COMMUNICATION

SKILLS IN ENGLISH

Anjana Tiwari

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i
 Acknowledgement

The author is grateful to AICTE for their meticulous planning and execution to publish the technical
book for Diploma students.
I sincerely acknowledge the valuable contributions of the reviewer of the book Prof. Swati
Shrivastava, for making it students’ friendly and giving a better shape in an artistic manner.
This book is an outcome of various suggestions of AICTE members, experts and authors who
shared their opinion and thoughts to further develop the engineering education in our country.
It is also with great honour we state that this book is aligned to the AICTE Model Curriculum and
in line with the guidelines of National Education Policy (NEP) -2020. Towards promoting education in
regional languages, this book is being translated in scheduled Indian regional languages.
Acknowledgements are due to the contributors and different workers in this field whose published
books, review articles, papers, photographs, footnotes, references and other valuable information
enriched us at the time of writing the book.
Finally, I would like to express my sincere thanks to the publishing house, M/s. Khanna Book
Publishing Company Private Limited, New Delhi, whose entire team was always ready to cooperate on
all the aspects of publishing to make it a wonderful experience.

Anjana Tiwari

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 Preface

Proficiency in communication skills is one of the basic needs of the students of Engineering and
Technology. A technician is required to communicate with his peers, subordinates and superiors all the
time in his professional life.
The communication needs of the technical students can broadly be put into two categories:
1. The employers’ expectation,
2. The students’ needs during the course of their engineering studies.
The technical students are supposed to learn the vocabulary items from the ‘register’ of physical sciences,
in addition to those already learnt by way of general English courses. Similarly, they need to develop
familiarity with the sentence structures which are frequently used in scientific and technological
literature. The textbook designed for the students joining the Technical Institutions, is in tune with needs
of the industries. The entrants of these engineering courses are supposed to have learnt English as a
subject at the High School. It has been our experience that the effective vocabulary of these students
is not more than five hundred words as against the desired vocabulary of approximately five thousand
words. This textbook aims at teaching approximately three thousand new words specially required for
reading textbooks written in English on subjects of scientific and technical nature.
This textbook has been thoroughly revised in the light of the New Education Policy 2020.

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 Outcome Based Education

Programmeme Outcomes (POs) POs are statements that describe what students are expected to know
and be able to do upon graduating from the programme. These relate to the skills, knowledge, analytical
ability attitude and behaviour that students acquire through the programme. The POs essentially indicate
what the students can do from subject-wise knowledge acquired by them during the programme. As
such, POs define the professional profile of an engineering Diploma graduate. NBA has defined the
following seven POs for an Engineering Diploma graduate:
(i) Basic and Discipline specific knowledge: Apply knowledge of basic mathematics, science and
engineering fundamentals and engineering specialization to solve the engineering problems.
(ii) Problem analysis: Identify and analyse well-defined engineering problems using codified stan-
dard methods.
(iii) Design/ development of solutions: Design solutions for well-defined technical problems and assist
with the design of systems components or processes to meet specified needs.
(iv) Engineering Tools, Experimentation and Testing: Apply modern engineering tools and appropri-
ate technique to conduct standard tests and measurements.
(v) Engineering practices for society, sustainability and environment: Apply appropriate technology
in context of society, sustainability, environment and ethical practices.
(vi) Project Management: Use engineering management principles individually, as a team member or
a leader to manage projects and effectively communicate about well-defined engineering activi-
ties.
(vii) Life-long learning: Ability to analyse individual needs and engage in updating in the context of
technological changes.

Programme Specific Outcomes (PSOs) PSOs are a statement that describes what students are expected
to know and be able to do in a specialized area of discipline upon graduation from a programme.
Programme may specify 2-4 programme specific outcomes, if required. These are the statements, which
are specific to the particular 11 programme. They are beyond POs. Programme Curriculum and other
activities during the programme must help in the achievement of PSOs along with POs. 3

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Course outcomes
At the end of this course, the participants will:
• Develop basic speaking and writing skills including proper usage of language and vocabulary
highly confident and skilled speakers and writers.
• Be informed of the latest trends in basic verbal activities such as presentations, facing interviews
and other forms of oral communication.
• Develop skills of group presentation and communication in team.
• Master non-verbal communication such as proper use of body language and gestures.

EXPECTED MAPPING WITH COURSE OUTCOMES

(1- Weak Correlation; 2- Medium correlation; 3- Strong Correlation)
PO-1 PO-2 PO-3 PO-4 PO-5 PO-6 PO-7
CO-O1
CO-O2
CO-O3
CO-O4
CO-O5
CO-O6

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 List of Figures

unit-1

Fig.1.1 Communication 3
Fig.1.2 Communication Process 3
Fig.1.3 Communication Process in Action 4
Fig.1.4 Types of Communication 7
Fig.1.5 Formal Communication 7
Fig.1.6 Grapevine Communication 8
Fig.1.7 Verbal and Non-Verbal Communication 9
Fig.1.8 Oral Communication 9
Fig.1.9 Verbal Communication - Written 10
Fig.1.10 Non-Verbal Communication 11
Fig.1.11 Process of Non-Verbal Communication 11
Fig.1.12 Percentages of Non-Verbal Communication 12
Fig.1.13 Facial Expressions in Non-Verbal Communication 12
Fig.1.14 Oculesics in Non-Verbal Communication 13
Fig.1.15 Gestures in Non-Verbal Communication 14
Fig.1.16 Postures in Non-Verbal Communication 14
Fig.1.17 Body Movements in Non-Verbal Communication 14
Fig.1.18 Haptics in Non-Verbal Communication 15
Fig.1.19 Proxemics in Non-Verbal Communication 15
Fig.1.20 Paralanguage in Non-Verbal Communication 16
Fig.1.21 Chronemics in Non-Verbal Communication 16
Fig.1.22 Power of Body Language 17
Fig.1.23 Types of Communication Barriers 18
Fig.1.24 Semantic Barrier in Communication 18

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Fig.1.25 Psychological Barrier in Communication 19
Fig.1.26 Organizational Barrier in Communication 19
Fig.1.27 Physical Barrier in Communication 20
Fig.1.28 Barriers in Communication 20
Fig.1.29 Seven C’s of Communication 23
Fig.1.30 Technical Communication 28
Fig.1.31 Technical Communication Skills 29
Fig.1.32 Proportions of Time Spent by College
Students in Communication Activities 30
Fig.1.33 An Example of Technical Communication 32

unit-2

Fig.2.1 Self-Reflection 46
Fig.2.2 Change can be brought only from within 47
Fig.2.3 Soft Skills 49
Fig.2.4 Soft Skills Pyramid 50
Fig.2.5 Skills of Emotional Intelligence 51
Fig.2.6 Soft Skills Vs Hard Skills 51
Fig.2.7 Types of Soft Skills 53
Fig.2.8 Directions for Enhancing Communication Skills 54
Fig. 2.9 Differentiation of Soft-Skills 61
Fig. 2.10 Soft-Skills Outcomes 61
Fig. 2.11 How to become Resilient 74
Fig. 2.12 Self SWOT Analysis Template 79
Fig. 2.13 Cartoon Script 81

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 List of Tables

unit-1

Table.1.1 Technical Communication Skills: Listening 29

Table.1.2 Technical Communication Skills: Speaking 30
Table.1.3 Technical Communication Skills: Reading 31
Table.1.4 Technical Communication Skills: Writing 31

unit-2

Table.2.1 Difference between Hard Skills and Soft Skills 52

Table.2.2 Communication Competencies and Outcome 54
Table.2.3 Competencies and Outcomes of Time-Management Skills 55
Table.2.4 Competencies and Outcomes of Problem-Solving Skills 56
Table.2.5 Competencies and Outcomes of Critical Thinking Skills 57
Table.2.6 Competencies and Outcomes of Team Work Skills 58
Table.2.7 Competencies and Outcomes of Leadership Skills 59
Table 2.8 Categorising Soft-Skills 60

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 Guidelines for Teachers

To implement Outcome Based Education (OBE) knowledge level and skill set of the students should be
enhanced. Teachers should take a major responsibility for the proper implementation of OBE. Some of
the responsibilities (not limited to) for the teachers in OBE system may be as follows:
• Within reasonable constraint, they should manipulate time to the best advantage of all students.
• They should assess the students only upon certain defined criterion without considering any other
potential ineligibility to discriminate them.
• They should try to grow the learning abilities of the students to a certain level before they leave the
institute.
• They should try to ensure that all the students are equipped with the quality knowledge as well as
competence after they finish their education.
• They should always encourage the students to develop their ultimate performance capabilities.
• They should facilitate and encourage group work and team work to consolidate newer approach.
• They should follow Blooms taxonomy in every part of the assessment.

Bloom’s Taxonomy
Teacher should Student should be Possible Mode of
Level Check able to Assessment
Students ability to
Creating Design or Create Mini project
create
Students ability to
Evaluating Argue or Defend Assignment
Justify
Students ability to Differentiate or Project/Lab
Analysing distinguish Distinguish Methodology
Students ability to Operate or Technical Presentation/
Applying use information Demonstrate Demonstration
Students ability to
Understanding Explain or Classify Presentation/Seminar
explain the ideas
Students ability to
Remembering Define or Recall Quiz
recall (or remember)

Guidelines for Students

Students should take equal responsibility for implementing the OBE. Some of the responsibilities (not
limited to) for the students in OBE system are as follows:
 Students should be well aware of each UO before the start of a unit in each and every course.
 Students should be well aware of each CO before the start of the course.
 Students should be well aware of each PO before the start of the programme.
 Students should think critically and reasonably with proper reflection and action.
 (xiv)and integrated with practical and real life
Learning of the students should be connected
consequences.
 Students should be well aware of their competency at every level of OBE.
 Guidelines for Students

Students should take equal responsibility for implementing the OBE. Some of the responsibilities (not
limited to) for the students in OBE system are as follows:
• Students should be well aware of each UO before the start of a unit in each and every course.
• Students should be well aware of each CO before the start of the course.
• Students should be well aware of each PO before the start of the programmeme.
• Students should think critically and reasonably with proper reflection and action.
• Learning of the students should be connected and integrated with practical and real life consequences.
• Students should be well aware of their competency at every level of OBE.

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 Contents

Foreword iii
Acknowledgement v
Preface vii
Outcome Based Education ix
List of Figures xi
List of Tables xiii
Guidelines for Teachers xiv
Guidelines for Students xv

Unit-1 Communication: Theory and Practice ......................................... 1-45

Unit Specifics 1
Rationale 1
Pre-requisites 1
Unit Outcomes 2
1.1 Basics of Communication: Introduction, Meaning and
Definition, Process of Communication. 3-7
1.2 Types of Communication: 7
Formal and Informal, Verbal, Non-Verbal and Barriers to
Effective Communication. 7-22
1.3 7 C’s for Effective Communication (Considerate, Concrete,
Concise, Clear, Complete, Correct, Courteous). 23-25
1.4 Art of Effective Communication, 26
a. Choosing words 26
b. Voice Modulation 26
c. Clarity 26
d. Time 26
e. Simplification of words 26

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 1.5 Technical Communication. 28-33
Case Studies 33-34
Summary 34
Practicals 35

Unit-2: Soft Skills for Professional Excellence ..................................... 46-92

Unit Specifics 48
Rationale 48
Pre-requisites 48
Unit Outcomes 48-49
2.1 Introduction: Soft Skills and Hard Skills. 50
2.2 Importance of Soft Skills. 51-69
2.3 Life skills: Self-awareness and Self-analysis, Adaptability,
Resilience, Emotional Intelligence and Empathy etc. 70- 75
2.4 Applying Soft Skills Across Cultures. 76-77
2.5 Case Studies. 80
Summary 82
Practicals 83

Unit-3: Reading Comprehension ..................................................... 93-131

Unit Specifics 93
Rationale 93
Pre-requisites 94
Unit Outcomes 94
3.1 Comprehension, Vocabulary Enhancement and Grammar Exercises based on
reading of the following texts: 95-99
3.2 Section-1
3.2.1 Malgudi Days: R.K. Narayan 100
3.2.2 The Room on Roof: Ruskin Bond 101
3.2.3 The Gift of the Magi : O. Henry 102
3.2.4 Uncle Podger Hangs a Picture: Jerome K. Jerome 105
3.3 Section-2
3.3.1 Night of the Scorpion: Nissim Ezekiel 107
3.3.2 Stopping by Woods on a Snowy Evening: Robert Frost 111

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 3.3.3 Where the Mind is Without Fear: Rabindranath Tagore 114
3.3.4 Ode to Tomatoes: Pablo Neruda
Case study 118
Summary 118
Practicals 118

Unit-4: Professional Writing ........................................................ 127-165

Unit Specifics 127
Rationale 127
Pre-requisites 127
Unit Outcomes 127
4.1 The Art of Précis Writing 128
4.2 Letters: Business 130
4.3 Drafting Email, Notices, Minutes of a Meeting 140-145
Case Study 149
Summary 149
Practicals 152

Unit-5: Vocabulary and Grammar .................................................. 161-192

Unit Specifics 161
Rationale 161
Pre-requisites 161
Unit Outcomes 161
5.1 Commonly used Words 162 -178
5.2 Glossary of Administrative Terms (English and Hindi) 179-183
5.3 One-Word Substitution 188-189
5.4 Idioms and Phrases 183
5.5 Parts of Speech, Active and Passive Voice, Tenses 170-178
5.6 Punctuation 178
Case Study 183
Summary 184
Practicals 185

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