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5.31. Technical and professional English V (Elective)

5.31.1. Justification ↑ Back to top

A fundamental part of the integral formation of a professional is the ability to communicate in a foreign language in addition to the native language itself. In the engineering and computing career, technical English is the most critical tool for accessing the forefront of knowledge and research, writing scientific papers, participating in international conferences, and collaborating in global teams. This course brings students to the level of autonomous technical communicators capable of producing and critically evaluating academic and professional content.

5.31.2. Generales Goals ↑ Back to top

1. Increase the ability and fluency to communicate complex technical ideas in English.
2. Ensure that students interact with emphasis on scientific argumentation and advanced technical writing.
3. Master vocabulary for software engineering, data science, and systems research.

5.31.3. Contribution to Outcomes ↑ Back to top

AG-C04) Communication: Communicates effectively in complex computing activities. (Usage)

AG-C03) Individual and Team Work: Performs effectively as an individual and as a member or leader in diverse teams. (Familiarity)

5.31.4. Content ↑ Back to top

5.31.4.1. Scientific Argumentation (12 hours) [Skills AG-C03,AG-C04] ↑ Back to top

Bibliography: (Soars and John, 2002c; Soars and John, 2002e; Soars and John, 2002d; Cambridge, 2006; MacGrew, 1999)

Topics

1. Advanced review of auxiliary verbs and verb tenses in academic writing.
2. Negative questions and emphatic answers in scientific debate.
3. Word formation: Prefixes and suffixes common in computing and science.
4. Correcting misconceptions: Refuting claims in technical discussions.

Learning Outcomes

1. By the end of the unit, students use auxiliaries and tenses precisely to construct scientific arguments, challenge erroneous technical claims, and engage in structured academic debate.

5.31.4.2. Research Methodology (12 hours) [Skills AG-C03,AG-C04] ↑ Back to top

Bibliography: (Soars and John, 2002c; Soars and John, 2002e; Soars and John, 2002d; Cambridge, 2006; MacGrew, 1999)

Topics

1. Present Simple vs. Present Continuous: Distinguishing general facts from ongoing experiments.
2. State verbs and action verbs in experimental descriptions.
3. Vocabulary: Research design, experimental variables, data collection methods.
4. Writing: Description of a research method or experimental procedure.

Learning Outcomes

1. Students differentiate between stative and progressive uses to accurately describe scientific laws, ongoing experiments, and research methodologies in computing and engineering.

5.31.4.3. Case Studies (12 hours) [Skills AG-C03,AG-C04] ↑ Back to top

Bibliography: (Soars and John, 2002c; Soars and John, 2002e; Soars and John, 2002d; Cambridge, 2006; MacGrew, 1999)

Topics

1. Narrative tenses: Simple Past, Past Continuous, and Past Perfect in case study analysis.
2. Structure of "Used to" and "Would" for describing legacy systems and past practices.
3. Vocabulary: Historical computing cases, paradigm shifts, engineering lessons learned.
4. Writing: Structured case study report on a computing incident or innovation.

Learning Outcomes

1. Students analyze and narrate sequences of technical events and historical computing cases fluently, applying narrative tenses correctly in professional case study reports.

5.31.4.4. Research Proposals (12 hours) [Skills AG-C03,AG-C04] ↑ Back to top

Bibliography: (Soars and John, 2002c; Soars and John, 2002e; Soars and John, 2002d; Cambridge, 2006; MacGrew, 1999)

Topics

1. Predictions and plans: Future tense review for academic proposal writing.
2. Future Continuous and Future Perfect in project scope and outcomes.
3. Vocabulary: Research objectives, expected contributions, scope and limitations.
4. Writing: Short research proposal or technical project abstract.

Learning Outcomes

1. Students project research goals and anticipated outcomes, and make evidence-based predictions about the evolution of technology using appropriate future forms in formal academic writing.

5.31.4.5. Technical Documentation (12 hours) [Skills AG-C03,AG-C04] ↑ Back to top

Bibliography: (Soars and John, 2002c; Soars and John, 2002e; Soars and John, 2002d; Cambridge, 2006; MacGrew, 1999)

Topics

1. Verb patterns (Verbs followed by -ing or infinitive) in instructional writing.
2. Expressions with "Like" for analogies and technical comparisons.
3. Vocabulary: API documentation, user manuals, technical specifications.
4. Debates: Standards for open-source documentation and reproducibility.

Learning Outcomes

1. Students use complex verb patterns to write clear, precise technical documentation and use analogical reasoning to explain technical concepts to diverse audiences.

5.31.4.6. Long-term Projects (12 hours) [Skills AG-C03,AG-C04] ↑ Back to top

Bibliography: (Soars and John, 2002c; Soars and John, 2002e; Soars and John, 2002d; Cambridge, 2006; MacGrew, 1999)

Topics

1. Present Perfect Continuous vs. Simple Present Perfect in research progress reports.
2. Modal verbs of deduction (Present and Past) for interpreting experimental results.
3. Vocabulary: Long-running systems, sustained research programs, startup development.
4. Oral presentations: "Progress report on a computing research project".

Learning Outcomes

1. Students discuss long-term research and development activities, make deductions about technical outcomes, and present progress reports on computing projects with appropriate academic register.

5.31.4.7. Advanced Technical Writing (12 hours) [Skills AG-C03,AG-C04] ↑ Back to top

Bibliography: (Soars and John, 2002c; Soars and John, 2002e; Soars and John, 2002d; Cambridge, 2006; MacGrew, 1999)

Topics

1. Relative clauses (Defining vs. Non-defining) in technical paper writing.
2. Advanced passive voice in formal scientific and engineering prose.
3. Vocabulary: Peer review, impact factors, citation practices, open access.
4. Writing: Abstract and introduction section of a computing research paper.

Learning Outcomes

1. Students write precise, well-structured technical and scientific texts using relative clauses and advanced passive constructions to add depth and clarity to research writing.

5.31.4.8. English for Software Engineering (12 hours) [Skills AG-C03,AG-C04] ↑ Back to top

Bibliography: (Soars and John, 2002c; Soars and John, 2002e; Soars and John, 2002d; Cambridge, 2006; MacGrew, 1999)

Topics

1. Agile Methodologies: Scrum, Kanban, and XP terminology in English.
2. QA (Quality Assurance) and Testing: Test plans, bug reports, acceptance criteria.
3. Software requirements documentation: user stories, use cases, specifications.
4. Simulation: Technical team meeting (Sprint planning and retrospective).

Learning Outcomes

1. By the end of the course, students command software engineering and project management terminology, can produce professional technical documents, and actively participate in international technical meetings and reviews in English.

5.31.5. Bibliography ↑ Back to top

Soars, L. and John (2002c). American Headway N 3 Student Book. Editorial Oxford.

Soars, L. and John (2002e). American Headway N 3 Work Book. Editorial Oxford.

Soars, L. and John (2002d). American Headway N 3 Teachers Book. Editorial Oxford.

Cambridge (2006). Diccionario Inglés-Espanol Cambridge. Editorial Oxford.

MacGrew, J. (1999). Focus on Grammar Basic. Editorial Oxford.