The document provides guidelines for technical writing, including how to identify the audience, determine the message, collect information, and outline the document. It discusses how to produce effective figures and tables to enhance understanding, and how to maintain consistency in formatting, spelling, grammar, and style. The document also offers tips for using appropriate language, direct statements, simple terms, and action verbs to create clear text flow.
Developing principled frameworks for material developmentH. R. Marasabessy
A. What does ‘Materials development’ mean?
○ ‘Materials development’ refers to all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research. Ideally, all of these processes should be given consideration and should interact in the making of language-learning materials.
○ Materials development is both a field of study and a practical undertaking. As a field it studies the principles and procedures of the design, implementation and evaluation of language teaching materials
B. Frameworks for materials development
Richards (1995:102-103) describes frameworks as the process of designing a “design or frame for a unit in a textbook” which can “serve as a formulae which the author can use in writing the book
C. Principles in Materials Development
Most writers on the process of the materials development focus on needs analysis as starting point. And some writers report starting by articulating their principles.
Bell and Gower (1998:122-125) started by articulating principles which they wanted to guide their writing:
○ Flexibility
○ From text to language
○ Engaging content
○ Natural language
○ Analytic approaches
○ Emphasis on review
○ Personalized practice
○ Integrated skills
○ Balance of approaches
○ Learner development
○ Professional respect
Tomlinson (1999b) describes a principled and flexible framework designed to help teachers to develop materials efficiently and effectively.
Penaflorida (1995:172-179) reports her use of the six principles of materials design identified by Nunan (1988):
1. Materials should be clearly linked to the curriculum they serve.
2. Materials should be authentic in terms of text and task
3. Materials should be authentic in terms of text and task
4. Materials should allow learners to focus on formal aspects of the language
5. Materials should encourage learners to develop learning skills, and skills in learning
6. Materials should encourage learners to apply their developing skills to the world beyond the classroom.
D. A Text-driven Approach to Materials Development
Tomlinson’s own preference is the text-driven approach, in which an engaging written or spoken text drives a unit of materials in which readiness activities activate the learners’ minds in relation to the text, initial response activities stimulate engagement whilst experiencing the text, intake response activities encourage articulation of personal responses, input response activities invite exploration of features of the text and development activities encourage learner production (Tomlinson 2003c).
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Developing principled frameworks for material developmentH. R. Marasabessy
A. What does ‘Materials development’ mean?
○ ‘Materials development’ refers to all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research. Ideally, all of these processes should be given consideration and should interact in the making of language-learning materials.
○ Materials development is both a field of study and a practical undertaking. As a field it studies the principles and procedures of the design, implementation and evaluation of language teaching materials
B. Frameworks for materials development
Richards (1995:102-103) describes frameworks as the process of designing a “design or frame for a unit in a textbook” which can “serve as a formulae which the author can use in writing the book
C. Principles in Materials Development
Most writers on the process of the materials development focus on needs analysis as starting point. And some writers report starting by articulating their principles.
Bell and Gower (1998:122-125) started by articulating principles which they wanted to guide their writing:
○ Flexibility
○ From text to language
○ Engaging content
○ Natural language
○ Analytic approaches
○ Emphasis on review
○ Personalized practice
○ Integrated skills
○ Balance of approaches
○ Learner development
○ Professional respect
Tomlinson (1999b) describes a principled and flexible framework designed to help teachers to develop materials efficiently and effectively.
Penaflorida (1995:172-179) reports her use of the six principles of materials design identified by Nunan (1988):
1. Materials should be clearly linked to the curriculum they serve.
2. Materials should be authentic in terms of text and task
3. Materials should be authentic in terms of text and task
4. Materials should allow learners to focus on formal aspects of the language
5. Materials should encourage learners to develop learning skills, and skills in learning
6. Materials should encourage learners to apply their developing skills to the world beyond the classroom.
D. A Text-driven Approach to Materials Development
Tomlinson’s own preference is the text-driven approach, in which an engaging written or spoken text drives a unit of materials in which readiness activities activate the learners’ minds in relation to the text, initial response activities stimulate engagement whilst experiencing the text, intake response activities encourage articulation of personal responses, input response activities invite exploration of features of the text and development activities encourage learner production (Tomlinson 2003c).
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Semi-Detailed Lesson Plan - Active and Passive Voice (Junior High School - En...Anjenette Columnas
A Semi-Detailed Lesson Plan about Active and Passive Voice in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Semi-Detailed Lesson Plan - Active and Passive Voice (Junior High School - En...Anjenette Columnas
A Semi-Detailed Lesson Plan about Active and Passive Voice in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
Cambridge English Exams: The Writing Paper (IH Bydgoszcz Cambridge Training D...Sandy Millin
Activities to help teachers prepare students for the writing paper of the Cambridge First and Cambridge Advanced exams.
For all links please see: http://sandymillin.wordpress.com/examwriting
Various tips on how to keep your writing simple (and straightforward) for all audiences, but particularly when you are writing English content that will be translated, or consumed by non-native English speakers.
This presentation was delivered at the Australian Society for Technical Communication (ASTC) annual conference in October, 2018.
In the personal essay, you learned how to write with a strong pe.docxzenobiakeeney
In the personal essay, you learned how to write with a strong personal voice.
In the informative essay, you learned how to write objectively and support your points with credible sources to inform the audience.
Now in your final assignment, you will combine these writing techniques to write a stance essay. A stance essay takes a position on a topic and argues and supports that position with evidence. Consider your topic:
What possible positions/arguments are there?
What position resonates with you? (Which position do you believe is correct?)
What are your main points?
What are the counterpoints? Are you ready to dispute them?
Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except you should maintain a formal tone. And just like assignment 2, you will need to support your points with credible sources. You’re ready to take a position on the topic you have been writing about and to be persuasive!
INSTRUCTIONS:
Compose a three-four (3-4) page paper in which you do the following:
Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
Did you use third person pronouns? (he, she, they, their)
Does your personality carry over in your writing? Are your word choices personal and consistent? Is the tone formal?
Does it express your attitude about the topic?
Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7 sentences.
Does your introduction include solutions or approaches on the topic?
Does your thesis statement include three supporting reasons that clearly express your stance on the topic?
Is your thesis statement clear and concise?
Does your introduction provide a preview of the rest of your essay?
Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggest- ed that each paragraph contain at least 5-7 sentences.
Do your body paragraphs support each point of your thesis with relevant examples or statistics?
Do you address the opinions or concerns that your audience might have?
Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation?
Write with logic and with transitions throughout your paper.
Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your thesis statement?
Write a conclusion paragraph. It is suggested that this paragraph contain 5-7 sentences.
Did you paraphrase or restate the thesis in a new way?
Did you leave a lasting impression, so that your readers continue thinking about your topic after they have finished reading?
Apply proper
grammar, mechanics, punctuation
and
APA formatting
t ...
English for Academic Purposes Teaching Week 2The Free School
Speaking - pronunciation and contexts.
Free English for Academic Purposes certificate course.
http://www.thefreeschool.education/free-diploma.html
http://chat.thefreeschool.education/forum86.html
Stance Essay Congratulations! You made it to your final assignme.docxdarwinming1
Stance Essay
Congratulations! You made it to your final assignment, and you have learned so much along the way.
In the personal essay, you learned how to write with a strong personal voice.
In the informative essay, you learned how to write objectively and support your points with credible sources to inform the audience.
Now in your final assignment, you will combine these writing techniques to write a stance essay. A stance essay takes a position on a topic and argues and supports that position with evidence. Consider your topic:
What possible positions/arguments are there?
What position resonates with you? (Which position do you believe is correct?)
What are your main points?
What are the counterpoints? Are you ready to dispute them?
Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except you should maintain a formal tone. And just like assignment 2, you will need to support your points with credible sources. You’re ready to take a position on the topic you have been writing about and to be persuasive!
INSTRUCTIONS:
Compose a three-four (3-4) page paper in which you do the following:
Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
Did you use third person pronouns? (he, she, they, their)
Does your personality carry over in your writing? Are your word choices personal and consistent? Is the tone formal?
Does it express your attitude about the topic?
Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7 sentences.
Does your introduction include solutions or approaches on the topic?
Does your thesis statement include three supporting reasons that clearly express your stance on the topic?
Is your thesis statement clear and concise?
Does your introduction provide a preview of the rest of your essay?
Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggest- ed that each paragraph contain at least 5-7 sentences.
Do your body paragraphs support each point of your thesis with relevant examples or statistics?
Do you address the opinions or concerns that your audience might have?
Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation?
Write with logic and with transitions throughout your paper.
Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your thesis statement?
Write a conclusion paragraph. It is suggested that this paragraph contain 5-7 sentences.
Did you paraphrase or restate the thesis in a new way?
Did you leave a lasting impression, so that your readers continue thinking about y ...
Running head: Digital Tools
1
Digital Tools
5Digital Tools and Effective Strategies for Engaging the Adult LearnerDavid JonesCollege 100
American Military University
Sharie Adamson
(Title of paper)Digital tools and effective strategies for engaging the adult learner
Begin your paper here. Double space the entire document and be sure that you put two spaces between each sentence. Indent the first line of each paragraph between five and seven spaces by pressing the Tab key one time on the keyboard. Start with a strong introduction that includes a thesis statement (what the point of the paper is).
Then add at least three additional paragraphs of details that support your theme or thesis. These paragraphs should end with a sentence that transition to the next paragraph in order to create a paper that reads well and “flows” from one idea or concept to the next. Do not forget PIE: Proof, Information, and/or Evidence to support your points. PIE can be in the form of examples from your own life and/or citations from your resources.
End your paper with a strong conclusion. Think of the conclusion as the closing arguments presented by a lawyer to a jury. Include the most important points from your paper you want your reader to remember. Do not introduce any new ideas or topics in your conclusion. If you feel the need to add more content, go back and add that information to the body of your text.
Happy writing!
Final Paper Editing Checklist
The following checklist will assist you in editing your final paper. Please ensure you have:
You used the APA paper template provided in class;
You have reviewed and modeled your paper after the APA Perfect Paper Template;
You have a properly APA formatted Title Page making any corrections suggested by the Instructor based on a prior review;
The Body of your paper, not including Title and Reference page, is 3-5 pages double-spaced following the properly formatted APA style;
The Reference page is formatted in APA style and reflects any corrections suggested by the Instructor;
You wrote in the third person avoiding pronouns such as I, we, my, our (first person) and you, yours, your, us, we (second person);
You used complete sentences contain both subjects and verbs;
You checked subjects and verbs for agreement - for example, “they are” rather than “they is,” “they did” rather than “they done.”;
You used active voice rather than passive voice;
You used standard or formal English, not slang or text phrasing;
Words were spelled out words rather than abbreviated;
You avoided using the phrase “a lot or alot” and instead used much, many or “a great deal” where appropriate;
You checked to ensure that each of your paragraphs were 5 – 7 sentences in length as you don’t want them too short or too long;
You used quotes sparingly meaning that you needed to put the information into your own words (paraphrased) rat.
Outline for Speech 2 Visual AidsTopicChoose a topic that yo.docxhoney690131
Outline for Speech 2: Visual Aids
Topic
Choose a topic that you are interested in and that your audience might be interested in.
Format
This outline should be at least 3 pages in length and use 12-point font.
Use appropriate coordination and subordination. Use full sentences, including subjects and verbs for the main ideas or main points and the 1st order of subordinate ideas or sub-points. Consistently use either full-sentence or list form for 2nd -order sub-points supporting the same 1st order sub-point. Usually use list form for 3rd order, 4th order, and 5th order sub-points.
Enhance the readability of the outline. Use only one idea per point, only one sentence per point, single-space each point, and double-space vertically between points. Leave a line of white space between each point at every level.
Transitions between major sections and the main points should be provided in the outline (enclosed in parentheses). Use transitions to move the audience’s attention from one section to another or from one main point to another.
Use a consistent pattern of indentation. Type main points flush with the left margin. Indent 5 spaces for 1st-order sub-points, 10 spaces for 2nd-order sub-points, 15 spaces for 3rd-order sub-points, 20 spaces for 4th-order sub-points.
Use the following system to label the points in the body:
Main Points: upper case Roman numerals [I, II, III, IV, V]
1st -order sub-points: upper case letters [A, B, C, D, E]
2nd -order sub-points: Arabic numerals [1, 2.3, 4, 5]
3rd -order sub-points: lower-case letters {a, b, c, d, e],
4th -order sub-points: Arabic numerals in parentheses [(1), (2), (3)]
Content
Specific Purpose:
Formulated into one sentence, the specific purpose identifies the precise response the speaker desires from the audience. Do not use infinitive phrases, i.e., “to inform” or “to persuade.” Place the label for the specific purpose sentence flush with the left margin.
Thesis Sentence:
The thesis sentence (addressed to the audience, not the instructor) summarizes everything the speaker intends to say during the speech. Place the label for the thesis sentence flush with the left margin.
The
introduction
should gain attention, orient the audience by stating the topic, offer a reason for listening, and preview the body of the speech. The introduction (which may be outlined or written word-for-word) is designed to
gain the attention of the audience;
establish the speaker's credibility; and
orient the audience to the body of the speech.
Do not say “I will tell the story of ____,” or “I will do X, Y, or Z.” Actually outline or write the story here in the Introduction, such as “Have you ever found yourself repeating mistakes you have made before?” Actually outline or write the question here.
Enclose transitions within parentheses ( ) on a line or lines separate from the rest of the outline. Transitions may link major sections OR main ideas OR subordinate ideas within the body of the .
Outline AssignmentPersuasive BeliefTopicChoose a topic that is.docxjohnbbruce72945
Outline Assignment
Persuasive Belief
Topic
Choose a topic that is significant, contemporary, meaningful, and relevant to the audience. Analyze the audience, link the topic to them in a way that will gain and hold attention and interest, and agreement.
Format
This outline must be at least 3 pages long and use 12-point font.
Use appropriate coordination and subordination. Use full sentences, including subjects and verbs for the main ideas or main points and the 1st order of subordinate ideas or sub-points. Consistently use either full-sentence or list form for 2nd -order sub-points supporting the same 1st order sub-point. Usually use list form for 3rd order, 4th order, and 5th order sub-points.
Enhance the readability of the outline. Use only one idea per point, only one sentence per point, single-space each point, and double-space vertically between points. Leave a line of white space between each point at every level.
Transitions between major sections and the main points should be provided in the outline (enclosed in parentheses). Use transitions to move the audience’s attention from one section to another or from one main point to another.
Use a consistent pattern of indentation. Type main points flush with the left margin. Indent 5 spaces for 1st-order sub-points, 10 spaces for 2nd-order sub-points, 15 spaces for 3rd-order sub-points, 20 spaces for 4th-order sub-points.
Use the following system to label the points in the body:
Main Points: upper case Roman numerals [I, II, III, IV, V]
1st -order sub-points: upper case letters [A, B, C, D, E]
2nd -order sub-points: Arabic numerals [1, 2.3, 4, 5]
3rd -order sub-points: lower-case letters {a, b, c, d, e],
4th -order sub-points: Arabic numerals in parentheses [(1), (2), (3)]
Content
Specific Purpose:
Formulated into one sentence, the specific purpose identifies the precise response the speaker desires from the audience (agree). Do not use infinitive phrases, i.e., “to inform” or “to persuade.” Place the label for the specific purpose sentence flush with the left margin.
Thesis Sentence:
The thesis sentence (addressed to the audience, not the instructor) summarizes everything the speaker intends to say during the speech. Place the label for the thesis sentence flush with the left margin.
The i
ntroduction
should gain attention, orient the audience by stating the topic, offer a reason for listening, and preview the body of the speech. The introduction (which may be outlined or written word-for-word) is designed to
gain the attention of the audience;
establish the speaker's credibility; and
orient the audience to the body of the speech.
Do not say “I will tell the story of ____,” or “I will do X, Y, or Z.” Actually outline or write the story here in the Introduction, such as “Have you ever found yourself repeating mistakes you have made before?” Actually outline or write the question here.
Enclose transitions within parentheses ( ) on a line or lines separate from the rest of the outline. Tran.
Write a 2 page outline persuasive speech paper on Why people should .docxlindorffgarrik
Write a 2 page outline persuasive speech paper on Why people should donate blood, using the following below:
Format
This outline must be at least 2 pages long and use 12-point font.
Use appropriate coordination and subordination. Use full sentences, including subjects and verbs for the main ideas or main points and the 1st order of subordinate ideas or sub-points. Consistently use either full-sentence or list form for 2nd -order sub-points supporting the same 1st order sub-point. Usually use list form for 3rd order, 4th order, and 5th order sub-points.
Enhance the readability of the outline. Use only one idea per point, only one sentence per point, single-space each point, and double-space vertically between points. Leave a line of white space between each point at every level.
Transitions between major sections and the main points should be provided in the outline (enclosed in parentheses). Use transitions to move the audience’s attention from one section to another or from one main point to another.
Use a consistent pattern of indentation. Type main points flush with the left margin. Indent 5 spaces for 1st-order sub-points, 10 spaces for 2nd-order sub-points,
Use the following system to label the points in the body:
Main Points: upper case Roman numerals [I, II, III, IV, V]
1st -order sub-points: upper case letters [A, B, C, D, E]
2nd -order sub-points: Arabic numerals [1, 2.3, 4, 5]
Content
Specific Purpose:
Formulated into one sentence, the specific purpose identifies the precise response the speaker desires from the audience (understand). Do not use infinitive phrases, i.e., “to inform” or “to persuade.” Place the label for the specific purpose sentence flush with the left margin.
Thesis Sentence:
The thesis sentence (addressed to the audience, not the instructor) summarizes everything the speaker intends to say during the speech. Place the label for the thesis sentence flush with the left margin.
Proposition Statement:
The
introduction
should gain attention, orient the audience by stating the topic, offer a reason for listening, and preview the body of the speech. The introduction (which may be outlined or written word-for-word) is designed to
gain the attention of the audience;
establish the speaker's credibility; and
orient the audience to the body of the speech.
The
body
must contain 3 main points using patterns of organization covered in the textbook; other patterns of organization must have prior approval by the instructor. Each main point must be well supported by 3 1st-order sub-points designed to illustrate the main points (examples, illustrations, facts, quotations, etc.) Don't overload the audience with information. Move from simple to complex ideas. Move from familiar to unfamiliar ideas.
The body develops your ideas, condenses your thinking and research, ensuring that you have done an adequate job of preparation. The entire outline should contain more material than you have time .
2. TECHNICAL WRITING
• Technical writing is direct, informative, clear, and concise language written specifically
for an identified audience.
• The content must be accurate and complete with no exaggerations.
• the text must be objective and persuasive without being argumentative.
• Before composing the text:
identify the audience,
determine the message,
collect adequate information,
brainstorm,
and then develop a detailed outline
Next, develop figures and tables as Follow
3. PRODUCE FIGURES AND TABLES
Figures and tables enhance the report and explain the intended message. Distinguish
between figures and tables. To assist the reader with understanding key points, Follow
these guidelines:-
Make figures large enough to be easily read, generally at least one-third of a page in
size.
Select distinguishable line types and symbols, shades with patterns, and contrasting
colors rather than color alone.
Include a key if there are two or more lines.
Use a photograph when an illustration is not adequate.
Provide a short descriptive title that provides content clarity.
When a landmark, road name, or other information is referenced in the text, this
information must be provided on the figure (e.g., Shaw Hall, Snow Road).
4. PRODUCE FIGURES AND TABLES (cont.)
Horizontally center, within the report margins, figures and tables and the
corresponding titles. Place figure titles below the figure and table titles above the
table.
Refer to every figure and table in the text and number in the order referenced.
The title is part of the figure or table and requires a unique format. Use a bold font,
sized 2 points smaller than the text, and format it as a “caption” style in Word.
Two-dimensional graphs and charts convey information more clearly than in three
dimensions.
Round values as needed for comprehension using Microsoft formatting options.
Use tables if there will be more than three to four entries.
5. MAINTAIN CONSISTENCY
Clearly convey technical information by formatting the document consistently.
Correctly and uniformly. spell, capitalize, abbreviate, hyphenate, bold, and italicize
text. Use correct grammar, punctuation, and spelling. Precede a number with a
value less than one with a zero (e.g., 0.5), and use the correct number of significant
figures.
Use Times Roman typeface for easier reading. Apply Helvetica typeface, such as
Arial.
Maintain a 2-point font size difference between subheading and main headings
and use
Reserve underlining for hyperlinks.
Provide 1-inch top, bottom, and side margins and adequate and consistent white
space to separate information and make the document visually appealing.
Supply uniform spacing before and after headings and paragraphs.
6. MAINTAIN CONSISTENCY (cont.)
Start a main heading on a new page, unless two main topics fit on one page or a
section is less than half a page. Provide appropriate page breaks, making sure
that content flows from one page
Keep numbers and salutations on the same text line with dimensions and names.
When it is necessary to break a URL (uniform resource locator) or e-mail
address,
7. USE APPROPRIATE LANGUAGE
Formal English:
Formal English is explicit even for the foreign reader who uses English as a second
language. This requires elimination of contractions. And personal pronouns. Technical
text is also void of colloquialisms, jargon, clichés, and sexist language.
Colloquialisms : are characteristic of ordinary spoken or written communication
that imitates informal speech.
Jargon, or slang, is terminology that is used by a particular group of people in a
specialized field; it may not be understandable by any other group or individual.
Clichés, when first created, were vivid descriptions of something that was current
in the minds of the people.
Sexist language is inappropriately gender specific.
8. Direct Language
Direct Language
In technical writing, every word must have a place in the sentence and a meaning.
Use direct statements and an active voice, avoiding past tense as much as
possible, except in the executive summary, where past tense is always used. Use
future tense to project into the future
Avoid saying the same thing twice and repeating the same word in a sentence.
When a sentence contains the same word twice, try rewriting the sentence.
Reword negative language to the positive.
Simple Terms:
Replace complex words with simple language if it conveys the same meaning.
Action Verbs
Replace verb-preposition combinations with high quality action verbs
9. CREATE TEXT FLOW
• Select an appropriate style and tone, and then simply write down ideas and facts
without concern for quality or format under each heading and subheading
• Organize the ideas into smooth flowing text by using :-
Coherent Paragraphs
o Create paragraphs with a single topic or focus, and include supporting details. Each
paragraph usually contains around five sentences.
o place the key topic at the beginning of a sentence and new information at the end.
o Arrange factual sentences in a logical order from general to specific.
o In order to build the individual paragraphs into a complete paper, take ideas from the
beginning paragraph and expand each into subsequent paragraphs.
Transitional Words
o Use transitional words to connect one idea to the next, one sentence to another, one
paragraph to another.
10. CREATE TEXT FLOW(cont.)
Sentence Variety
o Develop clear concise text by writing shorter sentences that are appropriate for the
intended audience.
o void using phrases with more than three nouns in a row.
o use simplified verb phrases and tenses.
o Locate previously introduced information in the topic
o Avoid ending a sentence in a preposition by selecting a more descriptive action verb.
o vary the length and beginning of the sentences, arrangement of information, and kinds
of sentences. Eliminate repeated words in a single sentence.
Acronyms and Initialisms
o Both acronyms and initialisms are abbreviations formed using the first letter of a
series of words. Acronyms are pronounced as a word, whereas initialisms are
pronounced as a series of letters
11. USE CORRECT GRAMMAR
Parallel Structure:
– Parallel structure means using the same form for words that have the same level of
importance in a sentence or for a list of items that are joined by a coordinating
conjunction.
Subjects and Verbs:
-subject and verb rules are:-
Subjects and verbs must agree in person and number.
A verb must agree with its subject.
Ex: The Club President, along with the officers, is going to the conference.
Subjects joined by “and” usually take a plural verb.
When subjects are joined by “or” or “nor”, the verb agrees with the subject closest to
it.
Ex: Cherries or two apple varieties have been used in the study.
12. USE CORRECT GRAMMAR (cont.)
When using subordinate clauses with a pronoun as subject, the verb agrees with the antecedent to
which the pronoun refers.
Ex: Robert earned excellent grades, because he worked very hard.
A verb agrees with the subject.
Ex: Educating the committee is difficult.
When using a linking verb, the subject is the noun that precedes
the verb, not the nouns that follow the verb.
EX: The dogs are running down the street.
Select quality verbs that demonstrate an action
Ex: take any → accept talk about → discuss
Active and Passive Voice:
Take responsibility by writing in active voice. use passive voice only when it is appropriate for
emphasis or when you lack information.
When the active voice is appropriate, use it to create concise, energetic text. Only use the
passive voice when it is appropriate to say that an action is done to the subject.
13. Cases of Pronouns:
Nominative Pronouns: Used as a subject in the sentence (I, we, you, he, she, it,
who, and they)
Objective Pronouns: Used as objects of verbs or prepositions (me, us, you, him,
whom, and them)
Possessive Pronouns: Used to show possession or ownership (my, mine, our,
your, his, her, theirs, its, whose, etc.).
Pronoun and Antecedent Agreement
pronoun and its antecedent must agree in number.
EX: The owner is concerned about sales, but they will rebound.
A parenthetical expression that appears between an antecedent and a pronoun
does not influence the form of the pronoun used.
– Ex: The accountant, rather than any of the other officers, will be asked for
his or her opinion of this purchase.
• If the antecedent is a collective noun that refers to a group as a single unit, a singular
pronoun is needed. Company names are generally considered to be collective nouns
USE CORRECT GRAMMAR(cont.)
14. make pronoun usage clear and understandable by avoiding vague references.
EX: I worked hard on the experiment, and it was difficult.
Compound Words:
Use a hyphen to connect elements of compound numbers. The hyphen not only unites but
also separates the component words.
Ex: 7-hour day, 3-inch ruler, eighty-five.
Use a hyphen after the “e” to designate “electronic”:
Ex: e-mail, e-commerce, e-article
Omit the hyphen when words appear in regular order and the omission of the hyphen
causes no confusion in sound or meaning.
EX: palm oil, eye opener, living costs
Use a hyphen for clarification when four nouns appear in a row.
EX: A sand-filtered purification system. The end-of-year report.
USE CORRECT GRAMMAR(cont.)
15. Capitalization:
Capitalize the name of a particular person, place, or thing, as well as an adjective that
refers to a specific name.
Capitalize descriptive names that are substituted frequently for the real proper names.
Capitalize brand names and trademarked names.
Generally capitalize a noun that is followed by a number or letter used to identify a unit or
division.
EX: Lot 14, Tract 833, Volume III, Chapter 8, Policy No. 12345, Catalog No. 214.
Capitalize the names of courses of study only if they are derived from proper nouns.
Unless a comma intervenes, capitalize titles that precede names; generally, do not
capitalize those that follow names.
EX: Professor Swartz did the research.
A name that indicates a family relationship is usually capitalized unless a noun or a
pronoun in the possessive case precedes it.
EX: Uncle Ralph, Mother
USE CORRECT GRAMMAR(cont.)
16. The names for the points of the compass and their derivatives are capitalized when used to
name regions, but not when used to indicate directions.
EX: This sweater was made in the East. Turn west on M-20.
Capitalize the name of a season or the word "nature" only if it is spoken of as if it were
human.
All words except articles (a, an, the), conjunctions, and short prepositions are capitalized
in names or titles that consist of more than one word. Do not capitalize "the" if it precedes
the name of an organization but is not actually a part of that organization's name.
EX: Official Draft of the NBA; the Eastman Kodak Company
Do not capitalize classes, degrees, or seasons. unless they appear at the beginning of a
sentence or in a headline.
Readability studies have shown that text is more easily read when in lower case as
opposed to all caps. When too many words are capitalized, they lose their importance.
Emphasis is achieved more effectively by using various font styles and sizes.
USE CORRECT GRAMMAR(cont.)
17. Numbers as Words:
Generally spell out isolated numbers from one to ten.
spell out indefinite numbers that may be expressed in one or two words.
Spell out a number that introduces a sentence.
Spell out common fractions that are used alone.
When two numbers come together, express one in figures and the other in words. As a
rule, spell the first number unless the second number is a significantly shorter word.
When rounding numbers, spell out million or billion to make reading easier.
Numbers – Text or Digits:
Generally use numerals to express all exact numbers above ten.
Use the written form of a number for values 10 and below except to express market
quotations, dimensions, temperature, decimals, street numbers, pages and divisions of a
book, time, weights and measures, and identification numbers.
If several numbers in a sentence perform similar functions, express them uniformly. If one
is written as a figure, write all as figures
USE CORRECT GRAMMAR(cont.)
18. That and Which:
− Generally “that” defines and restricts; “which” provides additional information.
− “That” is used restrictively to narrow a category or identify a particular thing. The
information following “that” is critical to the reader’s understanding.
− “Which” is used non-restrictively to add some descriptive but incidental information and
is preceded by a comma, a dash, or a parenthesis.
USE CORRECT GRAMMAR(cont.)
19. • Punctuation is used to clarify the sentence structure and prevent misreading. A
comma is used to prevent reading “general errors” in the following sentence.
Comma:
To separate items in a series.
EX: The experiment was conducted quietly, quickly, and satisfactorily.
In a series of clauses.
Before a coordinate conjunction (and, or, but, nor, for, so) that joins two main
(independent ,equal elements) clauses in a compound sentence, do not use a comma if the
second part of the sentence cannot stand alone.
After an introductory verbal phrase that is used as a modifier.
EX: Looking to the future, he began to contribute to an individual retirement account.
To separate the items in a date or an address.
After an introductory adverb clause.
EX: If we advertise our product, our sales will increase.
PUNCTUATE PROPERLY
20. To set off nonrestrictive (not necessary) clauses and phrases.
EX: The four articles, all of which were published in important journals, explained the
details of her work.
To set off parenthetical elements: as a result, for example, however, if necessary,
indeed, it seems, of course, therefore, nevertheless.
To set off parenthetical expressions
EX: The showcase, showing the true skills of the graduates, was impressive.
To emphasize words that are independent of a main clause or clearly
nonrestrictive. Such items may be divided into several categories.
Such items may be divided into several categories.
When they are needed to prevent misreading.
When they are needed to secure emphasis
For clarification
PUNCTUATE PROPERLY (cont.)
21. Colon:
− Colons link related thoughts, but one of those thoughts must be able to stand alone as a
sentence. The series of elements following the colon amplifies what precedes the colon.
The lab needed two more pieces of equipment to fulfill the contract: a vise and a drill
press
− Colons may be used in place of a period to introduce a series of related sentences.
He had to make a choice: Should he tell the truth? Or should he protect his family?
‾ Colons are also used to introduce lists
‾ When used in text with equations, colons are used after the words follow, follows, and
following.
Equation (7) is transformed into the following:
x + y = 32.7
‾ When used in a URL address, no space precedes or follows the colon.
http://www.egr.msu.edu
When a colon precedes a complete sentence, capitalize the first word after the colon.
PUNCTUATE PROPERLY(cont.)
22. Semicolon:
– Before a transitional adverb (however, thus, hence, indeed, accordingly, besides,
therefore).
The brochures have already been printed; however, they have not yet been
distributed.
– Between two closely connected but independent clauses of a compound sentence that are
not joined by a coordinating conjunction (and, but, or, nor, for, yet, or so).
– Before the coordinating conjunction (and, but, or, nor, for, yet, or so) in a compound
sentence when the clauses have internal punctuation or are long or complex
– Before the coordinating conjunction in a compound sentence to provide separate
emphasis.
It was the resistor; despite all of the modifications, it did not work.
– To separate items in a series when the items themselves contain commas.
PUNCTUATE PROPERLY(cont.)
23. – Before a coordinate conjunction that separates two main clauses, and if there are
commas within the clauses:
His determination, his courage, and his sincerity could not be denied; but his
methods were often questioned.
Apostrophes:
− Form the possessive case of a singular noun or number by adding an apostrophe
and s ('s)
Sue's notebook. 2005’s hurricane season.
− Form the possessive case of a singular noun that has two or more syllables and
ends in an s or z sound by adding only an apostrophe:
The waitress' manner. The crisis’ origin
– Form the possessive of a regular plural noun (one ending in s) by adding only an
apostrophe after the s:
The boys' accounts
– Form the possessive of an irregular plural noun (one not ending in s) by adding
an apostrophe and s:
Men’s hair
PUNCTUATE PROPERLY(cont.)
24. − Form the possessive for names by adding an apostrophe and an s even when the person's
name ends in s or another sibilant. Two traditional exceptions include Jesus' and Moses'.
Swartz's home. Marx's property. Hertz’s rent a car.
– When two linked nouns possess the same thing, only the second noun is written in the
possessive form. However, if the linked nouns possess different entities (described as one in
the sentence), each is written in the possessive form.
Bert and Ernie’s dogs are here. (The dogs collectively belongs to both Bert and Ernie).
• Do not use an apostrophe to indicate plurals, including the plurals of acronyms and abbreviations
unless the result is confusing, for example U’s and Us.
Quotation Marks:
– Use quotation marks to enclose direct quotes.
– Use a single quotation mark when a quote is inside another quote.
– Place periods and commas inside quotation marks.
– Colons and semicolons are placed after the quotation marks.
– A question mark goes outside the quotation marks when the entire sentence is a question and
inside when the quoted phrase is a question
– An exclamation point is placed inside the quotation mark only when it is part of the quoted
material.
PUNCTUATE PROPERLY(cont.)
25. Parentheses:
• At the end of a sentence, the punctuation is placed inside the parentheses only when a
complete sentence is enclosed within the parentheses.
Hyphens and Dashes:
• Hyphen (-) separates characters (when spelling out a word) or separating groups of numbers
(telephone).
• En dashes ( – ) connect numbers and words, and signify up to and including.
The test temperature range is 20–32ºC.
• Em dashes (—) emphasize the text to follow, introduce a list, or restate
something
The pottery lab has many bulk chemicals—aluminum oxide, bentonite, bone ash,
borax, bromine, chlorine, dolomite, and nickel oxide.
PUNCTUATE PROPERLY(cont.)
26. • To make the revision process more efficient, review the document in passes.
Focus first on content by evaluating the following questions, editing as needed
to eliminate unnecessary or conflicting information.
1. Is the purpose and message clearly defined?
2. Are the key points and supporting details easily identified and complete?
3. Are there concepts or background information missing that the reader needs?
4. If information is deleted, will the reader’s understanding be jeopardized?
5. Is the content accurate and complete with no exaggerations?
6. Does the data support the conclusions?
7. Are the conclusions and recommendations clear and logical?
8. Are there contradicting statements?
IMPROVE THE TEXT
27. • Engineers are often requested to review the work of other engineers
and provide feedback. The requests range from looking at a document
and giving a one-word response to providing a detailed assessment of
a technical report with recommendations.
• When asking a peer to evaluate a document, request both positive and
negative comments along with a detailed explanation of why particular
remarks are made. To assist with incorporating group or reviewer
comments, add line numbers under Microsoft Word “print layout view”
• as a guidance for the reviewer. Consider the comments and
incorporate those that clarify and improve the message. Thank the
reviewer for the assistance.
INCORPORATE PEER REVIEW