm,intonation to give presentation and then
 Stress pattern asked to google out the
 Preparation latest/interesting research in
 Choosing Overall their field and later present on
Organizational Pattern it. They will work in pairs to
 Building Strong Opening conduct this activity
 Tips for Creating a Great Presentation/Assignment
Introduction and interesting Prepare a presentation on an
conclusion interesting topic and present
 Checking for Understanding it in the class using
 Posture and Gestures multimedia and other
 Audio-visual Aids gadgets.
 Eye Contact
 Use of the Voice
 First Impressions
 Timing
 Handling Difficult Questions

Week6  Advanced Sentence Structures-I Activity


 Misplaced modifiers, Dangling Students are given rules with
modifiers, mixed constructions examples.
Week7 They are given practice
 Advanced Sentence Structures-
exercises
II Parallelism (Parallelize the non-
They are assigned writing
parallel structures)
task based on the given
 Sentence fragments, Run-on
writing errors.
sentences.

Pre-writing
Week8 Techniques Free- Students are given different
writing, note techniques for note keeping.
keeping/making, brain They are explained the
storming, mind
mapping, identifying procedure of identifying key
topics words, words and developing topic
developing topic sentences.
sentences.
Students are given topic to
identify topic words for
developing topic sentences
after brain storming.

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Students are given exposure
Paragraph Writing of different techniques of
 Developing thematic ideas and writing supporting details.
supporting details
 Invention & inquiry Technique They are given topic to
 Usage of synonyms/Antonyms develop paragraphs on it.
 Developing unity in ideas

Week9

Essay Writing
Week10 Types of Essay Activity:
Students are showed different
 Organization templates of beginning,
 Common methods of beginning, middle and end paragraph.
middle, conclusion They are given lecture on
 Use of linkages/discourse discourse markers and its
markers. usage
They are finally asked to
write on topic cohesively and
coherently.
Week 11 Précis Writing Activity:
Definition, Need/Importance, Provided general rules on
Characteristics, rules of précis writing precis writing
Then students are given with
model template of precis
writing and the original
writing for comparison and
contrast
Finally, students are given
one story to read and are
asked to write precis on it

Week 12 Students are given templates


of different writings.

Types of writing They are given practice


Narrative writing exercises of each type of
Descriptive writing writing.
Expository writing
They are assigned different
topics for speaking and

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writing based on narration,
description and explanation.

Week13 Midterm Examination/OHTs


Week14 Activity
Punctuation Students are given
Comma, Semi colon, Colon explanation of rules of
punctuation
Articles/determiners They are provided with
written exercises for practice.

Activity:
Week15 Word Skills Vocabulary Students are showed different
building, synonyms, videos on building
antonyms, effective use of vocabulary.
thesaurus, dictionary skills
They are given topics to hold
discussion in groups.

Week16 Electronic Communication: Activity:


Students will be showed
videos on an effective usage
of social media (WATS
App…)
 SMS, Social Media (WhatsApp, https://www.youtube.com/wa
Blogs etc.) tch?v=NU1mptRcELg
 Emails and Email Etiquettes They are also given
professional emails used in
workplace.

They are asked to write a


letter of inquiry to corporate

sector about its


products/services… etc.

Students are also encouraged


to watch more videos on
effective use of social media

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and its dangers

Week17 Presentations-I Activity:


& Students are asked to present
Presentations-II their self as tourist guide and
give entertaining presentation
on any country they like
about its culture, famous
places, their developments
…..etc

Students are also encouraged


to make interesting slides for
presentation.
Week18 Activity:
Students are told different
Reading and Comprehension techniques used in reading
(a) Ways to cope with and understand text like
complex texts How to skim
(b) Practice in understanding complex How to scan
texts How to infer an idea
 (c) Skimming and scanning, speed How to critique (positive and
reading, intensive and extensive negative) in the text
reading Students are given text and its
related exercises
Which gives practice to all
these techniques.

Students are asked to read


and practice from relevant
chapters of given books

Week 19 Revision/Recapitulation
Make-ups [if any]
Final Term Exams

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Appendix 5 to Annex A
HU - 405 COMMUNICATION SKILLS

Course Details
Course Title: communication skills Prerequisite: None
Course Code: HU-405 Credit Hours: 2-1
Course Faculty
Rukaiza khan, Assistant Professor.

Mobile: 0301-5145183
Email: rukaiza.khan@gmail.com
Learning Outcomes

Level of
Assigned PLO Course Learning Outcomes CLOs Learning PLO

CLO1. Write summary of lengthy as well as C2 10


complex texts without losing the gist and
important details of the original written piece
10
CLO2. Practice writing official letters,
memorandums and reports in a professional C3 10
manner
CLO3. Label different kinds of essays and
C5
perform brainstorming-clustering method to
generate ideas in the form of a coherent essay 10
CLO4. Perform extensive reading activities in a C3
bid to improve reading skills, learn to aptly
place punctuation marks and use question tags
in an appropriate manner 10
CLO5. Identify presentation blind spots for
sound presentation skills through presentation
software such as Microsoft PowerPoint and A2
Prezi

10

Required Course Material

 Wren and Martin, English Grammar and Composition


 Building English Skills, Yellow Level

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 Practical English Grammar by A. J. Thomson and A. V. Martinet
 High Schools English Grammar by P. C. Wren and H. Martin
 Exploring the World of English by Sadat Ali Shah
 Business Communication & Technologies (Beck, Harvey, Mylonas, Rasmussen )
 Business Communication Today (Lesikar & Flatley)
 Business Communication Today –ll (Bovee & Thill)
 Business Communication (Mary Ellen Guffey)
 Business Communication, Building Critical Skills (Locker & Kaczmarek)

Course Evaluation (Grade Breakup)

Final Exam 50%


Mid Semester Exam 30%
Presentations 10%
Assignments/Projects 5%
Quizzes 5%
Course Content (Weekly Breakdown)

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Course Content /Breakdown
Lec No /
Work Topic Readings/Activities
Sessions
Introduction to Communication skills:  Interactive session is held to
written and oral take the opinion and create
 Basic Structure – Background interest among students for
concepts this course.
The Communication Process
1  Exploring the Communication
Process
 Attributes of Effective
Communication
 Communication Competence
 Intercultural Communication
 Students to hold discussions
in English language on a
Listening Skills variety of topics; they are
required to listen to the
 Elements of the Listening Process
arguments carefully and
2  Effective Listening: Focusing on
provide counterarguments
required information
 Components of active listening
 Video Clips to demonstrate
active listening

Activity:
 Students are told different
techniques used in reading
text like
Reading Skills How to skim
 Effective Reading How to scan
3  Skimming, scanning and
How to infer an idea
contextual meaning
 Mind Mapping How to critique (positive and
negative) in the text
 Students are given text and its
related exercises

Writing Skills Writing Exercises for different


 Written Communication: situations
Structure
4  How English works: Sentence
organization

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 Paragraph Writing: Structure

Writing Skills Writing Exercises


 Plain English Movement: Use of
clear, concise and simple English
5
 Writing Skills such as Cohesion,
Coherence, unity etc
 Essay Writing
Writing Skills: Précis Writing
6  Process of Writing: first draft,
revision and final draft
Speaking Skill Ted Talks and other video clips to
 Oral Communication: Theory, demonstrate effective public speaking
Ethics
7  Speaking skills: Components and
styles of speech
 Different aspects of rapid speech
such as Elision, Tone, stress
Phonetics Lab
8-9
 English Sounds
Speaking Skills Class activities and exercises to help
10  Introduction to public speaking student overcome their weaknesses
and communication anxiety and stage-fright
How to deliver an effective speech Activity:
 The Nature and Impact of
Language  Each student will be asked to
present a topic of their choice
for 3-5 minutes. They will be
11 assessed on their confidence,
body language, engaging
audience, intonation, time
management etc

Activity
Power Point Presentation
 Class activity for students to
 How to make Power point
convert text into simple, easy
12 Presentation
to understand figure or smart
 How to deliver a presentation
art
 Using Visual Aids effectively
Power Point Presentation
13
(Practice and Assessed Sessions

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Annex B
Professional Ethics Course (2-0) &
Professional Ethics Course (3-0)

Background
1. This course will cover the various dimensions of the term ‘ethics’, with special focus on its
application to the actual world. Starting from the theoretical perspectives on ethics, the course
will cover different levels of ethics- individual, the organizational and the global. The
practical applications of the concepts will also be examined including whistle blowing,
conflict of interest and discrimination.

Rationale
2. Ethics is an important part of any industry. Students or managers, unfamiliar with many
ethical challenges, behaviours, or regulations will find themselves struggling in industries.
3. Today's managers must necessarily concern themselves with ethical issues, because
unethical behaviour creates legal risks and damage to society as well as employees and
consumers. Ethics have become an integral part of university education in general. A student
or manager who is well-versed in ethical behaviour and practices, not only in the domestic
market but internationally, will find him or herself better prepared to deal with issues or
situations that may arise but don't always involve easy answers or decisions.
4. Each one of us, from the individual consumer to the CEO of an international corporation,
is affected in some way by ethics during the course of his or her life. Therefore, everyone has
a stake in the ramifications resulting from unethical decisions. This course offers an
introduction into the concept of values, morality, as well as cultural beliefs and upbringing in
all areas, from consumer rights to corporate social responsibility. Decisions made by shift
managers or corporate presidents may affect thousands of individuals or entire communities.
Consumers today expect and demand integrity, honesty, and transparency in all levels of their
environment. Understanding those expectations is the key to communicating core values and
behaviour not only to employees, but society in general.
Course Learning Objectives

5. Following are the course objectives:


 The various theoretical approaches to Ethics and its relevance to the actual world.

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 The role of culture (organizational and national), leadership and teamwork in
developing an ethical organizational climate.
 Barriers involved in ethical decision making at the organizational and individual level.
 Moral dilemmas faced by the organizations pertaining to local and global operations.
Course Learning Outcomes
6. Upon completion of the course, the students will achieve the following learning
outcomes:
 Acquisition and application of skills needed to apply ethical concepts to decisions.
 Enhanced awareness and understanding of the nature of ethics in the global
environment.
 Understand ethical implications from a stakeholder perspective.
 Increased awareness of the challenges of corporate social responsibility.
Benchmark Practices
7. The proposed course outline has been prepared after the subsequent meetings of SDC
and reviewing course contents of the international and national universities

Course Content, Methodology and Grading Scheme


8. The teaching methodology will integrate, lectures and class discussions, exercises,
industry representatives’/ guest speaker sessions, simulations, case studies, videos, pictures,
presentations and real life examples. Participation in classes and continuous teamwork
during the semester is essential to achieve the learning objectives of the course. Classes will
be interactive and require active involvement from students. The reference articles/ chapters/
case studies will be provided time to time by the instructor
Faculty
9. The true spirit of the course can only be infused if the teaching faculty is either
professionally qualified or trained to teach the course. Therefore, the course should be
facilitated by a teaching faculty but options for co-teaching with industry representatives
should also be encouraged and explored for maximum exposure.

Implementation
10. It is proposed that the course be made mandatory for all UG programs and that it
should be offered in semester 6,7 or 8 across all undergraduate programs at NUST to attain
maximum benefit, as, by this level, students are mature enough to grasp the concept of
“ethics”. If approved, the new course outline should be implemented forthwith while
individual Schools / Colleges / Institutions be allowed to make adjustments in sequencing of
the course till Fall Semester 2019.

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Professional Ethics Course (2-0)
Appendix -1 to Annex B

Week Topics Details


1 Introduction 
Introductions/Ice Breaking Session

Group Formation

Introductory Lecture
2 Ethics 
Ethics – the concept

Moral Development and Moral
Reasoning
3 Ethics  Ethics and the Changing Environment
Class discussion: Case: Was national conductor
morally responsible?
4 Social  Traditional vs Contemporary Views of
Responsibility and Social Responsibility
Ethics Class discussion: HBR Case: The body shop
5 Social  Different views of ethics – Utilitarian
Responsibility and (deontological approach), Rights and
Ethics Duties, Justice and Fairness, Virtue
Ethics
6 Stakeholder and  Moral Responsibilities of Cross
issue management Functional Area Professionals –
approaches to individual decision making
Ethics  Managing Crisis and conflict resolution/
risk management
Article Discussion: Company’s code of ethics
7 Assignment 1 presentations Case Malfold Toy Company
8 The Business  Ethics in the Market place
System
9 Mid semester exam
10 Guest Speaker  Ethics in public sector
 Assignment Presentations: HBR Case
Paseo Caribbe
11 The Corporation’s  Leadership
Internal  Organizational Culture
Shareholders
 Strategy and self regulation –
organizational skills
Article: Ethical Leadership
12 Employee/  Discrimination and respect for diversity

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Employer-  Sexual Harassment
Changing Social
Contract and Ethics
13 Employee/  Employee’s Obligations to Firms –
Employer- formula for career satisfaction and
Changing Social success
Contract and Ethics Case Discussion: Walmart
14 National Culture  Ethics in Cross Cultural Setting
and Ethics
15 Project  Project Presentations
Presentations
16 Project  Project Presentations
Presentations
17 Guest Speaker Session : Ethics across international boundaries
18 Final Semester Exam
*Individual Assignments: Students will be assigned two case studies (for each assignment)
and they will be asked to provide solutions to ethical dilemma faced by the company. This
exercise will expose them to the challenges of ethical decision making at the corporate level.
**Group Project: Final project will be a 5000 words paper on corporate social
responsibilities of chosen organization. The project will include literature review, study
question(s), research methodology, and actual research ( the help of interviews/
questionnaire), discussion, recommendations and comments on its suitability and conclusion.
One page write-up will be submitted for approval prior to commencement of project detailing
chosen organization and research question. This will be an appropriate mix of theoretical
concepts and their practical application.
*** The reference articles/ chapters/ case studies/ activities mentioned are samples only. The
faculty assigned to teach will modify/ select keeping in view its suitability for the audience
and program/course learning objectives and outcomes
**** All the contents have been shared in this working paper except licensed material

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Professional Ethics Course (3-0)
Appendix 2 to Annex B

Week Topics Details


1 Introduction  Introductions/Ice Breaking Session
 Group Formation
 Introductory Lecture
2 Ethics  Ethics – the concept
 Moral Development and Moral
Reasoning
 Challenges Involved in Ethical Decision
Making
 Why Organizations Need to be Ethical?
Does it Matter?
Rokeach Value Survey
3 Ethics  Ethics and the Changing Environment
 Levels of Ethics
 Addressing Various Myths about Ethics
 Can Organizations be taught or trained to
be Ethical?
Class discussion: Case 1: Was national
conductor morally responsible?
Case 2: Gun Manufacturer and responsibility
4 Social  Traditional vs Contemporary Views of
Responsibility and Social Responsibility
Ethics  Social responsibility of the Strategic
Decision Makers
 Firm’s Responsibilities
 Sustainability: More than
environmental?
 Corporate Stakeholders and (Ethical)
Decision Making
 Reasons for Unethical Behavior
 Encouraging Ethical Behavior
Class discussion: HBR Case: The body shop
Case 2: Who killed electric car ?
5 Social  Different views of ethics – Utilitarian
Responsibility and (deontological approach), Rights and
Ethics Duties, Justice and Fairness, Virtue
Ethics
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6 Stakeholder and  Stakeholder Approach
issue management  Issues Management Approach
approaches to
Ethics  Moral Responsibilities of Cross
Functional Area Professionals –
individual decision making
 Managing Crisis and conflict resolution/
risk management
Article Discussion: Company’s code of ethics
7 Assignment 1 presentations Case Malfold Toy Company
8 The Business  Ethics in the Market place
System  Ethics and External Environment
 Consumer Products and Marketing
Mini presentations on unethical advertising
9 Mid semester exam
10 Guest Speaker  Ethics in public sector / Assignment
Class presentations: HBR Case Paseo Caribbe
11 The Corporation’s  Leadership
Internal  Organizational Culture
Shareholders
 Strategy and self regulation –
organizational skills
Article: Ethical Leadership
12 Employee/  Discrimination and respect for diversity
Employer-  Sexual Harassment
Changing Social
Contract and Ethics  Whistle Blowing and risk taking
Article: Whistle Blowing consequences
13 Employee/  Firm’s Duties to Employee
Employer-  Employee’s Obligations to Firms –
Changing Social formula for career satisfaction and
Contract and Ethics success
 Organization as Political Systems
Case Discussion: Walmart
14 National Culture  Ethics in Cross Cultural Setting
and Ethics  Professionalism in Business dealings
Case Discussion: Starbucks
15 Project  Project Presentations
Presentations
16 Project  Project Presentations
Presentations
17 Guest Speaker Session : Ethics across international boundaries
18 Final Semester Exam

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*Individual Assignments: Students will be assigned two case studies (for each assignment)
and they will be asked to provide solutions to ethical dilemma faced by the company. This
exercise will expose them to the challenges of ethical decision making at the corporate level.
**Group Project: Final project will be a 5000 words paper on corporate social
responsibilities of chosen organization. The project will include literature review, study
question(s), research methodology, and actual research ( the help of interviews/
questionnaire), discussion, recommendations and comments on its suitability and conclusion.
One page write-up will be submitted for approval prior to commencement of project detailing
chosen organization and research question. This will be an appropriate mix of theoretical
concepts and their practical application.
*** The reference articles/ chapters/ case studies/ activities mentioned are samples only. The
faculty assigned to teach will modify/ select keeping in view its suitability for the audience
and program/course learning objectives and outcomes
**** All the contents have been shared in this working paper except licensed material

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Annex C
(Revision of HU-113, HU-304, HU 122, HU-212)

Revision of HU-113: Academic and Technical Writing (3-0), HU-304: Technical Report
Writing (2-0), HU-122: Technical Report Writing and Presentation Skills (1-1), and
HU-212: Technical Business Writing (2-0)
Sponsored by
S3H, SNS, MCS

Background

1. Seeking insights from the already revised 5 x soft skill courses (HU-108, HU-210,
MGT-163, MGT-272 MGT-403) on the directives of Rector NUST, revisions / changes, and
interactive teaching methodologies adopted in the five selected courses are required to be
incorporated and further implemented in all the relevant courses offered to UG students
across NUST. The rationale behind incorporation of the revised dimensions is to benefit from
the thoughtfully deliberated and all-inclusive revised courses which entail all the requisites
catering to the needs of the modern day curriculum. The entire constructive exercise is
exclusively meant to refining students’ communicative competence and ensuring
incorporation of the modern day requisites of the curriculum. In this connection, different
committees were formed by Acad Dte mandated to incorporate similar modifications in all
the relevant courses. The committee tasked to revise the 4x soft skills courses relevant to this
working paper was constituted as under:
Composition of Committee Courses to be Revised
AP Samavia Mumtaz, S3H President HU-113 Academic & Technical Writing (3-0)
HU-304 Technical Report Writing (2-0)
AP Alia Razia, MCS Member
HU-122 Technical Report Writing &
Dr Ilyas Chishti , SNS Member Presentation Skills (1-1)
HU-212 Technical and Business Writing (2-0)

2. The proposed working paper aims to review the subject courses by incorporating the
revised methodology which is in complete conformity with the recommendations of Student
Development Committee (SDC), multiple discussion sessions spanning over a year and a
half, and directives of Rector NUST, formally approved in 52nd ACM held in January 2019.

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The urgency of bringing about a thorough revision of the course conforming to the modern
educational trends was observed in different curriculum review sessions. Employment of
innovative teaching techniques ensuring a thorough transformation in students’
communicative competence was the desired objective of the multiple discussion sessions
conducted by the SDC. It was then decided by the competent authority that all the revised
features incorporated in the 5 x revised courses on soft skills were also required to be
incorporated in all the remaining relevant courses. The revision of the subject course is a
supplementary measure made in this very context. Following are the courses for which the
revisions are being recommended through this working paper:
a. HU-113: Academic and Technical Writing (Appendix 1)
b. HU-304: Technical Report Writing (Appendix 2)
c. HU-122: Technical Report Writing and Presentation Skills (Appendix 3)
d. HU-212: Technical Business Writing (Appendix 4)

Educational Objectives

3. The course revisions are steered towards following objectives:

a. To enable students differentiate among technical writing, academic writing, and other
pieces of writing by getting them familiarized with all the attributes of technical
writing and academic writing;

b. To refine students’ basic comprehension level of the language and its diverse
structures used in different types of English academic texts; developing their written
communication techniques appropriate for the academic work;

c. To expose the students to significant features of the writing process with a hands-on
knowledge of the employment of rhetorical devices employed in writing in general
and academic and technical writing in particular;

d. To write in a variety of workplace genres including resumes, letters, emails,


memos, and reports;
e. To design visually attractive documents with informative and striking visual
elements;
f. To identify and discuss multiple referencing techniques with a special
emphasis on MLA, APA style of referencing;
g. Analyze business communication situations and produce letters in language
and style appropriate to specific situations.

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h. To compose effective and persuasive written texts for diverse audiences in
academic and professional contexts.

Input Obtained from Industry/Corporate Sector

4. The academia desperately requires the human resource competent enough to exhibit requisite
skills in academic writing and conduct formal correspondence with a required level of finesse.
Corporate sector is in dire need of erudite well-rounded professionals who may come up with the
required proficiency in written discourse with a special emphasis on academic writing and official
correspondence. In this connection, according to Academia-Industry Linkages Gap Analysis Survey,
verbal and written communication skills has been identified as two of the top ten key soft skills
required by Pakistani employers.

The survey is appended at the end of the working paper.

International Standards/Practice

5. The subject courses with more or less similar nomenclatures are being taught at many
renowned universities across the globe. However, the scope of this working paper is exclusively
confined to revising the existing courses in light of recommendations put forth by the SDC.

Approval by DBS/FBS

6. Approved by FBS.

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Appendix 1 to Annex C
HU-113: Academic and Technical Writing (3-0)
Course Contents

Following are the course contents with teaching methodology.

Week Lecture Topic and Delivery Techniques


1 Introduction to the Course
 Course Outline
 Course Policies
 Course Rationale

Technical writing
 Introduction to Academic & Technical Writing & its relevance for
Business Students
 Difference between technical and academic writing
 Characteristics of Academic Writing

Principles of report writing

 Accuracy
 Simplicity
 Logical Sequence
 Clarity

Delivery Technique:
Course Introduction: Lecture by Course Faculty
Lecture Aid Video 1: Recognizing importance of audience needs, clarity,
completeness, and correctness in communication, accessible at
https://www.youtube.com/watch?v=kCfYNleY2RQ
Lecture Aid Video 2: Avoiding jargon for non-technical audience,
accessible at https://www.youtube.com/watch?v=aW2LvQUcwqc

Activity: Students write a simpler description for ideas shown in video no.
2.
2 Effective writing

 Planning
 Drafting
 Revising

Information Design and Definitions

 Organizing information and designing readable manuals


 Understanding audiences and how they use technical manuals.
 An overview of the types of definitions and a focus on formal and
operational definitions
 Guidelines for writing glossaries

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Oral Presentation Skills*

Delivery Technique:
Lecture: Faculty explains hallmarks of effective writing and oral
presentation and explains all the requisites of information design and
definitions
Activity: Students prepare 2-minute individual presentations without any
AV aids
Reading: Links to articles in HBR and Business Insider highlighting
importance of strong presentation skills shared with students prior to class.
https://hbr.org/2016/03/the-most-important-leadership-competencies-
according-to-leaders-around-the-world
https://hbr.org/2014/11/how-to-give-a-stellar-presentation
*Added at the Recommendation of Student Development Committee
3
Employment Related Skills*
 Job Market Search Skills, Job Planning & Organization Skills
 Interviewing for a job
 Salary Negotiations

In-text citation with reference to the following styles


 APA
 MLA
 Chicago
 IEEE
Delivery Technique:
Reading: Hand out on job search skills shared prior to class.
Class discussion: Students discuss their understanding of the information
they have acquired from the hand out on job search skills.
Lecture Aid Video: Behaviour based Interview (shared prior to class),
accessible at https://www.youtube.com/watch?v=TNvsbTuWrkI
Follow up activity: Mock interviews of students subject to available time
*Added at the Recommendation of Student Development Committee

The Instructor gets the students exposed to various referencing styles


through lucid examples while the students have already been assigned to
review the latest versions of all the referencing styles.

4-5 What is research


Importance
Various forms
Process
Challenges
Researching Arguments
 Finding an Issue
 Understanding that an Issue is More Than Merely a Topic
 Keep abreast of Current Events
 Research the News

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 Research Your Library’s Periodicals Indexes
 Finding Sources

Research Methodologies
Qualitative & Quantitative
Mixed method (Multi method) of research
Rhetoric and Visual Rhetoric
MS Word: Page Layout, Styles and Templates
Lab Activity: Develop a custom template
Reading and Online Discussion:
Porter and Sullivan, Repetition and Rhetoric of Visual Design
Delivery Technique: Students are assigned to read the relevant sections of
the course book/reference book prior to the conduct of class.

The instructor gets the students acquainted with requisites of the process of
research and various methods employed in business research.

All the technical dimensions of rhetoric and visual rhetoric are explicated
with a hand- on lab experience in computer lab.
6 General Academic English Vocabulary
 Use of less emphatic, more cautious forms in academic English
 Reading and Online Discussion
McLennan, Getting it Together: Strategies for Writing Cohesively
Glazer, Voices to Shun: Typical Modes of Bad Writing
Delivery Technique: The instructor provides the students with a list of general
Academic English Vocabulary and conducts constructive discussions on the basis
of already visited online articles by acting as a moderator and facilitator.
7 A Basic Overview of MS Word
 Word Wrap; Move around a Document; Insert & Delete Page Breaks; Add
Page Numbers; Insert Cover Page; Customize Word; Insert Headers &
Footers; Create Sections; Spelling & Grammar; Different Views; Save a
Document in Compatible Format; Print Options; In-Text Citation &
Annotated Bibliography

An Insight into Referencing Styles with a special reference to APA and MLA

Delivery Technique: Students are taken to the computer lab where they
receive hands-on experience working on all the basic fundamentals of MS
Word
 The instructor explains various in-text citation techniques following
different referencing styles; bibliographic referencing styles are also
explicated with comparative analysis.
8 Components of a Research Paper
1. Cover
2. Label
3. Title Page
4. Foreword
5. Preface
6. Acknowledgement
7. Abstract

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8. Table of Contents
9. Lists of Figures and Tables
10. Summary
11. Introduction
12. Methods, Assumptions, and Procedures
13. Results and Discussion
14. Conclusions
15. Recommendations
16. References
17. Appendixes
18. Bibliography
19. List of Symbols, Abbreviations, and Acronyms
20. Glossary
21. Index
22. Distribution List

Reading and comprehension of academic texts of different genres in English


Delivery Technique: Students are assigned to download different research
papers relevant not only from their subject areas but also from various other
interdisciplinary areas prior to the conduct of the class so that they are able
to comprehend the tone, style and methods employed in various
interdisciplinary fields. The instructor helps them trace different
components of the research paper within the class and explains it
accordingly.

9
Mid Term Examination
10-11
Tips on Quoting, Summarizing and Paraphrasing

Abstract
 Define an Abstract
 Enumerate and describe the 2 types of Abstract
 Explain main components of abstract
 Differentiate Abstract from Introduction
 Explain the purpose and limitations of
 Evaluate the structured and unstructured
 Example of abstract
 Write your own abstract

Literature Review*

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What is a literature review?

What is not a Literature Review?

Importance and purpose of Literature Review

Process of literature review

 Select a topic
 Search and choose the literature
 Analyze and interpret the literature

Delivery Technique:
Warm up Activity: Peer summarizing
The instructor lectures on diverse dimensions of abstract writing and
literature review.
Lecture Aid Video: Literature Review explained, accessible at
https://www.youtube.com/watch?v=QE_Us8UjS64
Lecture Aid Video: Writing with integrity, accessible at
https://www.youtube.com/watch?v=F1S1FZ-bn5E
Reading: Handout on Plagiarism: Overview and Contradictions
Follow up: Students share their work and progress with faculty on weekly
basis till submission.

*Newly added Topic


12 Resumes & Portfolio Development*

-up Letter/email

Delivery Technique:
Assignment: Students select a Job Advertisement from a recent
newspaper and send their professional Resume and a Cover Letter for the
selected job to the course faculty.
Lecture: Faculty explains different types of resumes including video
resumes.
Lecture Aid Video: How to make a video resume, accessible at
https://www.youtube.com/watch?v=S5RDXlRXh8c
In-class activity: Students take an online quiz to assess their existing
email etiquette
https://www.netmanners.com/email-etiquette-quiz/
*Newly Added Topic

Image & Argument: Visual Rhetoric


 Reading Images
 Advertisements
 Editorial Cartoons
 Public Sculpture
 News Photographs
 Graphics

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Delivery Technique:
Reading: Book Chapter read by students prior to class.
a. D Lecture: Faculty explains various components of visual rhetoric.
13 Letter Writing
 Appearance
 Attitude
 Format
 Parts
 Tone and Style
Basic English Grammar
Parts of Speech
Subject-Verb Agreement
Parallelism
Delivery Technique: The instructor explains all the basic fundamentals of
grammar through various activity-based sessions. All the components and
types of formal letters are explained. Students have already been shared
templates of various types of formal letters. The instructor labels different
parts of letters and helps students identify tone of different letters.
14  Proof Reading
 Spelling Errors
 Omissions & Jumbled Passages
 Punctuation Problems: Apostrophes; Commas; Semicolons; Colons
Basic English Grammar
Concept of Gerund and Participle
Introduction to Phrases, Clauses, and their Types
Simple, Compound, Complex and Compound-complex Sentences

Delivery Technique:
Lecture: Faculty explains all the necessary modalities of grammar through
activity sheets by devising different activity based sessions
15 Understanding the Stages of Writing Process
 Coherence and Cohesion
Hedging
 Introduction to various devices employed in hedging
Integrating, Synthesizing and Critiquing
 Linking ideas from other texts together with your own ideas and
commenting on them.
Delivery Techniques: Reading: Book Chapter read by students prior to
class. The faculty distributes handouts on all the above mentioned
dimensions.
Students have already been tasked to download five different research
papers; they are then asked to integrate/synthesize the relevant data from all
the five papers and incorporate the crux of the matter into their own paper;
supplemented with their own critique on the relevant portions.
16 Presentations of the Project Proposal
17 Presentations of the Project Proposal

18 Final Examination

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Course Material
Suggested Textbook
 The Aims of Argument: A Text and Reader
Authors: Timothy W. Crusius; Carolyn E. Channell
Publisher: McGraw-Hill Education (2014)
Edition: 8th Edition
ISBN-13: 978-0077592202
 Technical Communication. A Reader Centered Approach
Author: Paul. V. Anderson
Edition: 8th
ISBN-13: 978-1133309819
Publisher: Cengage Learning; 8th edition (2013)
Reference Book
 Academic Writing: A Handbook for International Students.
Author: Bailey, S. (2015).
Edition: 4th Edition
Publisher: Routledge. London and New York :
ISBN-13: 978-0415595810
Summary of Activities/Teaching Aids Added to the Existing Course
Nature of Activity/Material Number
Videos (should be updated 7
periodically by faculty)
In-class activities/tasks 5
Readings/articles 5
Students’ presentations 6
Take-home assignments 3

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Appendix 2 to Annex C

Revision of HU-304: Technical Report Writing (2-0)

Course Contents

Following are the course contents with teaching methodology.

Week Lecture Topic and Delivery Techniques

1 Technical writing
 Introduction to technical and academic writing
 Difference between technical and academic writing

Principles of report writing

 Accuracy
 Simplicity
 Logical Sequence
 Clarity

Delivery Technique:
Course Introduction: Lecture by Course Faculty
Lecture Aid Video 1: Recognizing importance of audience needs, clarity,
completeness, and correctness in communication, accessible at
https://www.youtube.com/watch?v=kCfYNleY2RQ
Lecture Aid Video 2: Avoiding jargon for non-technical audience, accessible
at https://www.youtube.com/watch?v=aW2LvQUcwqc

Activity: Students write a simpler description for ideas shown in video no. 2.
2 Effective writing

 Planning
 Drafting
 Revising

Oral Presentation Skills*

Delivery Technique:
Lecture: Faculty explains hallmarks of effective writing and oral presentation
Activity: Students prepare 2-minute individual presentations without any AV
aids
Reading: Links to articles in HBR and Business Insider highlighting
importance of strong presentation skills shared with students prior to class.
https://hbr.org/2016/03/the-most-important-leadership-competencies-
according-to-leaders-around-the-world
https://hbr.org/2014/11/how-to-give-a-stellar-presentation
3
Employment Related Skills*

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 Job Market Search Skills, Job Planning & Organization Skills
 Interviewing for a job
 Salary Negotiations

In-text citation with reference to the following styles


 APA
 MLA
 Chicago
 IEEE
Delivery Technique:
Reading: Hand out on job search skills shared prior to class.
Class discussion: Students discuss their understanding of the information they
have acquired from the hand out on job search skills.
Lecture Aid Video: Behaviour based Interview (shared prior to class),
accessible at https://www.youtube.com/watch?v=TNvsbTuWrkI
Follow up activity: Mock interviews of students subject to available time
*Added at the Recommendation of Student Development Committee

The Instructor gets the students exposed to various referencing styles through
lucid examples while the students have already been assigned to review the
latest versions of all the referencing styles.

4-5 What is research


Importance
Various forms
Process
Challenges
Research Methodologies
Qualitative & Quantitative
Mixed method (Multi method) of research
Delivery Technique: Students are assigned to read the relevant sections of
the course book/reference book prior to the conduct of class

The instructor gets the students acquainted with requisites of the process of
research and various methods employed in engineering research.

6 1st OHT

7 How to cite following in IEEE style of referencing


 Citing more than one reference at a time
 Citing a reference multiple times

 Citing Personal Communications

 Conversations, letters, interviews, e-mails and telephone conversations

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 Citing Secondary Sources

 AV Materials
 Book Chapters
 Books
 Conference Papers
 E-books
 E-journals
 Electronic Documents
 Internet Documents
 Journal Articles
 Newspaper Articles
 Podcasts
 Readers/Study Guides
 Thesis

Delivery Technique: Students are assigned to read the relevant sections of


the course book/reference book prior to the conduct of class

The instructor explains various in-text citation techniques following different


referencing styles; bibliographic referencing styles are also explicated with
comparative analysis.
8 Components of a Research Paper
23. Cover
24. Label
25. Title Page
26. Foreword
27. Preface
28. Acknowledgement
29. Abstract
30. Table of Contents
31. Lists of Figures and Tables
32. Summary
33. Introduction
34. Methods, Assumptions, and Procedures
35. Results and Discussion
36. Conclusions
37. Recommendations*
38. References
39. Appendixes

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40. Bibliography*
41. List of Symbols, Abbreviations, and Acronyms
42. Glossary
43. Index
44. Distribution List
Delivery Technique: Students are assigned to download different research
papers relevant to their areas prior to the conduct of the class. The instructor
helps them trace different components of the research paper within the class
and explains it accordingly.
9-10
Abstract
 Define an Abstract
 Enumerate and describe the 2 types of Abstract
 Explain main components of abstract
 Differentiate Abstract from Introduction
 Explain the purpose and limitations of
 Evaluate the structured and unstructured
 Example of abstract
 Write your own abstract

Literature Review

What is a literature review?

What is not a Literature Review?

Importance and purpose of Literature Review

Process of literature review

 Select a topic
 Search and choose the literature
 Analyze and interpret the literature

Delivery Technique:
Warm up Activity: Peer summarizing
The instructor lectures on diverse dimensions of abstract writing and literature
review.
Lecture Aid Video: Literature Review explained, accessible at
https://www.youtube.com/watch?v=QE_Us8UjS64
Lecture Aid Video: Writing with integrity, accessible at
https://www.youtube.com/watch?v=F1S1FZ-bn5E
Reading: Handout on Plagiarism: Overview and Contradictions
Follow up: Students share their work and progress with faculty on weekly
basis till submission.

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*Newly added Topic
11 Resumes & Portfolio Development*

-up Letter/email

Delivery Technique:
Assignment: Students select a Job Advertisement from a recent newspaper
and send their professional Resume and a Cover Letter for the selected job
to the course faculty.
Lecture: Faculty explains different types of resumes including video
resumes.
Lecture Aid Video: How to make a video resume, accessible at
https://www.youtube.com/watch?v=S5RDXlRXh8c
In-class activity: Students take an online quiz to assess their existing email
etiquette
https://www.netmanners.com/email-etiquette-quiz/
*Newly Added Topic

Technical reports

 Importance
 When to generate the technical reports
 Contents of a report
 Format
 Objectives
 Rules of writing report

Delivery Technique:
Reading: Book Chapter read by students prior to class.
Lecture: Faculty explains components, tone, and expression suitable for
different types of reports.
Activity 1: Students understand and identify various components of a report
Activity 2: Students identify problems in extracts from sample reports and
rewrite them in appropriate tone according to writing principles suggested in
class lecture.
Assignment: Collaborative group report

Follow up presentation: Brief presentation on the report assignment.


12 2nd OHT
13-15 Project proposal

 What is a project proposal


 Importance
 Components of the proposal
 Formatting
 Writing a proposal

Proposal Writing

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 Executive Summary
b. D  Organization description
 Project background
 Problem statement
 Goal and objectives
 Beneficiaries
 Proposed methodology
o Partners
o Project implementation
C o Activities
o Risks and assumptions
o Means
 Budget
 Monitoring and evaluation
 Sustainability
 Annexes

Editing and Layout

 Find a catchy title


 Pay attention to the language
 Use simple language
 Avoid spelling mistakes
 Be concise and logical

Pay attention to the layout / presentation

 Use your organization’s logo on the first page


 Use headers and footers
 Use clear titles and paragraphs
 Add table of contents
 Print on standard format paper

Delivery Technique:
Lecture: Faculty explains importance of proposals in academic, research, and
professional contexts.
Lecture Aid Video: Basics of Research Proposals, accessible at
https://www.youtube.com/watch?v=hVivvHS4QZQ
Warm up Activity: Faculty explains the brief to class.

Follow-up assignment: Students to submit one-page proposal for their final


term paper in a week as per given format.
16 Presentations of the Project Proposal
17 Presentations of the Project Proposal
C18 Final Examination

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Course Material/Suggested Textbook

 Technical Report Writing today by Daniel G Riordan 2015 Published by Cengage Learning,
Inc, United States
 A Writer’s Reference by Diana Hacker 8th addition 2016

Summary of Activities/Teaching Aids Added to the Existing Course

Nature of Activity/Material Number


Videos (should be updated periodically by faculty) 7
In-class activities/tasks 5

Readings/articles 7

Students’ presentations 6

Take-home assignments 3

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Appendix 3 to Annex C
Revision of HU-122: Technical Report Writing and Presentation Skills

Course Contents

Following are the course contents with teaching methodology.

Wee Lecture Topics Delivery Technique


k
1 Technical Handouts are given to students with various types of writing excerpts.
Writing: Students discuss in pairs the characteristics of different writing styles.
Mechanics of Faculty further explains the characteristics of Technical/Business Writing.
Technical Take home Assignment:
Writing, Students search any technical document and evaluate/analyze the
Comparison & characteristics of technical writing style.
Contrast

2 Audience Students watch following videos related to audience recognition.


Recognition & Faculty lecture to explain the concept
Involvement Video accessed at:
https://www.youtube.com/watch?v=zb-iuMhl7xA

Defining Class Activity:


Objectives Students are given the activity sheet to practice the principles of audience
involvement followed by the class discussion on these points.

3 Oral Student watch a documentary on presentation skills accessed at:


Presentation
https://www.youtube.com/watch?v=vB2pl1QbY3I
*Added at the
Recommendatio Follow –up Activity:
n of SDC Class discussion on the important points of the documentary.
Activity Part 1: Students present any topic of common interest for 2
minutes in front of the class without AV aids.

4 Reading: Links to articles in HBR and Business Insider highlighting


Oral importance of strong presentation skills shared with students prior to class.
Presentation Accessed at:
https://hbr.org/2014/11/how-to-give-a-stellar-presentation
*Added at the Lecture: Faculty explains various principles of presentation skills and
Recommendatio what to avoid while using PowerPoint through a video.
n of Student
Development Activity Part 2: Students present the same topic (Activity part 1) for 5 min
Committee in front of the class with AV aids.

5 Communication Lecture through power point


Principles Class Activity:
(7C’s) Students solve the worksheet to apply the principles learnt during lecture.
Students watch video on effective writing tips.

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Video link available at:
https://www.youtube.com/watch?v=IQMKV6a1IWk

OHT 1
7 Research Online article is shared with students prior to the class;
Writing Skills: accessed at:
-Methodologies https://www2.le.ac.uk/departments/doctoralcollege/training/eresources/stu
-Techniques, dy-guides/thesis/developing
Review of
Literature. Good research writing tips, accessed at:
https://blog.typeset.io/how-to-become-good-at-research-writing-
b5e6e864e74e-

Faculty explains the concept of research and techniques

Lecture Aid Video: Literature Review explained, accessible at:


https://www.youtube.com/watch?v=u-jg92ZjObg

8 - Research paper Lecture Aid Video: Understanding academic integrity & plagiarism,
writing accessible at:
https://www.youtube.com/watch?v=SvQgsvdkjEI

Reading: Handout on Plagiarism

Class Activity: Students solve the activity sheet of APA Reference Style.
Individual Project:
Part1: Students write one research paper including literature review,
research methodology, analysis based on research and final conclusion.
Part 2-Presentation: Students will present an overview of their final
research paper in week 16-17 of the semester.
9 Professional Students are given sample memos to identify the elements and writing
writing: style
Memorandum
Lecture to explain the various elements of memo writing

Class Activity:
Students read the flawed memo and answer the questions:
Does the introduction explain why and what the writer is writing about?
Is the memo clear in terms of answering reporter’s questions?
Is the letter Concise, limiting word length, sentence length, and paragraph
length?
Does the student’s conclusion explain what’s next, specifying when there
should be a follow-up action and why that date/time is important?

10 E-mail* Lecture on guideline to compose an effective e- mail.


Class Activity:
Students have an on line quiz to assess their existing email etiquette,
access at:
Letter Writing : https://www.netmanners.com/email-etiquette-quiz/
-Compulsory &
Optional Class Activity: Students re-write the given e-mail to improve tone & style.
Elements Faculty explains the components and formatting of a letter
-Format
*Newly Added Topic

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11 Letter Writing II Students are given various types of letters as sample to analyze the
components.
Types of letter
Faculty explains how to compose introduction, discussion and concluding
part according to the type of a letter
Follow-up Activity:
Students compose a given type of letter in prescribed format.
OHT 2
13 Agenda points Faculty explains the format and writing style
& Notices
Minutes of the Class Activity:
meeting Mock Meeting Sessions. Students note minutes of the meeting and review
each other’s documents in the light of faculty’s lecture.

14 Employment Faculty explains the basic concept of job planning, search and
Related Skills* organization skills

Handouts related to self- evaluation and analysis are given to students


Job Market prior to the class.
Search Skills *Newly added topic
Job Planning & Class Activity:
Organization Students work in pair to identify their skills, strengths and values.
Skills
Follow-up Activity (Assignment)
Student will develop their inventories.
15-16 Employment Faculty explains the basic elements of resume.
Communication
II Handouts of sample CVs are given to students prior to the class.
Follow-up Activity (Assignment)
- Resume Student are given the CV template to compose their CVs.
writing
Cover Letter or Lecture Aid Video: How to make a video resume, accessible at:
Follow-up https://www.youtube.com/watch?v=S5RDXlRXh8c
Email
Discussion on the important points of the video
Student are directed to read more about this topic here:
http://career-advice.monster.com/resumes-cover-letters/cover-letter-
tips/10-cover-letter-donts/article.aspx

Faculty explains the basic elements of cover letter.

Students review sample cover letters.

Take home Assignment:


Student will identify any job advertisement and write a cover letter to
apply for the job.
17 Students’ Public Speaking/Presentations
18 End Semester Exams

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Course Material
1. Technical Writing for Success by Darlene Smith – Worthington & Sue Jefferson
South-Western Cengage Learning, USA (2011)
ISBN-13: 978-0-538-45048-5
ISBN-10: 0-538-45048-7
2. Technical Writing –Process and Product by Sharon J. Gerson & Steven M. Gerson
Pearson Publications, 9th Edition (2016)
ISBN-10: 0134094034
ISBN-13: 978-0134094038
3. Technical Communication by Mike Markel & Stuart A. Selber
Bedford/St. Martin’s - Macmillan Learning, Boston, New York
12th edition (2018)
ISBN-13: 978-1-319-10788-8 (EPUB)
4. Business Communication by Michael Bannie
5th Edition (2009)
Spring Hill House – Oxford UK
ISBN 978 1 84803 322 1
5. Improve your Communication Skills by Alan Baker
Revised Second Edition (2010)
Kogan Page ltd.
ISBN 978 0 7494 5627 6
E-ISBN 978 0 7494 5911 6
Summary of Activities/Teaching Aids Added to the Existing Course

Nature of Activity/Material Number


Videos 06
In-class Activities 10
Take home assignments 03
Reading Articles 07
Individual project 01
Presentation 03

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Appendix 4 to Annex C

Revision of HU-212: Technical Business Writing (2+0)

Course Contents

Following are the course contents with teaching methodology.

Week Lecture Topics Delivery Technique


1 Introduction to Handouts are given to students with various types of writing excerpts.
the Course Students discuss in pairs the characteristics of different writing styles.
Basic Principles Then they share their views with whole class.
of
technical/Busines Faculty lecture to further explain the characteristics of Technical/Business
s Writing – writing through power point
Salient Features
2 Lecture through power point
Audience
Recognition & Students watch following videos related to audience recognition.
Involvement To have an understanding about audience need and clarity:
Lecture Aid Video 1, accessible at
Defining Purpose https://www.youtube.com/watch?v=kCfYNleY2RQ
Clearly
To avoid jargon for lay audience:
Lecture Aid Video 2, accessible at:
https://www.youtube.com/watch?v=aW2LvQUcwqc

Class Activity:
Students are given the activity sheet to practice to the principles of
audience involvement followed by the class discussion on these points.
Communication
Model – CMAPP Mini Case Study:
Students are given a case scenario to apply CMAPP Model.
*Newly added topic

3 Oral Presentation Lecture: Faculty explains hallmarks of a good oral presentation


Activity: Students prepare 2-minute individual presentations without any
*Added at the AV aids
Recommendation
of Student Reading: Links to articles in HBR and Business Insider highlighting
Development importance of
Committee strong presentation skills shared with students prior to class. Accessed at:

https://hbr.org/2016/03/the-most-important-leadership-competencies-
according-toleaders-around-the-world
https://hbr.org/2014/11/how-to-give-a-stellar-presentation
http://www.businessinsider.com/skills-you-need-to-succeed-2017-2

Lecture: Faculty explains various principles of presentation skills and what

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to avoid while using PowerPoint through a video.

4 Communication Lecture through power point


Principles (7C’s)
Class Activity:
Students solve the worksheets to apply the principles learnt during lecture

Writing Process Students watch video on effective writing tips.


– Three Stages Video link available at:
Pre-writing - https://www.youtube.com/watch?v=IQMKV6a1IWk
Techniques
Writing/Drafting Class Activity:
Revision / Students have a class activity based on application of any pre- writing
Editing technique
5 Memorandum Students are given sample memos to identify the elements and writing
Writing style

Lecture, through power point, to explain the various elements of memo


writing

Lecture on guideline to compose an effective e- mail


Class Activity:
E Mail – Students have an on line quiz to assess their existing email etiquette, access
Advantages & at:
Disadvantage https://www.netmanners.com/email-etiquette-quiz/
*Newly Added Topic
Guideline to
write an effective Students re-write the given e-mail to improve tone & style.
E-mail
OHT 1
6 Approaches to Students are given sample messages to understand and discuss the direct
Writing plan.
Faculty explains the components of direct plan through power point.

How to Compose: Students watch a video on persuasive strategy.


Good News Video link accessed at:
Message https://www.youtube.com/watch?v=8kzuf31fdMw
(Direct Plan)
Video 2 link accessed at:
Persuasive Message https://www.youtube.com/watch?v=lmR58_dqLxY
(to motivate)
Persuasive Message Class Activity:
II Students read the sample sales message to analyze the elements of
(Sales Appeal- persuasive strategy.
AIDA Plan)

8 Approaches to Students are given sample messages to understand and discuss the indirect
Writing plan.

Elements of indirect plan and how to create buffer is explained by the


How to Compose: faculty.
Bad News Message
(Indirect Plan -
Creating Buffer) Faculty explains the components and formatting of a letter

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Letter Writing : Class Activity:
Compulsory & Students compose a bad news message with buffer. (Application of
Optional Elements Indirect Plan)
-Format

9 Letter Writing II Students are given various types of letters as sample to analyze the
components.
Types of letter
-Acknowledgment Faculty explains how to compose introduction, discussion and concluding
& Adjustment, part according to the type of a letter
Complaint Letters,
Inquiries and
Responses Online article shared prior to the class, accessed at:
https://libguides.usc.edu/writingguide/researchproposal

Proposal Writing: Lecture: Faculty explains importance of proposals in academic, research,


- Contexts and professional contexts.
/Strategies Follow-up assignment: Students to submit one-page proposal for their final
Audience and term paper in a week as per given format.
Purpose Proposal
Forms Proposal
Types (Research,
Business)

10 Report Writing Students are given chapter notes prior to the class.
Online source, report writing guideline, shared prior to the class. Accessed
Basic concept at:
Components of https://www.lboro.ac.uk/services/library/students/learningsupport/topics/re
Formal Report portwriting/
Bibliography Faculty explains the concept and components of a formal report

Faculty explains the concept of plagiarism & how to develop a reference


list or bibliography

Class Activity:
Student will have a class activity to apply APA style referencing

11 Report Writing Faculty explains the difference between short and long report

Student will have a class activity to analyze the components of various


Short & Long types of reports
Reports -
Basic concept
Types of reports Class Activity: Students identify the problems in sample report and rewrite
How to write it in appropriate tone according to writing principles suggested in class
Abstract & lecture.
Executive Summary Group Project:
Student will submit a formal report as a collaborative project.
Follow up presentation: Brief presentation on the report assignment.
OHT 2
13 Employment Faculty explains the basic concept of job planning, search and organization
Related Skills* skills

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(Newly added
topic) Handouts related to self- evaluation and analysis are given to students prior
to the class.

Job Market Search Class Activity:


Skills Students work in pair to identify their skills, strengths and values and then
Job Planning & discuss with the class.
Organization Skills
Follow-up Activity (Assignment):
Student will develop their inventories.

Lecture Aid Video: Behaviour based Interview (shared prior to class),


accessible at:
https://www.youtube.com/watch?v=TNvsbTuWrkI

Discussion on the important points of the video


14 Employment Faculty explains the basic elements of resume and types of resume.
Communication
Handouts of sample CVs are given to students prior to the class. Students
- Resume writing work in pair to identify the salient features and then discuss with the class.
-Follow up Letter or
E-mail Follow-up Activity:
Student are given the CV template to compose their CVs.

Lecture Aid Video: How to make a video resume, accessible at:


https://www.youtube.com/watch?v=S5RDXlRXh8c

Discussion on the important points of the video


Student are directed to read more about this topic here: http://career-
advice.monster.com/resumes-cover-letters/cover-letter-tips/10-cover-letter-
donts/article.aspx

15 Employment Faculty explains the basic elements of cover letter.


Communication
Students review sample cover letters
Cover Letter or
Follow-up Email Follow-up Activity (Assignment):
Student will identify any job advertisement and write a cover letter to
Writing apply for the job.
Instructions/Proced
ures Faculty explains the writing style and important components of
instructions/procedures

Class Activity: Student will re-write the instructions to improve the writing
style and tone.
16- Students’ Students present their collaborative reports.
17 Presentations

Peer Review: Class will comment on the strong and week points of the
presentation as target audience.

Faculty’s Comments
18 Final Exams

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e. Course Material
1.The Handbook of Technical Writing by Gerald J. Alred, Charles T. Brusaw, Walter E. Oliu.
11th Edition (2015)
Macmillan Learning
ISBN-13: 978-1457675522
ISBN-10: 1457675528
2. How to Write Technical Reports BY Lutz Hering & Heike Hering
Springer (2010)
Springer Heidelberg Dordrecht, London New York
ISBN 978-3-540-69928-6
e-ISBN 978-3-540-69929-3
3. Technical Communication by Mike Markel & Stuart A. Selber
Bedford/St. Martin’s - Macmillan Learning, Boston, New York
12th Edition - 2018
ISBN-13: 978-1-319-10788-8 (EPUB)
4. Engineers’ Guide to Technical Writing by Kenneth G. Budinski
ASM International, USA (2001)
ISBN-10: 0871706938
ISBN-13: 978-0871706935
5. Technical Writing –Process and Product by Sharon J. Gerson & Steven M. Gerson
Pearson Publication, 9th Edition (2016)
ISBN-10: 0134094034
ISBN-13: 978-0134094038
6. Reporting Technical Information by Kenneth W. Houp, Thomas E. Pearsall, Tebeaux and Dragga
Latest edition, Oxford University Press (2009)
ISBN: 0195323521
ISBN: 9780195323528
7. Business Communication: Building Critical Thinking Skills by Kitty O. Locker & Stephen K.
Kaczmarek
6th Edition (2012)
McGraw Hills – Irwin
ISBN 978-0-07-340326-7
Summary of Activities/Teaching Aids Added to the Existing Course
Nature of Activity/Material Number
Videos 08
Case Study 01
Class Activities 10
Articles 04
Take Home Assignment 04
Presentation 02

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Annex D
Entrepreneurship Course (1-0) & Entrepreneurship Course (2-0)

Background
1. Beyond being an academic discipline, Entrepreneurship is a way of life. It is a key
driver of any nation’s economy as wealth and jobs are created by individuals with an
entrepreneurial mindset, many of whom eventually create big businesses. Individuals exposed
to entrepreneurship have more opportunity to exercise creativeness, higher sense of self-
esteem and over all greater sense of control over their lives. Many experienced business
executives, political leaders, economists, and educators believe that fostering a robust
entrepreneurial culture maximizes individual and collective economic and social success on
local, national, and global levels. Furthermore, entrepreneurship spurs opportunities for
women and minorities and improvises solutions to socio-economic problems.

2. Initially, Technology Incubation Center (TIC) benchmarked certain international


institutions for preparing a draft course outline that was circulated across various NUST
Schools / Colleges / Institutions to solicit feedback. The resultant draft outline forms the
foundation for this working paper.

Rationale
3. Internationally, this course is essential in the academic portfolio of universities today
because of the potential it holds to develop graduates who can provide unique solutions to
environmental, social and economic challenges the world faces. Entrepreneurs provide
stimulus to growth in the economy, encourage development of new products and services and
offer solutions to socio-economic problems. Hence, the proposed course, is vital to be added
in the academic programs of NUST which has Entrepreneurship and Innovation at the core of
its vision and mission and as one of its strategic thrusts. Currently, the course of
Entrepreneurship is taught with varying names at different schools at NUST, that too with
different credit hours. By introducing one standard curriculum for 3-0 credit hours, flexibility
for students to cross register will be embedded and dissemination of all key and critical aspects
of the course will be ensured. There is a need in Pakistan to educate students to develop the
insight needed to recognize and create entrepreneurial opportunities along with the expertise
to start and manage their own businesses as this is one of the ways that even developing

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countries are driving their economic growth. Therefore, the course will prepare students from
all socio-economic and educational backgrounds to think out of the box and nurture
unconventional talents and skills to provide solutions needed by businesses, organizations
and society at large.

4. At present, saturation of employment in traditional professions due to lack of


economic activity in different industries has led to unemployment in general which has
resulted in reduced wages. Thus, as an alternative to seeking employment in existing
organizations the young, enterprising and dynamic youth need to be professionally educated
to start their own ventures for which this degree is primarily designed

Course Learning Objectives


8. Following are the course objectives:
a. To equip students with an entrepreneurial mindset and a unique combination of
technical and business expertise which will help them start new companies,
sustain existing ones and succeed in any career they pursue.
b. To inculcate innovation and entrepreneurship skills in students from multi-
disciplinary backgrounds to enrich learning within the cohort.
c. To identify and screen new product, services and process opportunities and
implement them within new start-up ventures and large incumbent firms
d. To develop new business insights and problem solving skills in students through
team centered experiential learning situations.

Course Learning Outcomes


9. Upon completion of the course, the students will achieve the following learning
outcomes:
a. Students will recognize the entrepreneurial potential within themself and others
in their environment.
b. Students will apply idea generation techniques to help them better create and
shape ideas into opportunities.
c. Students will appreciate the role of entrepreneurship within society, at the level
of an organization, their own personal life.
d. Students will grasp the fundamental importance of key values in explaining
entrepreneurial success.
e. Students will identify the many ways in which entrepreneurship manifests itself,

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including start-up context, corporate context, social context, and others.
f. Students will develop an appreciation of opportunity, how to recognize it, and
how to evaluate it.
g. Students will appraise the nature of creative new business concepts that can be
turned into sustainable business ventures.

Benchmark Practices
10. The proposed course outline has been prepared after reviewing the content of the
Entrepreneurship course offered at a number of well reputed international and national
universities. The international universities include Babson College, United States, Syracuse
University, United States and Rutgers University, United States while the national
universities include LUMS and IBA.

Course Content, Methodology and Grading Scheme


11. The course will be offered as a 3-0 course, in the Undergraduate Programs across
NUST, under the existing title ‘Entrepreneurship.’ Detailed content is placed at Annexure A.
This course is practical in nature unlike other core and specialized courses which are theory
laden. Moreover, the course has a substantial component of technical and conceptual
knowledge. Therefore, to ensure that the learning outcomes are truly realized, it is imperative
that assessments be practical in nature. Such assessments can include the $10 budget startup
challenge, business plan development and pitches, in-class activities, class participation and
case analysis. Additionally, it is proposed that a minimum of 4 guest speaker (entrepreneurs)
sessions be scheduled in the entire duration of the course.

Faculty
9. The true spirit of the course can only be infused if the teaching faculty is either
professionally qualified or trained to teach the course or they have experience establishing
their own startup. In view of previous experience, it is pertinent to state that while
entrepreneurs are good mentors and inspire students, they are generally less equipped to teach
a full course. Therefore, the course should be facilitated by a teaching faculty but options for
co-teaching with entrepreneurs should also be encouraged and explored. There is also a need
to train faculty teaching this course (across NUST), so that the purpose of standardizing the

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curriculum is not compromised due to inexperience or lack of expertise of the faculty. On an
experimental basis, the course can also be taught with open registration between Schools as
this will truly create synergies between and amongst faculty and students across disciplines,
which is currently less visible.
Implementation
10. It is proposed that the course be made mandatory for all UG programs and that it be
offered in semester IV or V across all undergraduate programs at NUST to attain maximum
benefit. If approved, the new course outline should be implemented forthwith while
individual Schools / Colleges / Institutions be allowed to make adjustments in sequencing of
the course till Fall Semester 2019.

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Appendix 1 to Annex D
Course Contents (1-0 CH)
Week Topic Learning Objective
1 Cultivating the 1. What are the key ingredients that drive success in
Entrepreneurial entrepreneurial companies?
Mind-set
2 Recognizing & 1. Understand the process entrepreneurs use to generate
Shaping ideas for new businesses and shape them into
Opportunities opportunities supported by a business model.
2. Compare examples of how entrepreneurs have
navigated the process of recognizing and shaping
opportunities.

3 Building 1. What makes the difference between success in the lab


Business and success in the marketplace is the business model.
Models 2. How will you create and deliver value for your
customers?
3. How will you extract some of that value for your
organization?

4. Building
Business In Class Business Model Workshop facilitated by
Models Mentors

Guest Talks

5 Business Plan 1. Understand how to develop an investor pitch/pitch


& Pitching deck.
Opportunities/
Coaching

6 Experimenting 1. Firms that follow a hypothesis-driven approach to


in the evaluating entrepreneurial opportunity are called "lean
entrepreneurial startups."
venture (Lean
startup)

7 Attracting 1. Understand the opportunities and trade-offs


Talent & associated with attracting talent in a new venture -
Building including co-founders, employees, and boards of
ecosystems directors and advisors

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8 Start-up 1. What is incubation? Role of technology incubators in
Landscape in entrepreneurship, opportunities for products and
Pakistan services beyond technology, Accelerators & Catapults

Visit to TIC Guest Talks

9 MID SEMESTER EXAM


10 Financing 1. Describe the intimate connection between business
Entrepreneurial models and the financing needs of ventures
Ventures 2. Provide an overview of the entrepreneurial finance
landscape and the traits of various financiers
Guest Talks
Article: Bootstrap Finance and the Art of Start-ups
11 Selling & 1. Understand the factors that influence customers to
Marketing in adopt a new product or service offered by a venture
the
Entrepreneurial Article: Growing Ventures Can Anticipate Marketing
Venture/ Go to Stages
Market Plan
12 Intellectual 1. Understand the different types of intellectual property
Property rights available to a startup and how they can be used to
protect the business against competitors
Guest Talks

13 Opportunities 1. Understand how digital innovations have transformed


& Challenges the market landscape.
in Digital
Innovations
14 Exit Strategy 1. Understand the different types of exits options
available to the entrepreneur, the pros and cons of each
option and how to choose amongst them.

15 Presentations
Dry Runs
16 Final
Presentations
17 Industry Representative Session
18 FINAL SEMESTER EXAM

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* Individual Assignment: Students will be assigned a small project where they have to select
an entrepreneur who has been in business for a couple of years and conduct an hour’s
interview and identify the challenges they faced in establishing the start-up.
** Group Project: At the beginning of the semester students will create groups of not more
than five individuals where they will identify an opportunity/problem
(social/products/services) and propose a creative/innovative solution. Students will develop a
detailed Business Model which will finally be pitched to investors and mentors.
*** The reference articles/ chapters/ case studies/ activities mentioned are samples only. The
faculty assigned to teach will modify/ select keeping in view its suitability for the audience
and program/ course learning objectives and outcomes.
**** All the contents have been shared in this working paper except licensed material

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Appendix 2 to Annex D
Course Contents (2-0 CH)
Week Topic Learning Objective
1 Cultivating the 1. What are the key ingredients that drive success in
Entrepreneurial entrepreneurial companies?
Mind-set 2. How do entrepreneurs capitalize on new ideas and bring them
to market?

2 Recognizing & 1. Understand the process entrepreneurs use to generate ideas for
Shaping new businesses and shape them into opportunities supported by a
Opportunities business model.
2. Compare examples of how entrepreneurs have navigated the
process of recognizing and shaping opportunities.
3. Understand the difference between intuitive and analytical
thinking and the role of each in recognizing and shaping
opportunities.

Article: The Questions Every Entrepreneur Must Answer


3 Building Business 1. An innovative product may be a feat of engineering, but that
Models does not automatically turn it into a commercial success. What
makes the difference between success in the lab and success in
the marketplace is the business model.
2. How will you create and deliver value for your customers?
3. How will you extract some of that value for your organization?

Article: Analyzing New Venture Opportunities


4. Building Business
Models In Class Business Model Workshop facilitated by Mentors

Guest Talks In Class Activity: Build & present a Business Model of your $10
Business Idea
5 Business Plan & 1. Understand how to develop an investor pitch/pitch deck.
Pitching 2. Creating a succinct powerful pitch for a new business plan how
Opportunities/ to practice and present that pitch so that it conveys the
Coaching opportunity to different stakeholders.

6 Experimenting in 1. Firms that follow a hypothesis-driven approach to evaluating


the entrepreneurial opportunity are called "lean startups."
entrepreneurial 2. Entrepreneurs in these startups translate their vision into
venture (Lean falsifiable business model hypotheses, then test the hypotheses
startup) using a series of "minimum viable products," each of which
represents the smallest set of features/activities needed to
rigorously validate a concept.
3. Based on test feedback, entrepreneurs must then decide
whether to persevere with their business model, "pivot" by
changing some model elements, or abandon the start up.

7 Attracting Talent 1. Understand the opportunities and trade-offs associated with

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& Building attracting talent in a new venture - including co-founders,
ecosystems employees, and boards of directors and advisors
2. Learn how to build a business network, or "ecosystem," of
customers, suppliers, partners, and evangelists needed to develop
products and get them to market.
3. Understand how to use outside resources such as incubators
and accelerators effectively.

8 Start-up 1. What is incubation? Role of technology incubators in


Landscape in entrepreneurship, opportunities for products and services beyond
Pakistan technology, Accelerators & Catapults

Visit to TIC

Guest Talks

9 MID SEMESTER EXAM


10 Financing 1. Describe the intimate connection between business models and
Entrepreneurial the financing needs of ventures
Ventures 2. Provide an overview of the entrepreneurial finance landscape
and the traits of various financiers
Guest Talks 3. Identify for students critical issues in their financing choices,
such as whether VC investment aligns with their personal
motivations
4. Impart tools that students can use as they contemplate the
external financing of their ventures

Article: Bootstrap Finance and the Art of Start-ups


11 Selling & 1. Understand the factors that influence customers to adopt a new
Marketing in the product or service offered by a venture
Entrepreneurial 2. Learn how to select potential customers for visits, conduct the
Venture/ Go to visits, and use insights from the visits to refine a venture's
Market Plan offering
3. Gain familiarity with a process for defining a venture's core
customers

Article: Growing Ventures Can Anticipate Marketing Stages

Case: Zipcar
12 Intellectual 1. Understand the different types of intellectual property rights
Property available to a startup and how they can be used to protect the
business against competitors
Guest Talks

13 Opportunities & 1. Understand how digital innovations have transformed the


Challenges in market landscape.
Digital 2. Realize the importance of staying up to date with digital
Innovations innovations, analyzing how these affect your startup and taking
necessary actions to stay

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14 Exit Strategy 1. Understand the different types of exits options available to the
entrepreneur, the pros and cons of each option and how to choose
amongst them.

Case: Facebook & Whatsapp: Acquire or Ally?


15 Presentations Dry
Runs
16 Final
Presentations
17 Industry Representative Session
18 FINAL SEMESTER EXAM

* Individual Assignment: Students will be assigned a small project where they have to select
an entrepreneur who has been in business for a couple of years and conduct an hour’s
interview and identify the challenges they faced in establishing the start-up.
** Group Project: At the beginning of the semester students will create groups of not more
than five individuals where they will identify an opportunity/problem
(social/products/services) and propose a creative/innovative solution. Students will develop a
detailed Business Model which will finally be pitched to investors and mentors.
*** The reference articles/ chapters/ case studies/ activities mentioned are samples only. The
faculty assigned to teach will modify/ select keeping in view its suitability for the audience
and program/ course learning objectives and outcomes.
**** All the contents have been shared in this working paper except licensed material

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