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Syllabus for

Academic year
FSP071 - Tutoring and supervising technical communication: improving the communication of colleagues
Syllabus adopted 2014-02-20 by Head of Programme (or corresponding)
Owner: SPRAK
7,5 Credits
Grading: TH - Five, Four, Three, Not passed
Education cycle: Second-cycle

Teaching language: English
Open for exchange students
Minimum participants: 10
Maximum participants: 20

Course module   Credit distribution   Examination dates
Sp1 Sp2 Sp3 Sp4 Summer course No Sp
0114 Written and oral assignments 7,5 c Grading: TH   4,0 c 3,5 c    

In programs

SPRAK Language and communication, Year 1 


Docent  Magnus Gustafsson
Univ adjunkt  Carl Johan Carlsson


FSP070   Tutoring and supervising technical communication: improving the communication of colleagues


In order to be eligible for a second cycle course the applicant needs to fulfil the general and specific entry requirements of the programme that owns the course. (If the second cycle course is owned by a first cycle programme, second cycle entry requirements apply.)
Exemption from the eligibility requirement: Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling these requirements.

Course specific prerequisites

Documented tertiary education in English such as FSP046; LSP504  or corresponding courses. For admission, a diagnostic test and/or an application portfolio may be required.


The course aims to prepare participants for a professional context of working with colleagues to improve language and communication in projects that involve advanced communication of technical or scientific content.  The course also aims to establish the pedagogical tools and awareness required for effective supervision or tutoring of technical communication. The course provides the necessary background to work as a peer tutor in the open communication centre (CHOCS)

Learning outcomes (after completion of the course the student should be able to)

  • effectively tutor students' communicative projects / assignments in technology related fields/disciplines
  • supervise colleagues and staff in their professional contexts of communicating technical content and information
  • self-assess and improve their own ability to communicate technical content effectively for multiple purposes and audiences
  • work as a peer tutor in Chalmers open communication Studio (CHOCS)


The course consists of four main components in technical communication. The four components cover theory and analysis, improving one's own technical communication, tutoring practice, and finally planning and pursuing technical communication projects. Therefore, the course seminar contains a component of discussing and analysing samples of technical communication and recurring components and contexts of technical communication in general. This analysis draws on genre theory, activity theory, new rhetorics, and action learning lenses on communication. The subsequent two components provide the core of the course and focus on the participants improving their own technical communication and acquiring an ability to facilitate their peers' or colleagues' improvement of technical communication. The remaining component of the course offers a possibility for participants to define and develop a technical communications project within the scope of the course.


The course meets twice a week for a four-hour seminar. In the second quarter, a portion of the seminar time is used for supervising the participants' technical communications projects. Within the seminar participants are also organised in different learning teams based on discipline, direction and focus.


The main literature on the course is the e-book resource for technical communication provided via the library.

Gillespie & Lerner, The Longman Guide to Peer Tutoring, Second Edition. (2008). New York: Pearson-Longman
An English learners' dictionary, like Macmillan English Dictionary for Advanced Learners (2nd edition) or Longman Exams Dictionary
Additional literature to be communicated via the course activity in pingpong


Anderson, Paul V. Technical Communication - A reader-centered approach.
International student edition. Sixth Edition. (2007). Boston:


Portfolio assessment. The portfolio is compiled from the student's learning journal and the various compulsory assignments focussing on the analysis of technical communication; planning and implementing tutoring or supervision of technical communication; and the specific exploration of a more detailed study of facilitating technical communication within a defined area of academic or professional relevance. All assignments are feedbacked but only projects and the portfolio are graded fail, 3, 4, or 5.

Page manager Published: Thu 03 Nov 2022.