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efficiency. The collected responses were analyzed quantitatively and qualitatively.
The study included.

Sample and Population

All the eighteen teachers teaching English or Commercial Communication subject
at the Third Year B.Com.level constituted the sample of teachers. Out of total 1881
students, the researcher took 618 students as the sample of the study. The sample
constituted 33% of the students.

Major findings

 67% of the teacher respondents opined that the syllabus does not emphasize on
developing the Listening skill.

 72% of the teachers reported that the syllabus does not give any weightage to
the mostly demanded Speaking skill.

 56% of the teachers believed that the syllabus emphasizes on Reading skill.
 72%of them stated that the syllabus emphasizes only on writing skills. The

details are shown in the following diagram.

Figure No.3 Showing Teachers’ views on Syllabus Emphasis on Language
Skills

Writing 28
Reading 72
Speaking
Listening 44
56
0
Negative %
72 Positive %
28

33 67
20 40 60 80

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 61% of the teachers opined that the syllabus has no scope for developing
practical skills and presentation skills.

 47% of the students face problems in communicating in English
 49% of students reported about their poor communicative abilities, poor

comprehensive abilities, and inadequate vocabulary level
 50% of the students face problems in speaking English.
 69% of students reported that inadequate grammatical knowledge was one of

their problems.
 61% of the teachers were of the opinion that the syllabus does not provide

absolute scope for developing writing skills of the learners.

 83% of the teachers stated that their students did not possess required level
of efficiency in written communication skills.

 72% of the teachers opined that the writing efficiency would definitely demand
optimal level of efficiency in other language skills.

 67% of the teachers considered lack of communication skills as a major
problem of their students.

 61% teachers considered inadequate vocabulary as another main problem of
their students in learning English.

 86% of the students firmly believed that communication skills could be better
taught demonstratively rather than theoretically.

Major Problems

Out of 618 respondents, 96% respondents gave their responses and mentioned
about their difficult areas in their academic written communication. The details are
given in the tabular form below.

Figure No.4 Showing Difficult Segments in Written Communication

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450 405
400

350
300 287

250 208 175
200 134

150

100

50 35.30% 48.60% 29.70% 22.70% 68.60%

0

Sentence Appropriate Spellings Punctuation Grammar

Construction words and

capitalization Number

% Cases

As the diagram displays, 69% of the total learners’ responses revealed Grammatical
Errors as the major difficulty. Another 49% responses confirmed their difficulty in
the area of Selection of Appropriate Words .Yet another 35%of the cases mentioned
their difficulty in Construction of Sentences .Further , 30% of the responses
substantiated their difficulty in Writing correct Spellings. Even adopting proper
Punctuation and Capitalization marks seems to be a problematic issue for about
23% of respondents.

Conclusions on the Syllabus Issues:
 The syllabus does not provide any scope for the development of practical, soft

presentation skills.
 The study confirms that the syllabus does not provide any scope for developing

writing skills of the learners to a greater extent. It demands and evaluates
memory skills and reproductive abilities.
 There is a vast gap between expected levels of proficiency and achieved level
of efficiency.

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 Out dated teaching methods and irrelevant syllabus pointed out by majority of
the students.

 There is consensus among the teachers about the inclusion of practical
dimensions of evaluation in the form of Group Discussion, Viva Voce and
personal interviews to improve their verbal communication.

 All the teachers opined that mere three hour examination written examination
is not adequate to judge the overall development of the learner especially in
communication skills.

Teachers Opinion on Writing Skills Enhancement

 Writing skill efficiency automatically enhances the other language skills.
Students ’learning efficiency varies from learner to learner. The acquired level
of efficiency influences their current learning output.

 Evaluating learners’ performance by assessing their writing skills in the
concerned subject will not ensure over all development of the learners. Such
system tests the rote memory and reproductive abilities of the learners.

 It was confirmed by all the teachers that mere writing efficiency does not ensure
complete linguistic proficiency.

 Proper writing efficiency demands optimal level of knowledge and
acquaintance with all other language skills.

 The segment report writing also demands some sort analytical skills from the
learners.

Students’ Revelations

Though majority of the students did not consider English as a tough subject, it was
observed that many of them could not attain minimum required level of writing
proficiency in communicative English. This poor performance substantiates either
their casual attitude or their poor academic performance.

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 There was consensus among the teachers and learners that the communication
skills can be better taught through demonstrative mote of teaching.

 Many of the students did not have that confidence about their satisfactory
level of proficiency in their communicative abilities in English.

 Grammar seems to be a difficult task for majority of the students.
 Selection of appropriate words seems to be a second major problem.
 All the students expressed consensus regarding the four factors which are

essential for developing writing skills in English. Majority of them opined
that basic knowledge is essential for developing writing skills in English.
Majority of them also confirmed that presentation skills, good command over
the language, and acquaintance with all language skills will enable them to
enhance their written communication skills. All the four options were
considered by majority of the respondents.

Communication Skills

Language and Communication skills are recognized as important elements in
education of modern generation. Personality development remains incomplete, if
the communication skills are ignored. Effective communication demands correct
knowledge of English grammar, accent and pronunciation. Words should be dealt
with proper care so that the exact intended meaning is interpreted. To attain this
language proficiency, command over the English language and good
communication skills are necessary. Communicative competence refers to both
knowledge and skill in using this knowledge when interacting in actual
communication. Effective communication is a must in this era of globalization. It
is a combination of effective listening, effective speaking, effective reading and

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effective writing. Effective communication enables one to establish and maintain
both personal and professional relations successfully.

This study points out the certain lacunae in the current educational communication.
It lays emphasis on theoretical acquisition of knowledge and fails to provide
successful guidance for the development and expansion of human capabilities and
personal development. Communication skills which are one of the judging
parameters, are not given due weightage in the language curriculum.

The study confirms the fact that a person with good knowledge of communication
skills will be able to substantiate his/her academic performance relatively in a better
manner. These skills develop self-confidence and they also increase the
individuals’ employment opportunities.

Inspite of studying English for years together, we cannot achieve the expected level
of efficiency in English language proficiency. It is unfair to teach these soft skills
in theoretical context and expect the learners’ performance in practical sense. Soft
skills are given no weightage in the university evaluation. When they are not
prescribed in syllabus, very few learners may think of acquiring the knowledge of
these soft skills. A person without soft skills finds it difficult to face the challenges
of the current day scenario. Inspite of securing good percentage of academics, they
could not compete with those who are well acquainted with these soft skills .This
gap between academic excellence and soft skills and personality development has
to be taken care of. It is a known fact that one of the job requirements is to have
good oral communication skills in addition to the technical knowledge. But the
present language curriculum and evaluation system do not emphasize on the aspects
of communication skills. The presently prevailing rote learning does not help the
students to enhance their analytical skills.

R Rajaram, H.R. Head of an IT major company points out that the majority of the
present day graduates fail to write correct and complete sentences in English. They

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do not have thorough knowledge about grammatical aspects and significance of the
punctuation marks.

The Role of Communication Skills in Employability – Some Research Review
Revelations

The National Employability Report by Aspiring Minds, an employability solutions
company revealed that inadequate English and computer skills are the key factors
which make graduates unemployable.

 Out of 60,000 Indian graduates, about 16% and 14% of the graduates were
employable in sales and customer service operations. These require
communication, cognitive skills and personality traits such as friendliness and
agreeableness and in the latter numerical ability too.

 Over 1/3rd of the graduates (36%) were suitable for employment in
clerical/secretarial jobs. These jobs require relatively low skills.

 Just 2% of the graduate is employable in corporate communication or content
development for which the primary requirement is exceptional command over
English and basic analytical skills.

 Only 3% are employable as analysts and a mere 2% in accounting. In teaching
the employability was just 15%. All jobs require high competence in cognitive
skills and English. It was found that the higher the skill requirement for a job,
the greater the gap between the employability. The cognitive skills remain the
same. But the maximum difference between them is communication skills in
English. So, we cannot deny the fact that “Poor English, Computer Skills
Make Graduates Unemployable” (Reema Nagarajan).

 A NASSCOM data published in an article “Only 25% IT graduates readily
employable: Nasscom” by The Economic Times justifies why, when, big IT
companies and organizations like Nasscom say that only 25% of the technical

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graduates are employable, what they mean is that most of them have not been
able to communicate their skills and thought processes effectively, because, a
gap between industry and academia (Geetanjali Singh).

 A study conducted by Rajkumar Paul Rajan (2011) concluded that a mix of
academic qualifications, important vocational skills and personal skills were
selling skills for entry level jobs. Employers in the retail industry look for
people for their managerial jobs with different skill sets such as academic
qualifications, communication skills, leadership skills, teamwork skills and
work experience.

 The study by Nidhi Pandey A. (2012) attempted to identify the important
factors affecting employability of MBA students and the study concluded the
need for developing critical thinking skills among the youth.

 Divya Shukla (2012) attempted to identify the level of employability skill
among students. The study revealed that the university curriculum should be
redesigned with more apprenticeship and live industry projects which will
facilitate the pre job training and to enhance the employability among
graduates.

 A study by Chithra R. (2013) revealed that the students with work experience
have better awareness of the employability skills than students with no work
experience. The need of the hour is to enhance the skills and application of
knowledge through specific training which will enable the workers to perform
their jobs in the best possible manner.

 According to National Employability Report, 2016, more than 80% of the
engineering graduates are unemployable
(http://www.aspiringminds.com/research).

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 M.S. Rao in his book on “Soft Skills – Enhancing Employability: Connecting
Campus with Corporate” states that “Currently Indian Education System
focuses on too much on facts and figures which does not support creativity,
analytical and reasoning power among the children (129). The communicative
skill is therefore seems to be the very important component in deciding
students’ career.

 To quote… E. Ahmed, former minister of State for HRD and External
Affairs…“Of late, employability of graduates coming out of our educational
system is becoming a matter of great concern. I am told only 25% of the general
graduates across all streams have employable skills.”

 According to the Planning Commission approach to the 12th five year plan,
there is a need to focus on these skill aspects to generate employment
opportunities to the graduating students. General education lays foundation for
knowledge based concept. It fails to equip the graduates with necessary work
skills. They require skills beyond the basics of reading, writing, and arithmetic
(the ‘3 Rs’). Skills such as critical thinking, communication, collaboration and
creativity (the 4 Cs) are now important in more and more jobs. Youth
completing their education should not hunt for a job. The employers should
come to the university and hire them (Haresh Tank).

 Raman and Sharma state “Communication Competence is the ability to express
views in an effective manner, enabling one to achieve goals and enhance
relationships”

 According to Knell et al (2007), employers are continually asking for a
workforce rich in creativity, communication skills and cultural understanding.

The study revelations substantiates the National Employability Report
Revelations by Aspiring Minds that Poor English and computer skills are the
key factors for graduate unemployment. All the researchers emphasized on the
need to enhance communication skills for improving their employment

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opportunities. All the reviews substantiated that poor communication skill is the
major cause of educated unemployment. It minimizes the employment
opportunities of the present day graduates.

Suggestions:

The poor communication skills of the educated youth are a matter of serious
concern as it minimizes the employment opportunities. The employers always
expect five identified top skills as Time Management, Ability to work under
pressure, Accuracy and attention, Oral Communication and Managing different
tasks at the same time. Further, the UNESCO document added the skills like
Flexibility, Innovativeness, Creativity, Entrepreneurship, Versatility and Team
Work to the list. Of the millions of higher educated students in the developing
world, very few receive such an education with required skills and
competencies. But the rest are taught by poorly motivated, poorly qualified, poorly
compensated faculty and out dated curricula.

It is high time for the colleges to train their students in the world of work as well.
Until or unless the students are given practical work, no amount of theoretical
knowledge will help them to link up with the world of work. The personality of the
teacher in bringing about a better environment in the college is to be focused. The
basic aims of teaching English at commerce colleges are to provide professional
expertise and leadership quality to the students as per the order of the day. But in
reality, there is a vast gap between the syllabus prescribed for the commerce
students and the utility of that syllabus in their practical life. The following
suggestions may be helpful to minimize the gap and ensure better language learning
output.

 There is need to conduct bridge courses in the beginning of the term to level the
gap between high proficiency and low proficiency learners.

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 Further, it is also necessary to make the learner realize the need and significance
of learning oral communication skills in English.

 Focus should be emphasized on practical dimensions of evaluation. Self
introduction, GD, presentation, quizzes should be included as a part of
examination and evaluation.

 Unlike other content subjects, language as a skill subject is to be taught
practically. It is more acquired than learnt. The class room should be learner
oriented to enhance their interactive abilities.

 There is need to introduce ESP as a subject at the college level. The ESP can
prepare the learners to qualify themselves at the campus interviews. It would
improve their job opportunities and make them more employable.

 A teacher of English is expected to prepare the learners who can make use of
English as per the situational context.

 Focus should be diverted to Communicative Language Teaching.
 Pronunciation practice should be given importance in the process of ELTL.
 Grammar components should be taught functionally.
 Traditional mode of teaching should be changed and latest technology enabled

teaching aids should be used to motivate the learners.
 Properly equipped language lab should be installed in all the colleges and short

term courses should be made compulsory for all the graduating students. All
the teachers and the students should be oriented towards the digitalized
language teaching-learning.

 The language planners should focus on redesigning the existing curriculum of
teaching English to get the student learners’ much of scope for making
individual effort at learning English as their own.

 Skill development needs to be included in the curriculum.

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Conclusion:

The requirements of the job market emphasizes on the need to develop skills and
competencies which include the enhancement of oral skills, life skills, problem
solving skills and soft skills. In short, today, we need that curriculum which
develops the overall development of the entire personality of a person.

The entire language teaching-learning process must aim at sharpening the problem
solving capabilities of the learner. The system should be reformed so as to devote
more of their resources for developing a pool of talented human capital having
dynamic leadership ability. Though, the first aim of education is to enlighten the
human mind, by way of providing knowledge, its ultimate goal is to ensure a
successful career placement. Hence, that education which takes care of developing
all the aspects such as both the theoretical acquisition of knowledge and practical
usage of the acquired skills and competencies should be designed.

Knowledge of English will definitely change our working attitude and improves
our employment opportunities. The university education should focus on
developing the key competencies and skills which lead the younger generation to
reach their goals. So, in this 21st Century Communication Skills have become an
essential element of ensuring empowerment and employment. Employability skills
enable the learner to withstand the increasing levels of competition at every phase
of life. English, being the source of language proficiency facilitates and enhances
other required skills like soft skills, presentation skills and above all
communication skills. Finally, this paper emphasizes on the need to revise the
syllabus, teaching strategies changing roles of the teachers and learners as per the
needs of the changing society.

“Education system must create Employment generators, not Employment
seekers. ………………. …………………… …………. … Dr. A.P.J.Abdul
Kalam

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-:O:-

References:

Abdul Kalam A.P.J. (2006) Capacity Building for Entrepreneurship, University
News Vol-44, No.12, March 20-26, pp 189-90, AIU, New Delhi .

Ahmad, Kamsuriuh (2012 ) 'Relationship between employability and graduates'
skill.' International Business Management, 6(4), 440 - 445,2012

Anne Mary Fernandez (2006), Curriculum Redesign in the Era of Knowledge
Economy; University News, Vol.44, No.36, Sept. 4-10, pp.79-80, AIU, New Delhi.

Benerjee,A.K(2002)New Directions in Grammar and English Language Teaching
published by Pointer Publications, Jaipur

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Bharathi A.V. (2013) an unpublished thesis on “Identification of Problems in
Teaching-learning English in Commerce Colleges of the Kachchh District”
submitted to The M.S. University of Baroda, Vadodara.

Chithra R. ( 2013 ) 'Employability skills - A study on the Perception of the
Engineering Students' and their Prospective Employers.' Global Journal of
Management and Business Studies. Vol. 3, No.5, ( 2013 )

Dutta P.K. (2005) Higher Education in 21st Century, Challenges and Opportunities
University News, Vol.43, No.48, Nov.28-Dec.04 pp.1-9, AIU, New Delhi

Dutta Amit Kumar (2015) in his article on ‘’ The Significance of English Language
as a tool for Employable Skills” published in English Language Teaching in India:
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Jayaswal Sita Ram (1996) - Education of the Future – Published by Arbindo
Institute of Research in Social Sciences, Pondicherry.

Julka, Harsimran, and Pankaj Mishra “Only 28% IT graduates readily employable:
Nasscom”. The Economic Times.com.Indiatimes, 7th April, 2011. Web: 20th
Nov.2012.

Khanna Pratibha (2005) Changing Scenario of Higher Education, Challenges to
Quality Assurance and Sustenance, University News Vol.43, No.7, Feb.14-20,
pp.1-7 & 19, AIU-New Delhi.

Knell J, Oakley K and O Leary D (2007), Confronting the skills paradox:
maximizing human potential in a 21st century economy. Retrieved in Aug.2008
from www.demos.co.uk/publications/skills paradox provocation

Kurup M.R. (2006) Curriculum Design : A Reality Check in Affiliating
Universities, University News Vol.44, No.50, pp.1-5 & 22, AIU New Delhi.

Lahoti R.C.(2005) Be a Man of Value than Man of Success, University News
Col.43, No.40, Oct.3-9, pp 14-15, AIU, New Delhi.

Natarajan Reema in her article on “Poor English, comp skills make grads
unemployable” published in Times of India on 24.06.2013.

Pandey, Nidhi (2012)'Awareness of Life skills for Job Sustainability amongst
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Issue 1

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Paulrajan, Rajkumar (2011 ) Employability skills in Chennai Retail Market, India.
ACTA UNIVERSITATIS DANUBIUS Vol. 7, No.5

Pauw K, Bhorat H, Goga S, Ncube L and Van der Westhuizen C (2006) “Graduate
unemployment in the context of skills shortages, education and training findings
from a firm survey”, DPRU, Uni. Cape Ton, Rodebosch, Nov.2006.

Raman, Meenakshi Sharma, Sangeeta, Technical Communication: Principles and
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Ramaswami T. (2007) Holistic Education for Sustainable Enrichment, University
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Rao, M.S. “Soft Skills – Enhancing Employability:Connecting Campus with
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Ravindran (2014),his article entitled ‘Acquiring Employability Skills ‘published in
the book ‘Teaching English for the Employability’ byAnnammals Publications,
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2(8),2012

Singh Geetanjali(2013) in her paper entitled “Need to Bridge the Gap between
Industry and Academia: Is there a Disconnect? Presented at the International
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Jaipur.

TajHaseen (2005) – Current Challenges in Education – Neelkamal Publications
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Tank Haresh in his article on “Skill Development for Higher Education” published
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Tyagi R.S.(2004) Changing Focus of Educational Management, Issues and
Challenges, University News Vol.42, No.47, Nov.22-28, pp 1-7, AIU New Delhi.

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Empowering Engineering Students through Employability Skills

Urvashi Kaushal

Introduction

In India every year around 14 lakh students appear in the all India entrance
examination for 19 IITs, 31 NITs 18 IIITs and other engineering colleges. A four
year degree program and the students are expected to be ready to enter the industry.
But a number of expectations from the multinational companies and growing
competition lead to the students’ anxiety and failure in acquiring a job. In the rat
race, often the individual traits and individuality is lost and students with technical
training and average competencies dominate the list of degree holders. These
engineers are assessed in interviews as the employers want to select people who are
potential leaders, innovators those who can change the shape of the world, with
their ideas and business acumen.

The general perception of an engineer’s role is limited to acquiring technical skill
along with sound knowledge of science and mathematics. But Duyen Q. Nguyen in
her paper on “The Essential Skills and Attributes of an Engineer: A Comparative
Study of Academics, Industry Personnel and Engineering Students” disagrees and
comments on the role of engineers by stating, “In the dynamic world in which
engineers operate presents them with new demands and provides new challenges in
the diverse, profound and incessant changes which confront mankind as it heads
towards the 21st century.... Engineers are involved in the implementation,
application, operation, design, development and management of projects and
processes, although the type of work that engineers do will vary depending on the
chosen field of study.”(65-66) hence the workplaces have changed and most
engineers work in a multidisciplinary environment. Their career that begins at a
specialized technical level broadens with the rise in hierarchy. As the engineer
moves up the hierarchy his duty undergoes a paradigm shift from technical to

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management oriented. He has to acquire an understanding of all aspects of the
industry in order to manage it efficiently. In multidiscipline environment along with
his specialization he has to learn and administer various technical and non-technical
jobs. Hence, the role of the engineer and the expectations from the industry has
broadened and to meet the demands engineering training and education needs to be
revised. There is a dire need to inculcate in the aspiring engineers a broad range of
skills along with the regular technical skills.

Understanding the Academia- Industry gap
The expectation from the industry most often does not match with the curriculum
where 70% theory and 30 % practical is the norm. Almost all the newspapers have
repeatedly highlighted the limitations of engineering graduates. On Jul 15, 2014,
10.49 pm IST Times of India published an article with the heading, “Only 18%
Engineering Grads are Employable, says Survey”. On the basis of the survey the
article argued the incompetence of the engineering graduates. It stated,

Less than one out of four engineering graduates is employable, a
survey has found. The third edition of the National Employability
Report, Engineering Graduates - 2014, released by a private
employability solutions company, revealed that though 18.33% of the
engineers are employable, 18.09% actually get a job. Of the 1.2 lakh
candidates surveyed across multiple states, 91.82% lack programming
and algorithm skills, 71.23% lack soft and cognitive skills, 60% lack
domain skills, 73.63% lack English speaking and comprehension skills
and 57.96% have poor analytical and quantitative skills.(TOI)

and co-founder of employability evaluation company Aspiring Minds, clearly
remarked, "Colleges need to plug the gap in the first or second year. Foundational
skills like English, logical ability, should be taught to students in first or second
semester by doing bridge courses". Unfortunately very little attention is paid in the
understanding and development of these skills, which are often called

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employability skills. These skills are often overshadowed by the degree or
qualification. Until the last couple of years it has remained an obscure reason for a
person’s success. But gradually it has been acknowledged, that neither qualification
nor merit guarantees success in any career, yet skills which can be the panaceas for
successful career are often ignored.

This gap between the academic curriculum and the needs of the industry can be
bridged by, modifying the curriculum and preparing the students to match the
expectations. While developing technical and hard skills there is also a need to give
importance to soft skills. Engineers and people associated with engineering
education in India have to concentrate on these essential soft skills as engineers will
be working in a team, reporting to someone else, writing reports, dealing with work
pressures, giving presentations, etc.

As skills demand more attention in the curriculum and in the students’ goal setting
therefore, let us etymologically analyze skills in a comprehensive manner.

Decoding Skills and their Significance

Skills can be defined as expertise or talent to do a job or task, or the ability to do
something well. Business dictionary.com defines skills as, “an ability or capacity
acquired through deliberate, systematic and sustained effort to smoothly and
adaptively carry out complex activities or job function involving ideas(cognitive
skills), things (technical skills) and or people (interpersonal skills).”

According to the Cambridge Dictionary skill is “an ability to do an activity or job
well, especially because you have practiced it.”

As can be understood, the literal meaning or the meaning in business context clearly
indicates that skills are an ability that is acquired and is not inherent. Hence, a
person can acquire skills that interest him and college education can easily be the
training ground to inculcate some skills in the students. For better understanding,
skills are sometimes divided into domain general skills and domain specific skills.

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Domain general skills are skills which are helpful in all the jobs. They are
commonly called soft skills whereas domain specific skills are those that are
required for specific jobs and are also called hard skills.

Recent studies show that the employers look forward to fresh engineers who have
sound knowledge of hard skills and are also adept in a few soft skills or domain
general skills. The expectation of the employees does not end with technical skills
as in a multidiscipline environment; the role and responsibility of the engineer will
keep changing and evolving. Considering the growing expectations and
requirement students can be made aware of the importance of domain skills, before
they face campus interviews. A specific set of skills if acquired, will help the
students fulfil the expectations. As Randall S. Hansen and Katharine Hansen, in
their article, What Do Employers Really Want? Top Skills and Values Employers
Seek from Job-Seekers opine, "But beyond these job-specific technical skills,
certain skills are nearly universally sought by employers. The good news is that
most job-seekers possess these skills to some extent. The better news is that job-
seekers with weaknesses in these areas can improve their skills through training,
professional development, or obtaining coaching/mentoring from someone who
understands these skills.”

Skills developed by enhancing attributes can make a person the best choice for
certain post. If a student hones some attributes and acquires some skills along with
his degree, he will have what the employers want. To understand the skills required
in engineers, let us enlist some skills and understand what they mean.

Skills and their Implications

Communication skills - The ability to speak and write clearly and concisely is a
skill that is most sought after. The employers often feel that a candidate who is able
to listen carefully and can convey his thoughts and ideas will add to the
effectiveness of the workforce. The Hindustan Times published an article on 8th

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August 2015 entitled, "97% Engineering Graduates cannot Speak English Fluently:
Survey" which stated that most of the students lacked English language proficiency.

According to Nguyen, "The desirable skills and attributes for engineers include the
ability to communicate effectively, both verbally and in writing, to peers, the
employers, client and the community; engineers should be bilingual."

Teamwork - The employers look forward to hiring candidates who can work
collaboratively for a common goal. Co-operation and mutual respect in a diverse
group is seen as a winning combination. Candidates who are comfortable and happy
to work with cooperation in a team appeal the most to the employers.

Problem solving skills- The ability to view problems and challenges pragmatically
and to have an analytical approach to solve problems and issues is an ability not all
candidates possess. If the candidate can weigh the situation or analyze it from
different angles he can demonstrate problem solving skills. This, in a way conveys
their potential to be decision makers.

Initiative and Enterprising- The confidence to take initiative is the characteristic of
a true leader. According to the University of Leicester, “Being enterprising, is not
the same as having an ambition to be self- employed. Rather it is someone who is
characterized by a particular mix of individuality, creativity and leadership. These
are key skills and increasingly demanded by academic and non-academic
employers and research organizations.”
(http://www2.le.ac.uk/projects/enterprising-leicester/enterprise-skills)

Planning and Organizing- The habit to work in a haphazard way which leads to
confusion and loss of time and effort, can be a weakness in a candidate. Successful
people and thriving organizations boost of meticulous planning and execution as
the key to their success. However, when an individual displays these skills he
displays clarity of thought and precision that will alleviate the organization he
works for. In this regard, Randall S. Hansen and Katharine Hansen, in their article,
What Do Employers Really Want? Top Skills and Values Employers Seek from Job-

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Seekers, describe Planning/Organizing as a skill that, “Deals with your ability to
design, plan, organize, and implement projects and tasks within an allotted
timeframe. Also involves goal-setting.”

Managerial skills/ Leadership skills- The ability to motivate people, to assign and
delegate work according to the capability of the individual shows leadership skills.
Employers look forward to selecting students who can work in a team but can also
motivate and lead by setting good example. In the present scenario engineers need
to show expertise beyond their regular technical field. Leadership skills can
facilitate them to acquire the desired image suitable for the industry.

Interpersonal skills- The large amount of time spent in any workplace demands that
the people relate to their co-workers, learn to co-operate and motivate each other.
The ability to share a comfortable understanding with colleagues irrespective of
their diverse opinion, expertise and background builds strong workforce based on
interpersonal relationships. Hence, the ability to have cordial relationship with
people in one’s personal and professional life displays interpersonal skills that can
be a great advantage.

Adaptability or Flexibility- This refers to one’s openness to new ideas and
situations. The pace with which technology grows, engineers have to adapt to new
concepts and with workplaces expanding across the globe, engineers have to learn
to adapt and accommodate to any new situations, ideas, technologies etc.

Creativity or Innovation- Engineering is synonymous to innovation and often the
passion to create something new attracts students towards engineering. The urge to
innovate and translate ideas into reality is the key to the success of any industry.

Negotiation skills- Persuasion and the ability to convince others is the attribute of
a confident and focused individual. It often comes with being well- informed and
having good communication skills. Therefore this skill can easily prove the
candidate’s capability to convince others and help make a unanimous decision.

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Commercial Awareness- This reflects business acumen and awareness of the
competition in the market. It equips the person with information related to the minor
details of the competitors and their products and services. It helps them prepare and
perform better in any competition.

Lifelong Learning- A student with graduation degree in any branch of engineering
has to learn the tricks of the trade by joining the trade. Hence, students who show
an aptitude to learn are always preferred to students who demonstrate “know-it-all
attitude”. A self-motivated and eager to learn graduate will easily adapt to the
industry he joins. Therefore, employers want lifelong learners rather than learned
people.

Moreover, the expectation also includes stress and time management skills along
with integrity, perseverance and confidence. These are attributes that go hand in
hand with the above enlisted skills and do not need a special explanation. Apart
from all the soft skills that are mentioned in this paper the very obvious technical
skills and computing skills are mandatory for all engineers.

These skills can be acquired by developing certain attributes and making some
behavioral changes. Like communication skills in English can be developed by
regular practice of the language and by developing the four skills listening,
speaking, reading and writing. Along with it if one consciously works to build his
vocabulary, he can easily make communication skills his strength. Besides, using
the language more and more can bring fluency and confidence in the speaker.

College is perceived to be the best place to develop team spirit. One learns to work
as a team in the class room, and playing various sports like cricket, volleyball,
basketball, football etc. Secondly, life in the campus has immense opportunity for
participating in various formal and informal events. While participating in myriad
academic or other events the students are exposed to the basic functioning of the
team. All extra-curricular activities somewhere or the other inculcate team spirit.

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An easy way to acquire analytical skills for aspiring engineers could be by daily
using their reasoning on numbers and calculations. It is often said that engineering
students require sound knowledge of mathematics and science, but it is often seen
that after joining an engineering college the students become callous and ignore
regular studies. Most of the engineering colleges have also reported that students
study one day before the examination. In such situations analytical skills cannot be
developed even if the student has aptitude for it, as these skills require regular
practice of mathematical problems or puzzles, anything that challenges the mind
and tests their intelligence.

By participating in extra-curricular activities and organizing events, inside and
outside the campus, the students can explore a number of qualities in their
personality like leadership skills, planning and enterprising and interpersonal skills.

A common frequently asked question in the interview, "How comfortable are you
to change?" tests the adaptability skills or flexibility of the candidate. This can be
acquired easily by voluntarily learning something new. This way by forcing oneself
out of the comfort zone the student can train him to deal with change and can
prepare himself for any unexpected change.

Negotiation skills are somewhat difficult to acquire as there isn't any clear attribute
to develop it, but with the right mix of interpersonal skills, convincing power,
knowledge and right attitude, the art of persuasion can be learnt.

Active listening and general awareness of business and industries at large can
facilitate commercial skills in the students. These skills, if acquired can transform
the chances of the candidate as some Frequently Asked Question like, "Why do you
want to join our organization? Or "What do you know about our company?" can be
easily answered. This skill will facilitate the student with the knowledge to
comprehend, compare and answer such questions in an effective manner.
Commercial awareness skills can easily be developed as it can be self-accessed by

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reading the market value, work culture, services, products and production etc. of
companies of interest.

Role Academia can play in developing these skills

Whether we call them soft skills or employability skills, the academia and the
students have to realize its importance and work to acquire them. By acting as
facilitators in a three step process i.e. awareness, self-analysis and acquisition, the
academia can contribute significantly in overcoming this gap. The students have
to be initiated into the awareness of these skills and their significance; secondly,
encouraging self- analysis in the students in order to identify their strengths and
specific attributes will facilitate goal setting. Lastly, once the clarity of strengths
and attributes have been achieved, the students have to acquire the said skills by
maximum participation in activities and courses that endorse those skills. This
entire exercise will change the present scenario where we are training a mass of
students without any specific attributes, to make a mark in the industry. Gerson in
his book on Technical Communication opines, “These skills are important because
they help show how the candidate is different from all the other applicants. In
addition, they show that although the candidate has not been trained in the job for
which he is applying, he can still be a valuable employee.” (260) Thus, even though
these students have to be trained by the particular industry that hires them these
skills would show some readiness for the job.

Lastly, if the students identify their attributes and sincerely work to acquire skills
related to it they will have the answer to the predictable questions in interview,
"What are your strengths?" Or “Why should we hire you?”

Conclusion

Hence, these skills are pre-requisites for any engineering student whose four years
of studies and degree acquisition from any reputed institute will not ensure a job.
However, a combination of these skills along with engineering degree will ensure
that students meet the high expectations of the employers. In an era of rapid change

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and fierce competition their efforts to learn new things and acquire certain skills
will not only make them confident and self-assured but will also give them an
advantage in the job interview. Employers clearly look forward to candidates who
are focused and are passionate about the profession they aspire to take; therefore
some efforts made to hone their attributes can definitely improve their job
prospects. Thus, the onus now is on the academia to understand the need of the
industry and students by creating awareness and guiding them in self-analysis and
in acquisition of some skills.

Works Cited Page 175
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Gerson, Sharon and Gerson, Steven. Technical Communication: Process and
Product. Pearson 8th Edition. Dorling Kindersley (India) Pvt. Ltd. New

Delhi: 2014.Print.
Hansen, Randall S. and Hansen, Katharine. “What Do Employers Really Want?

Top Skills and Values Employers Seek from Job-Seekers”.

Quintessential Career, www.livecareer.com/quintessential/job-

skills-values. Web. 21 July 2016.
“CBSE JEE Main 2016: Check out the result analysis here!” India

Today. New Delhi, April 27,

2016 .www.indiatoday.intoday.in/education/story/cbse-jee-main-

results-2016/1/652760. Web. 23 July 2016. Skills?”
Leicester University. “What are Enterprise

www.2.le.ac.uk/projects/enterprising-leicester/enterprise-skills. Web. 23

July 2016.
Nguyen, Duyen Q. “The Essential Skills and Attributes of an Engineer: A

Comparative Study of Academics, Industry Personnel and Engineering
Students” Global Journal of Engineering Education, vol. 2 no. 1. 1998.

Print.

Puranik, Apoorva. “97% engineering graduates cannot speak English fluently:
Survey” Hindustan Times, Mumbai. Aug 08, 2015.
ww.hindustantimes.com/education/97-engineering-graduates-
cannot-speak-english-fluently-survey/story-
GQEkTYwI4AX5zc7oeXkz1M.html. Web. 21 July 2016.

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Singh, Devika. “Most engineering students in India lack basic skills: Varun
Aggarwal of Aspiring Minds”
www.businesstoday.in/management/career/most-engineering-
students-in-india-lack-basic-skills-aspiring-minds/story/229453.html.
Web.12 August 2016.

“Only 18% Engineering Grads are Employable, says Survey”, Times of India, July
15, 2014, www.timesofindia.indiatimes.com/city/mumbai/Only-18-
engineering-grads-are-employable-says-
survey/articleshow/38438996.cms. Web. 12 August 2016.

“Skills”. Business Dictionary, www.businessdictionary.com/definition/skill.html.
Web. 21 July 2016.
“Skills”. Cambridge Dictionary,
www.dictionary.cambridge.org/dictionary/english/skill. Web. 21 July 2016.

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The role of information literacy competence and higher order thinking skills
to develop academic writing in Science and Engineering learners

Dr. B. Kranthi Kumari

Introduction

The English syllabus for learners pursuing engineering courses includes teaching
writing as one of the objectives. Learners who enroll for these courses are not
equipped with the general writing skills that they should have mastered at the entry
level. In this context, a study was organized to develop academic writing skills of
the undergraduate learners who are pursuing engineering courses. The study
focused on raising awareness in the learners of the nature and characteristics of
academic texts in order to develop academic writing skills. The study also
emphasizes that involving the learners in the cognitive processes of writing that
include defining the rhetorical problem, identifying the rhetorical situation, the
audience and setting goals for writing, planning for the text by generating and
organizing ideas is necessary. The study further suggests that discussions between
learners and teachers regarding the construction of a text and the way language
works in various text types facilitates better writing.

The study

The study was based in engineering colleges. The target group for the study
consisted of 30 learners pursuing B.Tech third year. The classroom observations
with reference to teaching writing revealed that writing proficiency of most of the
learners was at a very low level. Followed by this, the intervention program was
organized in one college, where the researcher taught academic writing to the
learners. Units comprising tasks that focused on raising awareness of the academic
texts and involving the learners in the cognitive processes of writing were designed.
Therefore, each unit consisted of lead – in tasks, which focused on raising
awareness of the nature and characteristics of academic texts and a final writing
task, where the learners were expected to write a text. The number of units designed
was 3 viz., Nominalizations, Making generalizations – boosting and hedging, and
Writing a research paper/project report. The lead – in tasks, which focused on
raising awareness of the nature and characteristics of academic texts, included
reading passages based on the content of the engineering courses. Proficiency in
information literacy skills and higher order thinking skills were required for the
learners to become successful on these tasks. The learners were expected to
comprehend the passages, recognize, evaluate and utilize the information relevant
to work on these tasks. In addition, learners were expected to employ skills of
evaluating, analyzing, creating, reasoning and applying while working on the lead
– in tasks. These tasks gave impetus to the learners to work on the final writing

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task. In continuation with the intervention program, a project was assigned in order
to examine its effectiveness.

The criteria for the selection of tasks are based on research done by Prabhu (1987),
Nunan (1989) and Ellis (2003). The factors considered in the construction of the
tasks for the study are:

 Task is a work plan
 A task involves primary focus on meaning
 A task can involve four language skills (LSRW)
 A task engages cognitive processes
 A task has a clearly defined communicative outcome

The tasks adopted for the intervention program involved the prerequisites
mentioned above. The learners were engaged in cognitive processes to raise
awareness of the nature and characteristics of academic texts. In addition, the tasks
engaged them in the cognitive processes of writing in order to enable them to
produce written texts.

Kumaravadivelu (1991) says that tasks indicate content, but the teacher and the
learner decide on the language to be negotiated in the classroom. Such a task design
gives room for the use of a specific linguistic form. Moreover, Ellis, Basturkmen,
and Loewen (2001) argue that the teacher’s role as an instructor and interlocutor,
which is a requisite for a task, can be achieved by incorporating a focus on form
episodes into the task. Therefore, the tasks designed and adopted for the study
focused on vocabulary, Grammar and sentence structures required to produce
written texts and also on communication of meaning through the texts.

Prabhu (1987) suggests that complexity depends on the amount and type of
information to be handled in the task. The number of cognitive operations such as,
deduction, inference or calculation decides the complexity of the task. Besides, the
precision that a task expects and working with concepts also determine the
complexity of the task. Complexity also involves cognitive demands on the
learners’ ability to understand the language used in the tasks. In addition complexity
of a task refers to learners’ ability to go beyond the information of the text,
hypothesize, infer and make judgments about the meaning and purposes of the texts
(Candlin and Nunan, 1987).

Analysis of the data

The data was analyzed at two levels. Firstly, the analysis of the lead – in tasks of
the units is presented in relation to the learners’ ability to employ information
literacy skills and higher order thinking skills which form a requisite to raise
awareness of the way academic texts are constructed. Therefore, a detailed
discussion of the lead – in tasks and how these tasks facilitated in helping learners
to produce written texts is presented. The discussion focuses on the way the
learners employed information literacy skills and higher order thinking skills while

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working in these tasks. Secondly, the final writing tasks were analyzed with help
of the descriptors developed for the purpose. The skills taught as part of the
academic writing course are categorized as recurrent skills and discrete skills.
Recurrent skills are those that were taught across the units to write a clear and well
defined topic sentence etc. Whereas, discrete skills are the one’s specific to the
particular unit taught. The written texts of the learners were examined in order to
find out the way information literacy skills and higher order thinking skills
employed by the learners while working on the lead – in tasks facilitated in writing
effective texts.

The performance of the written texts was described based on the levels of
achievement levels 1, 2 and 3. Categorization of learners according to the levels of
achievement was documented. The rationale for placing the learners at a particular
level was based on the skills displayed by them in the written texts. A detailed
discussion on the role of information literacy skills and higher order thinking skills
in raising awareness of the academic texts, which in turn led to the development of
academic writing skills, is presented. The following sections detail the findings of
the analysis of the units taught as part of the academic writing course.

Unit 1 (Nominalizations)

The number of tasks in the unit is 5. The focus of the unit was to raise awareness
in the learners of the importance of using nominalizations in academic texts.
Furthermore, emphasis was on enabling learners to write a text using
nominalizations. The number of tasks that comprised the unit was 5. Task – 1
focused on helping learners transform verbs into noun forms. Tasks – 2 and 3
trained the learners to form sentences using nominalizations. Task – 4 was a
preparatory task with focus on developing ideas to write a text using
nominalizations in task – 5. As part of task – 5, learners wrote a text using
nominalized forms. The researcher monitored the learners as they worked on the
tasks and provided assistance to the learners for tasks, which were cognitively
challenging. Individual assistance was given to learners, who needed help while
working on the tasks. The learners were trained to write a text using
nominalizations. As mentioned earlier, learners required to utilize information
literacy skills and higher order thinking skills to work on the lead – in tasks, which
was expected to lead to the production of effective written texts. The following is
the description from the response of learner 1 who was not proficient in these skills
and was therefore, placed at level 3.

The analysis of the lead – in tasks showed that the learner was able to understand
the use of nominalizations in the academic texts given in the tasks. He was
successful in framing sentences using the noun forms. However, the learner failed
in employing the skills of evaluating, analyzing the reading passages which is
reflected in the written response of task – 5. Task 4 focused on enabling the learners
to generate information related to the topic of the text. However, he could not add

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more points to the given hints. The written text of the learner showed that he was
not able to present adequate information in the text. The text reflects lack of control
over sentence structures. Moreover, there was negligible use of discourse features
and the text was poorly written.

The analysis of the written texts of the learners of the unit on nominalizations
proved that learners who were able to analyze the information given in the lead
tasks (1 – 4) were successful in the writing task (task 5). Besides, learners who were
not able to utilize these skills were not successful.

Unit 2 Making generalizations – hedging and boosting

The number of tasks in the unit is 7. The unit focused on raising awareness in the
learners about the importance of making generalizations in academic texts. The
objective was to help learners make generalizations in a written a text by hedging
and boosting. Task 1 exposed learners to the use of generalizations in a passage.
Tasks 2, 3 and 4 raised awareness on the purpose of using hedges and boosters in
academic texts. Tasks 5 and 6 were lead – in tasks, which focused on pooling up
ideas in order to produce a text in task 7. Some of the learners found the writing
task quite challenging, especially in the use of appropriate hedges in context.
Hedging and boosting was a new concept for them. However, they were
enthusiastic to work on the tasks. The following is the description of the text of
learner 2 who was placed at level 3.

By and large learners that were placed at level 3 found it difficult to work on most
of the tasks. They relied on peers and the researcher for most of the tasks. Learner
2 also had difficulties in understanding the way generalizations were used in the
texts. Tasks 5 and 6 were lead – in tasks, which focused on helping learners generate
ideas by interpreting the information given in the graph in order to write the text as
part of task 5. It was observed that the learner was not able to interpret the
information given in the graph.

The written text in task 7 showed that the use of hedges and boosters was limited.
In addition, the use of hedges and boosters is inappropriate leading to the distortion
of information given in the graphs. The analysis of the response of the learner for
the unit showed that the learner had difficulties in analyzing the information given
in the graphs of the lead – in tasks.

Unit 3 Research paper/Project report

The unit Research paper/Project report was divided into 8 lessons such as:
Research proposal, the introduction section, the literature review section, the
methods section, the results section, the discussion section, the abstract and
bibliography.

The unit focused on helping learners to understand how various sections of a
research paper/project report are presented. Furthermore, the organization of the

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sections and the elements of these sections were discussed with the learners. The
researcher discussed the necessity of producing coherent texts using appropriate
cohesive devices and transition signals in the written texts. The style and the use of
impersonal register specific to academic texts were also discussed. Therefore, the
learners were expected to produce the written texts inclusive of the characteristics
of academic texts that were discussed in the beginning of the unit. In addition, the
researcher provided assistance to the learners while they worked on the individual
lessons of the unit. A point to be mentioned is that the writing tasks incorporated in
the lessons focused on enabling the learners to write short texts related to the lesson.
For instance, the writing task in the lesson the introduction section limits the
learners to write the introduction section based only on the notes given to write the
section and not beyond the given notes.

Lesson 1) Research proposal

The lesson research proposal focused on enabling learners to write a research
proposal. The number of tasks that comprised the lesson was 3. Task – 1 raised
awareness in the learners regarding the purpose, the sections and the elements that
include a research proposal. As part of task – 2, learners were shown how these
elements were presented in research article. Awareness about the elements of a
research proposal was raised by asking the learners to match the elements with the
excerpts taken from a research proposal. Learners were expected to write a research
proposal as part of task 3.

The following is the description of the text of learner 3 who was placed at level 1.
The text of learner shows that the learner included the relevant sections of a research
proposal and the related elements. The elements of each section are mentioned in
the beginning of the paragraph and circled by the learner.

The discussion presents the sections and the elements included by the learner with
examples.

General area: Embedded system is a combination of software and hardware….

Importance of the topic: Embedded systems are important in giving protection to
the related information by giving security…

Theoretical approach: this project is important and implemented on KEIL vision…

Aims and objectives: the main purpose of using this is for security reasons. As this
security plays a major role….

Duration: this project is implemented for 3 months…

Contribution of research to the field: the project is useful in implementing in hotels,
hostels and household, offices …..

Methods: the system is fixed at the entrance of the door.

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Reason for choosing the method: micro controller accepts data as it manipulates
the information and interfaces data with various devices….

Results: the main advantage is use donot have to carry keys along with him…

The excerpt given above proves that the learner made a conscious attempt to include
the elements that comprise a research proposal. The elements are circled in order
to be focused. The analysis of the tasks showed that the learner was successful in
analyzing the reading passages given in the lead – in tasks and creating a written
text in the final task of the unit.

Lesson 2) the Introduction Section

The focus of the lesson the introduction section was on enabling learners to write
an introduction section of a research paper. The number of tasks that comprised the
lesson was 2. The tasks raised awareness in the learners regarding the purpose and
elements of an introduction section. Awareness about the elements and purposes of
an introduction section was raised by asking the learners to examine and analyze
the excerpts taken from an introduction section of two research papers. Learners
had to notice the way the elements of an introduction section were presented in
these research articles. Learners were expected to write an introduction section as
part of task 2.

Lesson 2 focused on enabling learners to understand the purpose and elements of
an introduction section. They were also trained to write an introductory section of
a research paper.

The following is the description of the text of learner 4 who was placed at level 1.
The excerpt of task 2 of the learner revealed that the learner was able to include the
elements of an introduction section. The learner presented an introduction section
of a research paper including the relevant sections and related elements. The
learners were expected to mention the elements and circle them so that they would
not digress and present a focused text. The learner indicated the general area of the
study with the letters - (GA) and the key term definitions were indicated with the
letters - (KTD).

The elements included by the learner are:

o General area: nowadays smart phones are extensively used by students. The
potential application includes Bluetooth and wi fi along with other wireless
technologies….

o Key term definitions: terms that are worthwhile to be known are tracking
servers…

o Problem: unfortunately, students find a limitation to locate and access
essential information…

o Gaps in previous studies: in previous experiments information was
addressed only to classroom...

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o Aim of the study: in order to have a context – aware university it is essential
to overcome the difficulties of acquiring information…

o Methods: one of the possible ways is to form a request string to tracking
server which is to be forwarded to content server…

Lesson 3) The Literature Review Section

The lesson the literature review section focused on raising awareness on the way a
literature review section is presented. In addition, learners were trained to write a
literature review section based on the given notes. The number of tasks that
comprised the lesson the literature review section was 2. The tasks raised
awareness in the learners regarding the organization and features of a literature
review section of a research paper/project report. Awareness about the organization
of a literature review section was raised by asking the learners to arrange the
excerpts taken from a research article in order. Learners were expected to write a
literature review section as part of task 2. Therefore, it can be summarized that the
unit focused on helping learners understand the features of the literature section of
a Research paper/Project report. In addition, learners were trained to write a part of
a literature review section of a research paper based on the given notes. The
following is the description of the text of learner 5, who was placed at level 1.

Task 1 focused on helping learners understand the features of a literature review
section and the in text referencing patterns used to cite information. The learner
was able to match the given excerpts from the contents page of a project report with
the features of a literature review section. However, in text referencing was difficult
for the learner. She took the researcher’s help to work on the task (task 1d). The
learner was able to develop the notes given to write the literature review section for
task 1e. She organized the given notes.

Lesson 4) The methods section

The focus of the lesson the methods section was to enable learners to write a text
on the methods section of a project report. Awareness was raised regarding the
purpose, the sections and the related elements that comprised a methods section.
The learners were asked to examine the excerpts taken from the methods section of
a project report/a research paper. The number of tasks that comprised the lesson
was 2. The learners were also equipped with the words that are generally used in a
methods section (task 1a). They were further trained to write methods section of a
project report as part of task – 2.

The focus of the lesson was to raise awareness in the learners of how to write a
methods section of a project report. Furthermore, learners were trained to write a
text on the methods section. The learners were expected to write a methods section
based on the hints given for task 2. The excerpt given below of learner 6 confirms
that the learner included the sections that comprise a methods section of a project
report such as:

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A. Description of the sample – the sample “Annona Cherimola” belongs to
“Annonaceae” family.

B. Description of material used for data collection – the plant materials are
identified at Thirumala forests in Chittoor district located in A.P.

C. Description of data collection procedures – The extract was formulated by
utilization of 500 g of powdered leaves of Annona Cherimola.

D. Description of data analysis procedures – Invitro screening and Invivo
screening were conducted on the rats and the chemicals required are
characterized…..

Lesson 5) The Results Section

The lesson the results section focused on enabling learners to write a results
section. Task – 1 centered on raising awareness in the learners of the purpose of a
results section by asking them to examine the extracts taken from the results
sections of research articles. The number of tasks that comprised the lesson was 2.
The tasks raised awareness in the learners regarding the purposes, sections and the
elements that comprised a results section. Learners were expected to write the
results section as part of task 2. The learners were trained to write a paragraph on
the results based on the given information.

In response to task 1 learner 6 was able to match the purposes of a results section
to the excerpts given from the results section. Task 2 focused on equipping the
vocabulary required to describe variations represented in the graph. The learner
attempted to use the vocabulary to describe the variations verbally in the text. The
learner organized the details given in the graph in order to write a paragraph on
results section based on the graph given in task 2. These sections are mentioned and
underlined in the excerpt. The text shows that the learner included the content
relevant to the appropriate sections. However, the text shows that the learner used
longer sentences which resulted in lack of clarity. Otherwise, the skills taught in
the lesson are effectively presented by the learner.

Lesson 6) Discussion section

The lesson discussion section focused on enabling learners to write a discussion
section based on the purposes of writing a discussion section. The number of tasks
that comprised the lesson was 2. Awareness was raised by asking the learners to
examine extracts taken from a research article. They were asked to analyze the
excerpts and match them with the given purposes of a discussion section. Learners
were expected to write a discussion section based on the given notes as part of task
2. In addition, they were trained to write a paragraph on the discussion section
based on the given notes. The excerpt from the response of learner 7 highlights that
the learner presented an effective discussion section. The results were reported
accurately. The use of appropriate verb forms to present the discussion is the strong
point of the written text. The elements of the discussion section included by learner
7 are as follows.

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o Report a result – examination of Annnona Cherimola predicts that
methanolic and hexane extracts possess anti inflammatory and anti
oxidant properties…

o Suggest for further research – further studies recommended are tracing
of active principle responsible and its related mechanism…

o Limitation of the study: there is a demand for clarification on
realization principle…

Lesson 7) The abstract

The focus of the lesson the abstract was on enabling learners to write an abstract.
Awareness was raised in the learners regarding the elements that comprise an
abstract. The number of tasks that comprised the lesson was 4. Tasks 1 to 3 were
awareness raising tasks. Learners were expected to write an abstract as part of task
4. Therefore, they were trained to write an abstract. Moreover, the words and
sentence stems that are generally used in an abstract were highlighted. Awareness
was raised by asking the learners to examine the excerpts taken from the research
articles of an abstract in terms of the presentation of the elements such as
introduction, purpose, methods, results and conclusion.

The focus of the lesson is on raising awareness in the learners of the elements of an
abstract and to enable learners write an abstract. Task 4 expected the learners to
write an abstract based on the given hints. The sections included in an abstract are
introduction, purpose, methods, results and conclusion. The excerpt from the
response of learner 7, given below highlights the inclusion of these elements.

o Introduction to the topic: The project “BLUversity a ubiquitious” enables
the implementation for localizing the information within a university
campus…

o Purpose: to minimize the difficulty close attention is paid here…
o Methods: the innovative approach was to build a university which makes a

powerful and practical utilization of gadgets like mobiles, PDA’s….
o Results: the results showed that deployed BIU made an attempt which can

track the information through…
o Conclusion: this paper thus successfully overcomes the hurdles faced by

students…

Lesson 8) The Bibliography

The lesson the bibliography focused on enabling learners to cite references in a
bibliography. Learners were given help to understand how to cite references from
various sources. The number of tasks that comprised the lesson was 1. Awareness
was raised in the learners by showing them the referencing patterns of book, article

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from a book and a paper from a journal. Learners were expected to use referencing
patterns to make references from the given notes as part of task 2.

Project

As mentioned earlier, a project was assigned to the third year learners in order to
evaluate the effectiveness of the teaching sessions of the intervention programme.
The learners were expected to visit an organization of their choice and report the
details of the organization in the form of a project report. Input was given to the
learners regarding the procedures to be adopted to collect data. However, the focus
was on evaluating the ability of the learners to present the data in the form of a
project report that includes appropriate sections and elements that are due in a
project report and not on evaluating skills of data collecting and analyzing
procedures. The response from the excerpt of a learner shows the way the learner
reflected the learning of the various sections and elements of a research
paper/project report. The topic of the project was - “department of archaeology
and its performance.” The learner presented the objectives of the department,
obstacles faced and the measures to be taken by the department in the project report.
The analysis of the projects revealed that most of the learners were able to present
the project report with the sections and elements that comprise a project report.
However, a few of them were not able to include the sections and elements that
include a project report.

Conclusion

The study focused on academic writing characteristics in various forms of prose
and did not include other academic genres such as letter writing, statements of
purpose, curriculum vitae, fax and emails. Therefore, further research may include
studies related to a variety of academic genres to develop academic writing skills.
Furthermore, the study may have conjoined quantitative data analysis procedures
to analyze the data in order to achieve accurateness of learner performance on
academic writing skills. However, the study attempted to show that explicit
instruction to develop academic writing that includes raising learner awareness of
academic texts and giving opportunities to the learners to improve their writing by
involving them in the cognitive processes of writing makes them more confident
and facilitates better academic writing skills. Organizing collaborative writing
sessions, where learners reflect on their own writing practices and reflect on their
peers written texts helps them understand the way written texts are constructed.
Teacher reflection on the learners’ written texts while writing and after writing
enables them to revise their drafts efficiently. Furthermore, qualitative discussions
by the teacher on the nature and characteristics of academic writing in order to
enable the learners understand the way academic written texts are constructed
fosters academic writing.

References: Page 187
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Candlin, C.N., & Nunan, D. (1987). Revised syllabus specification for the Omani
School English Language Curriculum. Muscat: Ministry of Education and
Youth.

Ellis, R., Basturkmen, H., & Loewen, S. (2001). Learner uptake in communicative
ESL lessons, Language learning. 51, 281 – 318.

Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford
University Press.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge:
Cambridge University Press.

Prabhu, N.S. (1987). Second Language Pedagogy. Oxford: Oxford University
Press.

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The Need Of Personal Branding Or Self-Image In A Profession- With Special
Reference To Solicitors

V.Bhuvaneswari & Dr. Prabha Lama

Abstract: Due to the globalization of legal practice, the importance of Personal
Branding cannot be denied and ignored, since self-image is the most common
personality analysis displayed everywhere. With the emerging of legal firms,
personal branding of lawyers/solicitors has been playing a major role in the field of
litigation. Personal Branding is an effort taken by an individual to promote oneself
in the competitive job market. In recent years, the so called personal branding or
impression management has become the need of the hour to excel in varied
professions, particularly in legal practices. There are certain specific skills that an
aspiring solicitor must possess, and this paper particularly aims to portrait those key
skills required for an individual to brand himself as a successful solicitor.

Law being a dynamic field which changes with time with the change in the society
and needs of the people, solicitors associated with this field need to update
themselves with the upcoming changes. Law is like language and constitution,
which controls the external behaviour of the human beings. Law also facilitates
judicial system and helps in settling down legal complications. Hence Personal
Branding or Impression Management enables these attributes, and is essential for
an individual to distinguish himself from their competitors to target clients.

Keywords: Personal branding, globalization, litigation, self-marketing,
impression management, human behaviour, competitive job market.

Introduction: Personal Branding is a new word coined to the marketing effort
made by an individual to endorse oneself in the job market. Varied activities
undertaken by a person to make a place for himself in the business market is termed
as Personal Branding. Consistent effort of an individual to make a place worthy of
remark can help a person transfer into a brand in any profession. Endorsement of
any product popularises it and magnetises the consumers to buy it. The same goes
to a professional, who gets himself personally branded to seek the attention of his
clients in the globalised job market. According to the experience of the dominating
practitioners it is believed that lawyers, who can develop a successful brand, would
enable themselves to compete in the crowded business market. Personal Branding
is comprised of certain attributes such as effective communication skills with good
use of interpersonal skills. Apart from communication an emerging lawyer should

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also possess other qualities like persistence, critical evaluator, meticulous along
with honesty and presence of mind. The other characteristics that an establishing
solicitor must have are the ability to adapt oneself to any situation, being empathetic
and self-confident.

LSRW’s of Communication in a Legal Career: Since the role of a solicitor
mainly involves ample of negotiations advices and suggestions, therefore a
professional involved in this field should be able to communicate clearly and
effectively on the documents, over the telephone or even face-to-face. Both verbal
and non-verbal communication would certainly compliment the language skills of
solicitors. Most practitioners advocate for lucid and brief language, which is valued
by both clients and colleagues. Excellent communication skill plays a vital role in
client care and to communicate ideas and advices to the clients. It is the basic
requirement of this profession, where both oral and written language has utmost
importance and should be applied in every stage of one’s work. Being precise in
words and on papers is the basic key tool of an upcoming lawyer. Communication
skill is not only limited to spoken form, but it also includes lots of writing process
which is very vital for professionals involved in the field of law. A lawyer should
have the capability of listening effectively, cautiously and make proper
interpretation and a summarized outcome of any cases. Effective listening is an
essential skill needed for any individual to be productive and a lawyer must know
that hearing is different from listening.

Hearing is a one way process, whereas listening is a conscious activity that demands
attentiveness on the part of the listener, which is the essential requirement of a
lawyer. Active listening involves intellect and attentiveness; it is a receptive and a
meaningful process. To make it effective a lawyer needs active mental involvement
and it depends on the intellectual ability of an individual. Speaking skills gives
detail of an individual such as self-esteem of a speaker, confidence level and
command. The importance of oral communication or speaking skills by lawyer has
been echoed internationally across various legal careers. Oral communication and
spoken skills are considered as best career enhancers and biggest factor in
determining success in legal career. Therefore, LSRW’s of communication helps
in grooming a lawyer into a brand.

Interpersonal skills: Interpersonal skills are all about human behavior and
awareness of oneself to understand and respond appropriately to the needs of other
people. Effective interpersonal skills helps to establish cordial behavior with the
clients and it must be employed by counsellors in order to showcase empathy,
respect, and loyalty and needed concern. Lawyers must be interactive and be able

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to communicate efficiently with their clients. Their potential to relate and interact
with the clients should display confidence, develop lasting relationships, and must
also know to explain crucial situation in a lucid and easy manner. Handling people
would prove to be one of the best attributes. Building up a good rapport among
people associated with the same profession would truly promote and popularise the
individual. Good interpersonal skills enable one to develop a list of contacts and
gradually upgrade the business with the clients. Helping lawyers to be confident in
their ability to break down tasks and mingle with others will give them a vital skill
that employers generally look for. As the globalized employability agenda has
gained speed over the last few years or so, the issue of identifying which skills are
valued most highly in the current scenario has become very important. Self-
awareness is also considered to be a prerequisite for the interpersonal skill. A
lawyer must know to handle relationship, which demands, flexibility and
willingness to play all kinds of role depending on the situation. Generally few set
of skills are commonly implemented in the work places such as, ‘Cognitive skills’,
“ Social and Communication skills”, “Research skills”, “Adaptability skills” ,
which help an individual to excel in the work place on the basis of his interpersonal
behaviour..

Persistence:

Nothing can substitute persistence. Continuous and painstaking effort done always
pays sooner or later. Talented and genius people are not always successful. One
needs endurance and endless effort to prove oneself particularly in the field of law.
Education and good academic record does not always lead a person towards
success. People who give up easily cannot survive in the race of legal profession.
A striving attitude is indispensable to compete in this profession. Fickle minded
and hopeless people can never perform in the field of law which is full of challenges
and difficulties which needs a persistent effort. A legal practitioner has to put in
consistent effort without fearing the consequences that might fall in his way. Hard
work and diligence is always paid. A person’s intelligence depends upon his efforts
and persistence which he continues without being affected by the failures to come.
People generally intentionally or unintentionally overlook exceptional benefits of
persistence which sometimes can be too costly and out of reach. Before a robust
and persistent attitude hurdles and obstacles of all kinds vanish or disappear for
good. Persistence can be compared to a kind of ladder which gives an upward
mobility in the career. For the self-development and professional enhancement
persistent and assertive attitude places oneself at niche in his career.

Critical evaluation:

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A lawyer must be competent enough to judge a discussion and analyze the facts, he
should also know how to read effectively, comprehend it rightly and critically
analyze the facts. Before beginning a substantive legal research it is the duty of the
lawyer to gather and understand the facts of a case. It would be unethical to start to
develop legal theories without assessing the available facts and this way a lawyer
would be doing injustice to his profession and to his client. A solicitor must not
overlook and discard any facts related to the issue, but he should purposely and
meticulously analyze minute factual details which might be seemingly unimportant.
Analyzing skill and sharp mind are the essential attributes of a successful lawyer.
Critically going through the important factual details with legal approach would
assist them to support their legal arguments. This would prove to be a vital exercise
which would yield benefits in their career.

Critical evaluation is particularly helpful to those lawyers involved in litigation
career either before national courts and administrative bodies or before
international courts and arbitration tribunals. The habit of analyzing cases critically
would indeed reward them while they are grilled by judges and arbitrators during
the litigation. All kind of challenges can be won due to the critical approach in their
case study. Critical evaluation would help one effectively demonstrate his view
points with well supported facts and figures. All lawyers regardless of practice area
should critically analyse their case to give their presentations, to explain a client’s
position to opposing counsel, negotiate with counterparts and participate in
litigation. Even a small error committed by a lawyer in a document can create
ambiguity. It can also lead to hidden and open ambiguity which can change the
course of the case.

Honesty and commitment: The term professional ethics should be truly followed
in legal profession. For many professionals this quality may seem to be an
insignificant skill for a legal career, which is not to be overlooked. Lack of honesty
among practitioners even at higher level be it private or government sectors is a
breach of etiquette and a demonstration of bad behaviour. This eventually disrupts
the image of a professional, who is regarded as the guard of laws. Honesty should
be a two way process. It is an earnest expectation of a client to work with the
lawyers of high moral standard, who possess total professional integrity and follows
ethical code so that they can trust them blindly for the pursuit of the case. Solicitor’s
professional conduct and behaviour also matters a lot for one’s reputation and
standard of work.

A lawyer who has a long term commitment to his career would definitely imbibe a
long work experience which would eventually enhance his career and reputation.

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Dedication and commitment towards profession and towards clients is an essential
pre requisite needed in any profession, particularly in litigation. The nature of the
job work in a legal profession requires and demands lot of dedication, devotion,
hard work along with prolonged hours which can only be fulfilled by professionals,
who are fully committed to their profession and therefore manage to become
successful lawyers.

Presence of Mind:

Lawyers are regarded as problem solvers. It is expected that they have answers for
all the questions related to their cases. They showcase their intellectual skill due to
their wit and apt argument during the litigation hours. Litigation involves certain
goals as: to answer questions, clarify confusion and satisfy doubts in the minds of
the judges. A solicitor must know the skill to reinforce the key arguments and to
effectively demonstrate before the court, their position with well supported
arguments and legal facts. This can be possible only through good presence of
mind.

Cautious and attentive listening habit would assist a lawyer to come up with quick
solution for any case related problems and display his presence of mind. People
regard lawyers as idea generators and professionals with sharp and witty intellect.
Due to their presence of mind the lawyers themselves introspect a specific legal
problem and quickly trace out the solution for it. A lawyer is commonly expected
to be imaginative and creative in the generation of ideas, particularly when it comes
to legal problems they emerge with an obvious and decisive solution.

Research ability:

Lawyers should always possess the quality of analysing things in an inquisitive
way. A lawyer should be well versed at making differences between trivial and
lofty details. Keeping an eagle eye on the important factual details and use them
cunningly to support the legal arguments has a paramount importance for a law
professional. Conducting a quality legal research effectively and appropriately is a
crucial work for lawyers, but by using his research ability he can easily find and
understand the relevant details within a limited period of time.

Crucial analysis of primary and secondary data is of prime importance in a legal
profession. The profession of a lawyer is based on practice which is possible only
through research. This profession demands lot of research. Since legal profession
is dynamic, lawyers need to keep themselves updated with the new laws that
emerge with the needs of the time in their profession. Referring to various matters
related to the cases is achievable only through the art of research and analysis. To
describe research progress, explain observation and analyse clients’ legal issues or

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even to make a recommendation on a course of action, a lawyer should have a
potent research capability. Through research ability a lawyer can distinguish the
most important legal authorities from less important sources. Research ability is an
essential skill for lawyers regardless of the subject area of law being researched. In
order to draft the cases quickly in a clear and organised manner and to present it
before the court, a lawyer should be skilled in his research work.

Self-Confidence:

Legal profession also claims other indigenous qualities such as creativity,
enthusiasm, inquisitive and determination which is possible only through self-
confidence. Self-confidence is a vital trait quintessential for any profession for that
matter. As quoted by Helen Keller “Optimism is the faith that leads to achievement.
Nothing can be done without hope and confidence.” Confidence plays an immense
role in shaping ones attitude and helps one to excel in the chosen field. It is also
considered a key tool for lawyers, who need to prove their points with utmost
conviction and assertion.

Confidence is a characteristic that can be achieved by trusting one’s abilities and
having a good self-esteem of oneself. Self-confidence plays a vital role in boosting
up oneself providing motivation to achieve more success.

Empathetic & Inquisitive:

The ability to feel experience and relate to the thoughts, emotions, sensitivities or
experience of others is called empathy. Understanding others’ problem with the
same mind set along with affection and compatibility is the outcome of empathy. It
is easy to sympathize, but a lawyer should know the technique of being empathetic
to his clients that would help him to understand the case in a better manner and
draw out the needed information. A professional practitioner should be empathetic
to be aware of the situation of their clients and their related problems. Empathy is
also a key factor of emotional intelligence that a legal professional needs to adapt
in a skilled manner. Law is professions where lawyers have to deal with various
kinds of people, this field requires lots of human dealings, and if a lawyer is blessed
with an attribute of empathy that would definitely prove to be a stepping stone
towards accomplishment.

Inquisitive mind creates wonders in the legal profession. The hunger of learning
more and gathering more information leads to perfection which is apt for the
profession. Solving matters of dispute, criminal matters require a sharp and
inquisitive understanding. Putting up ample of questions to the opposing counsel
and giving a prompt reply with presence of mind is a sign of curiosity.

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Ambitiousness, determination and self-driven are the key traits of an inquisitive
candidate. Curiosity for legal knowledge and research projects is a portrayal of
professional and perfect solicitor. Inquisitive attitude helps in adapting and
accumulating all kinds of sources of knowledge related with the profession.
Curiosity to learn and a passion for the profession enable a lawyer to present
himself in a vibrant manner. A legal professional with an inquisitive mind can bring
innovations in the field of legal research.

Adaptability & Resilience:

A legal professional should always be ready for all kind of challenges since
numerous unexpected events may confront in a proactive manner. One involved in
litigation should not expect planned and organised practices. Challenges evolve
with new raptures in the profession of law. A lawyer must have the potential of
adopting and adapting to the new circumstances and situations, and mould himself
accordingly. Acclimatizing oneself to the situation that falls on the way is an
essential element to be cherished by the lawyers. Adaptability and resilience are the
essential parts of building the integrity and bringing a positive change in the legal
system and it also assists in grooming and converting into a personal brand.
Flexibility in the mind set and in the work trait along with social behaviour raises
the reputation and fame of a practitioner.

Resilience in the field of law is a paramount quality. An individual needs to have a
sound and balanced mind, with a decisive attitude so that he does not react to the
confronts made by others. Agreeing with utter willingness without showing any
disagreement in the matters and respectfully accepting to all kinds of situation is a
sign of a resilient lawyer. Treating judges and opponents with dignity even in the
most adverse situation is an indication of a flexible personality. An art of
responding stress and tensions in the most productive way can make one a
resourceful and eminent professional. A painstaking lawyer, who can sustain even
in crucial hours, who can sacrifice oneself for the cause of his work and nature of
the job is the most applauded and praised among the employees.

Time & Team Management:

Lawyers are expected to make good use of time and are also expected to have
sufficient knowledge of legal authorities and find solutions in a given frame of time.
One of the essential skills to be a successful solicitor is the ability to work in a team
and lead the team in an efficient manner. Working with the team members with
consensus and cordial behavior would yield beneficial outcome; be it mediation,
arbitration or litigation. Work habit and work culture of the place mainly depends

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upon the colleagues and their relations with one another. Certain disagreement and
negotiations that arise can be pacified with a congenial behavior. Law firm demands
harmony and team work which is the fundamentally important in the profession. A
lawyer should demonstrate his ability and work as a part of a team without
displaying his dominance. As a team member one should contribute his portion of
task assigned and then demand the outcome of the team members. The ability to
work in a team and yet hold the attention of the team with efficient skills shows
leadership quality. The experience of intense interaction with team mates and
colleagues proves to be an excellent people management.

Time management has a key role to play in almost all the professions including
legal where lawyers are constantly busy with certain assignments: court
appearances meetings with the clients, drafting official documents making
appointments with the judges and clients and travelling with the purpose, and in
order to keep a balance between a work and an outcome proper time management
is required. Working between offices and cross jurisdiction is the nature of the job
of law firm which requires proper time management scheduled accordingly.
Encouraging and convincing the colleagues to cooperate and perform their assigned
duties within the stipulated time is although crucial for a lawyer, but proper
demeanors and public dealing skills would help to get the work done in the given
deadline.

Conclusion:

Personal Branding is an important attribute which an aspiring lawyer should
possess in order to be a successful professional in his career. Law being a dynamic
subject, changes with the change of time, and needs of the nation keeping at pace
with it. Law grows with the growth of the nation and strengthens with the strength
of the nation and the nation becomes strong with a well set rules and regulations.
Since law controls the code of conduct and human behaviour in the society it is
expected that a legal professional should carry themselves in a dignified well
behaved and courteous manner. Personal Branding necessitates capturing and
promoting an individual’s abilities to magnetise clients. The job market has
observed that Personal Branding showcases varied impacts and varied rewards for
different persons involved in different professions. The practitioners argue and
advocate that Personal Branding promotes financial gain, enhances professional
acclaim and builds up personal and professional relationship. Personal Branding
also helps in developing a professional self image to attain career success.

References:

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1. Mane Khedher, (2014) “Personal Branding: Towards Conceptualization”.
International Conference on Business, Economics, Marketing &
Management Research (BEMM’13),(Volume 2, pp 7-12)

2. http://www.ultimatelawguide.com/careers/articles/what-skills-are-
required-to-become-a-lawyer.html.

3. https://www.oxford-royale.co.uk/articles/professional-development-
aspiring-lawyers.html.

4. https://targetjobs.co.uk/career-sectors/law-solicitors/advice/291203-what-
skills-do-law-firms-look-for-when-recruiting-graduates-for-trainee-
solicitor-jobs.

5. http://www.testbig.com/sat-essays/nothing-world-can-take-place-persistence-
talent-will-not-nothing-more-common-unsuccessf-0

6. Adrienne Showman, Linh Anh Cat, Jacquelyn Cook, (2013) “Five Essential
Skills for Every Undergraduate Researcher”, Council on Undergraduate
Research, Spring • (Volume 33, number 3).

7. http://jessup.whitecase.com/files/FileControl/Presentation/File/Section5_J
essupGuide_LegalSkills.pdf.

8. Brenna Collins: “The Importance of Personal Branding: Uses of Personal
Branding for Career Development and Success”.

9. Erving Goffman, (1959) “The Presentation of Self in Everyday Life”,
Anchor Books edition.

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MAGIC

2016
Litterateur’s Compendium

Proceeding

A two-day International Conference
on

Methods, Aesthetics & Genres
In English Communication
10-11 Nov’ 2016

Centre for Professional Communication Page 198
University of Petroleum and Energy Studies

Dehradun –U.K.

4th International Conference MAGIC 2016

ISBN: 978-81-928068-8-4

First Impression 2017
University of Petroleum and Energy Studies

No part of this publication may be reproduced or transmitted in any form by any
means, electronic or mechanic including photography, recording, or any
information storage and retrieved system, without permission in writing from the
copyright owners.

DISCLAIMER

The authors are solely responsible for the contents of the papers compiled in this
volume. The publishers or editors do not take any responsibility for the same in any
manner. Errors, if any, are purely unintentional and readers are requested to
communicate such errors to the editors or publishers to avoid discrepancies in
future.

ISBN: 978-81-928068-8-4

Published by:
Centre for Professional Communication (Bidholi)
University of Petroleum and Energy Studies (Energy Acres)
Dehradun.
Uttarakhand

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