The proposed project seeks to improve the quality of student technical and professional communication at the postsecondary level through a literacy intervention study. In particular, this project focuses on the teaching and learning of communication skills in the field of information systems. This project builds on the findings of a 4-year longitudinal study of literacy development at the postsecondary level, in which text analysis of student writing and interviews with faculty revealed the expectations, demands, and challenges of disciplinary writing. The longitudinal study has yielded ontogenetic baseline data that describes the nature of student writing development and instructor expectations of disciplinary writing. The proposed study builds on this research by analyzing student and professional oral, written, and visual texts in the field of information systems, and working with teachers in this field through teacher training and development workshops that aim to generate more effective instruction practices and to enhance the quality of student communication skills. The proposed project includes: 1) identification of current instruction practices for teaching communication skills through collection and analysis of instructional materials from information systems courses, 2) identification of features of information systems genres through genre analysis, Systemic Functional Grammar, and rhetorical analysis using manual text analysis and the computational tools DocuScope, UAM CorpusTool, and UAM ImageTool 3) identification of faculty teaching practices and expectations of information systems oral, written, and visual texts through faculty interviews, 4) development of instructional practices and materials for teaching information systems genres based on the Teaching and Learning Cycle, 5) construction and delivery of teacher training and development workshops focusing on effective teaching practices and strategies for making faculty expectations and the linguistic and rhetorical features of information systems genres more explicit to students, and 6) evaluation of the impact of the acquired instructional practices on students’ communication skills. Effort to improve technical and professional communication skills, especially discipline-specific communication skills, of postsecondary students in Qatar is pivotal as Qatar continues to invest in English-medium education to build its human capital. This project aims to generate insights for curricular planning and assessment in Qatar, and for research on academic, technical and professional communication that will be of interest to writing and education scholars internationally.