Tribhuvan University
Faculty of Management
Office of the Dean
Bachelor of Information Management (BIM)
Course Description
:English I is a foundational course designed to enhance students’ proficiency in academic reading, critical thinking, and effective writing within cross -cultural, ethical, and professional contexts. The course integrates literary and expository texts to cul tivate analytical and reflective abilities while promoting clarity, coherence, and purpose in writing. It further emphasizes paragraph and essay development, unity and coherence, descriptive and reflective writing, and editing skills essential for academic and professional success. Students will learn to interpret texts critically, relate readings to personal and social experiences, and express their ideas effectively in organized short essays. By engaging with global and local issues through language and literature, the course aims to develop not only linguistic competence but also ethical awareness and cross -cultural sensitivity.
Course Objective
:By the end of this course, students will be able to: - Develop coherent and well-structured academic essays using appropriate rhetorical patterns. - Demonstrate effective reading comprehension and critical response to academic and professional texts. - Apply the stages of the writing process —prewriting, drafting, revising, and editing —in producing essays. - Enhance vocabulary, cohesion, and grammatical precision for academic and workplace communication. - Foster reflective, analytical, and creative thinking across literary readings. - Critically examine moral and ethical issues reflected in contemporary rea dings and express informed personal viewpoints in written form.
Course Contents:
Lecture hours show the approximate classroom time allocated to each unit.
Unit 1. Cross-cultural Communication
- American Values and Assumptions (Gary Althen )
- Where Do We Stand? (Lisa David )
- Time Talks with an Accent (Robert Levine)
- The Teacher Who Changed My Life (Nicholas Gage) Learning Outcomes: Understand the concept of culture, communication styles, and the influence of cultural values on human interaction, identify key differences in time perception, hierarchy, and individual ve rsus collective orientations (knowledge)
- analyze essays to extract implicit cultural assumptions and interpret contextual meaning, compare cross -cultural experiences and articulate them clearly in oral and written form (skills)
- and demonstrate cultural s ensitivity, empathy, and adaptability when communicating across cultures and apply intercultural communication principles in academic, social, and professional contexts (competency).
Unit 2. Mass Media, Information, and Technology
- Computers and the Pursuit of Happiness (David Gelernter)
- Propaganda Techniques in Today’s Advertisement (Ann McClintock )
- Students Shall Not Download. Yeah, Sure (Kate Zernike )
- How the Web Destroys the Quality of Students’ Research Papers (David Rothenberg).
- Learning Outcomes: Identify the role of mass media and digital technology in shaping thought, behavior, and knowledge and recognize the ethical issues related to propaganda, digital piracy, and information credibility (knowledge)
- analyze persuasive techniques used in advertisements and online communication and evaluate the impact of digital media on academic research and personal development (skills)
- and integrate technology responsibly in learning and writing, exercise media literacy, ethical judgment, and critical thinking when d ealing with information
- (competency).
Unit 3. Issues of Ethics
- A Gas Station Burns in the Forest (David A. Shapiro )
- The Trumpet of Conscience (Dr. Martin Luther King, Jr.)
- Heart Speaks to Heart Across a Cultural Divide (Gail Saunders)
- Born for Each
- Other (Pamela Withers).
- Learning Outcomes: Understand ethical principles and moral reasoning expressed in literature and social contexts and understand the human values of justice, compassion, and conscience (knowledge)
- interpret ethical dilemmas thr ough textual evidence and discussion and write analytical and reflective essays on moral and social issues (skills)
- and demonstrate moral reasoning and empathy in decision -making and engage in respectful, ethical discourse on issues affecting humanity and society (competency)
Unit 4. Tradition, Progress, and Development
- Modern Society and the Quest for Human Happiness (Dalai Lama)
- Development, democracy, and the Village Telephone (Sam Pitroda)
- The Friendship Bond (Mary Brown Parlee)
- Courtesy:
- Key to a Happier World (Dr. Norman Vincent Peale).
- Learning Outcomes: Explain the interrelation between tradition, progress, happiness, and social responsibility and understand global perspectives on development and ethical modernization (knowledge)
- analyze texts for contrasting views on technological and moral advancement and compose reflective essays connecting traditional values with modern human concerns (skills)
- and integrate ethical and humanistic perspectives into views of progress and s ocial change and exhibit balanced judgment and civic awareness in addressing contemporary challenges
- (competency).
Unit 5. Self, Reflection, and Experience
- From Paragraph to Short Essay
- A Memorable Day: Writing from Personal Experience
- Lessons from Life: Turning Experience into Reflection
- Editing for Personal Voice and Clarity Learning Outcomes: Understand the structure and function of paragraphs and short essays and recognize the role of reflection in personal growth and effective writing (kn owledge)
- develop coherent essays using personal experiences, logical flow, and stylistic clarity and edit and revise for unity, coherence, and tone (skills)
- and express personal insights and experiences confidently in academic writing and demonstrate sel f-awareness, creativity, and voice in reflective and narrative essays (competency).
Unit 6. Observation, Change, and Description
- Describing People and Places: Sensory Language and Detail
- Change over Time: Writing about Growth and Transformation
- From Observation to Interpretation: The Art of Detail
- Editing and Revising Descriptive Essays for Clarity and Precision Learning Outcomes: Explain the principles of descriptive and observational writing and recognize the importance of sensory details and ch ange in narrative description (knowledge)
- use figurative language, imagery, and sensory perception to create vivid descriptions and observe, interpret, and represent experiences effectively through writing (skills)
- and produce descriptive and interpretive essays that reveal depth, clarity, and transformation and demonstrate mastery of observation and revision as tools for clear communication and insight (competency).
- Pedagogical Strategies Interactive lectures, pair/group discussions, and guided reading
- Group discussions, peer review, and editing sessions Process writing workshops (brainstorming, outlining, revising)
- Reading logs, reflection journals, and response papers Problem-based learning for decision-making and planning exercises Guest lectures from national and international professors and experts
- Multimedia presentations to visualize concepts
- Mode of Delivery
- In-person classroom lectures and discussions
- Blended learning with online resources and assignments
- Simulations
- Internal Assessment Methods and Types
- Assessment Type Weightage Details Class participation & attendance 10% Contribution to discussions, engagement in class activities Quizzes / short tests 15% Periodic quizzes to assess comprehension
- Assignments / case study reports / project & live projects 20% Individual or group written analysis of management cases
- Mid-term examination 25% Written test Pre-board examination 30% Comprehensive written test covering all units External Assessment Methods and Types Final/board examination in written to test remembering, understanding, application, analyzing, evaluating, and creating.
- Mapping Course: Learning Outcomes and Program Learning
- Course Learning Objective (CLO) Dimensions Knowledge (K) Skills (S) Competence (C)
- Total Learning 40% 30% 30%
Suggested Readings:
Gardner, P. (2005). New directions: Reading, writing, and critical thinking (2nd ed.) . Cambridge University Press. Oshima, A., & Hogue, A. (2017). Academic writing (4th ed.). Pearson Education. Savage, A., & Shafifi, M. (200 7). Effective academic writing 1: The Paragraph. Oxford University Press. Savage, A., & Mayer, P. (2005). Effective academic writing 2: The short essay . Oxford University Press. Smalzer, W. R. (2022). Write to be r ead: Reading, reflection, and writing (2nd ed .). Cambridge University Press. Level: Bachelor Program: Bachelor of Information Technology Management (BITM)