Importance of Subject-Verb Agreement & Paragraph Construction in Technical Texts, Assignments of Heat and Mass Transfer

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COMMUNICATION

TECHNIQUES

AND

FORMATS:

HELP

SECTION

SUBJECTS AND VERBS

One of the earliest things that we remember in our schooling is the construction

of complete sentences. We put nouns together with action words, and we

conveyed ideas that made sense to the people around us. It is important that we

pay particular attention to those early building blocks that can now create good

text for our instructors and managers. When someone reads your text it is

important that the text flows somoothly with no flagrant blocks in concentration.

Subject and verb quality and agreement allows the reader to move through the

text without stumbling over subjects that are singular coupled with verbs that

are plural. It is therefore vitally important to be aware of what you are doing

with your subjects and verbs. Look at the following examples and make sure

that you understand why the examples are written as they are. This is not the

time to hear rules. It is time to understand why the sentence reads the way it

does, to be aware of the needs of the reader and how much sentence

construction can help or hinder understanding.

Subject/verb agreement

(If you need a rule singular subjects take singular verbs/plural subjects take

plural verbs.)

Look at these sentences. Why do you think the subjects and verbs agree the way

they do?

1. The lab experiment fulfills the needs of the assignment.

2. In the beginning of the testing period, twelve vials were presented to the

experimenters.

3. Most test tubes do not pass the minimal standards.

4. Plutonium and Tridium have been used in the study.

5. Plutonium or Tridium has been used in the study.

6. Plutonium or two benzynes have been used in the study.

7. Plutonium as well as Tridium is used in the study.

8. The equipment is going to be transferred today.

SENTENCE VARIETY/TYPES

Since we are interested in making our text flow as smoothly as possible, it is

importnat that we introduce a certain amount of variety into the sentences that we

create. The age old conventional subject-verb-object sentence (Bob saw the cat.)

doesn't present an interesting picture if it is the only types of sentence that we use.

The idea then is to vary the structures to allow the reader to enjoy the experience of

reading the text.

Here are the different varietyies that you can use to assemble your reports.

Simple sentence - subject-verb-object

The laboratory report stimulated conversation.

Compound sentence - subordinate clause- main clause

If you find the answer, it will relieve everyone in the class.

Complex sentence - independent clause - independent clause

The final reports were due yesterday, and no one knew who had the

original.

Compound/complex sentence - independent with subordinate clause - independent

If you find the answer, it will relieve everyone in the class; and I think

that you will get a reward.

Normal sentences - subject before the verb

The scanivalve malfunctioned.

Inverted sentences - verb first then subject

How complicated is this exercise!

ACTIVE/PASSIVE VOICE

There will always be an argument among writers about when and how to

use active and passive voice. An easy explanation of the two is:

Active voice distinctly focuses on the doer of the action.

Sound reverberated off the walls. It is easy to see that the wrioter

wants us to understand that sound is the main focus of the sentence.

Passive voice, on the other hand, changes the position of the previouss

subject into an indirect object and focuses the sentence on the receiver of the

action done by the previous subject.

The walls were struck by sound's reverberations. Again it is east to see that the

writer wants us to focus on the walls as the receivers of the sound not on the sound

itself.

The main thing to remember is that in the active voice there is a distinct doer of the

action.

In the passive voice the subject becomes the receiver of the action.

Using active voice ands to the directness of your writing. It puts the doers of the

action upfront in the eyes of tyhe reader. The passive voice, on the other hand,

separates the doers from the action and allows the writer to move away from the

active work of the subject to a more detached position. It is definitely a less abrupt

approach to any action.

CONSISTENCY

A buzz word for the present is CONSISTENCY. It is imperative when you write

that the forms, spellings, patterns, and verb tenses be consistent throughout the text.

You cannot change the names of items without announcing to the reader what you

are doing. By viewing inconsistancies in your text, the reader will begin to doubt

your integrity as a conveyor of knowledge. If you can't make decisions on how

something should be presented, why should they believe your information. Thexze

inconsistencies may appear as simple, misspellings of words. You will need to make

sure that every word in your text is spelled uniformly and correctly. Punctuation must

also be consistent. You cannot use it any way the moment seesm to dictate. I fou use

a particular form early in the text, make sure that the form stays the sdame throughout

the text. (Capitalizing certain words, abbrevaiating others, underlining, using bold, or

numbering figures)

Laboratory experimentation is a real hands-on way to experience engineering.

When we will take the measurements it was a good feeling. I am pleased with the

results.You were, too, I will be sure. ( If it reads a little awkwardly, then you are

hearing the inconsistencies in the wording.)

In the above example, the verb tenses are not consistent. It is difficult to understand

where actions are taking place and how to react to the text. This inconsistency will

cause major problems with the undertstanding of the reader.

Anyone can do the experiment,if you have the knowledge. (Notice how

reader can question who YOU is.)

Engineers can no longer ignore the things that they have not done in the

theater of the world. ( Does THEY refer to engineers? Could it refer to

some other group?

Good communication is vital to engineering, as well as in the grocery

business, where getting your idea across is vital. (Does WHERE refer

to engineering or to ther grocery business?

The problem with the above sentences arises because the writer has not carries the

ideas through the sentence. The flow of material is not complete, so the reader fails to

grasp exactly who the writer is talking about. Another way that inconsistency hinders

the ability to communicate.

FLOW

Remember that when we read or listen, we like to hear continuity. We

enjoy being able to follow the flow of the ideas from one to another. It is most

disconcerting when you are given a piece of information only to be jolted to another

unrelated piece of information with no idea of the connection.

The lab experiment went successfully. I have no doubts about the upcoming trip

during spring break.

(Readers wonder if they have lost some thread of information that would tie these

two ideas together. When they discover that it is simply just a poor writng sample,

they can become quite angry. You have wasted their time and they don't like it.)

It is vitally important that you make an effort to carry a comfortable flow of

information between every sentence in your text. When editing what you write, a fair

amount of care needs to go into the awareness of how each sentence combines with

those around it. Sentences need to be combined, if by being separated they do not

lend to the flow of the text.

Mary perfomed the lab. It was dificult. It was long.

better:

Mary perfomed the long and difficult lab.

(Combining helps to make the text flow.)

from above:

The lab experiment went successfully; therefore, I have no doubts about

our being able to take the upcoming trip during spring break.

(Here the reader knows what the connection between the two sentences

is.)

The passages on pages 29 and 30 reflect the issue of flow.

COMMAS

READINGS THAT CAN HELP

Effective Technical Communication --Eisenberg--T 10.5.E General overall coverage of the major topics of technical writing..includes proposals, letters, and reports Writing for Science, Industry, and Technology--Hirschhorn--T 11.H Especially good Appendix where information may be gathered by writers. An approach to writing that takes the writer from the beginning of the process to the end product. English for Science and Technology--Huckin/Olsen--T 11.H Good book for the nonnative speaker in the process of report construction. Designing Technical Reports--Mathes/Stevenson--T 11 f.M A process approach to the writing of a technical presentation from the information side not from the form of the report procedure. How to Write and Publish Engineering Papers and Reports--Michaelson--T 11.M Primarily aims at the writing of papers for publication, , but does a good job of looking at quality of writing and the concern for the reader. Technical Writing--Principles and Practices--Miles--T 11.M A general text to help with basic problems and a great deal on the process of getting started. Technical Writing--Turner--T 11.T A teaching text with a good visual format--nice section on memo writing. Technical Writing--Fear--T 10.5 F For the writer who wants instruction in clear concise steps. Reporting Technical Information--Houp/Pearsall--T 11.

The best of the group for future use and present needs. Gives lots of examples and helps in the writing process.

Title: The title should be as brief as possible, consistent with clarity. Seven to eight well chosen words is a typical length. Industry readers do not need vast explanations; they need clear directions to the report within. Abstract (Summary): Although it is placed first it should not be written until all other parts of the report have been completed. It should state, in simple declarative sentences what was attempted and accomplished, how it was accomplished only if special techniques were utilized, and what was achieved. That is, it should contain the main results and the main conclusions based on the results. The abstract should be written with the expectation that it will be printed separately from the report. This is both the shortest and most difficult section to write. It is also the most important. In technical publications, the abstract, and only the abstract, is what most people will read. Therefore, it must communicate all the relevant ideas and results in 1- paragraphs. (250-350 words) Remember that in the abstract, details of the experiment, which are in the past, need a past tense verb. The use of the past tense verb will keep the reader from getting confused over when actions took place. We use this kind of an abstract to allow the reader to see what was accomplished along with what was actually desired when the experiment began. Engineers out in industry do not have time need great volumes of reports. They rely on the abstracts to give them the insight into what the experiment was about. Table of Contents: List each heading along with the page where it can be found in the report. The Table of Contents is not listed, nor is the Abstract. One is obvious (table); the other should not be listed because it cannot rely upon the report for backup, for figures, or for additional information, The Abstract must stand alone and present the required information without any need for the reader to go into the report for explanation. Nomenclature Listing: List and define all symbols used in the report. They should be listed alphabetically, Arabic then Greek. Whirlwind readers need to have a place where they can easily find an explanation of the symbols that you use in the Analysis section. Be aware that abbreviations should be left in the text and not in the Nomenclature i.e. Fast Fourier Transform (FFT). Introduction: The introduction should state the motivation for the experiment and the background information that is relevant for the present study. Note that the essential task for the introduction is to orient the engineering staff to the substance of the experiment and the context in which it was executed. Whirlwind corporation has invested a great deal of money in both the experimental and simulation equipment for you to prepare your findings. There is a need to give the Whirlwind engineers a clear picture of why you have chosen to do the experimentation that you are conducting. Make sure that you refer to the product that is being considered and the importance of the work that you are doing, especially why it will be beneficial to the

development of the product. When referring to the present report, it is acceptable to use the present tense. Future tense will explain what could be projected into future circumstances. In the introduction make use of an active voice. Use direct statements and stay away from the passive voice as much as you can in technical writing. For example, use, "We boiled the water.", not "The water was boiled by us." The introduction should briefly introduce the material contained in the report by noting what is presented in each of the sections to follow. Most Whirlwind engineers do not look at the Table of Contents. It is therefore important for them to briefly know what you have in store for them after you have motivated them to read your report. Analysis: Each experiment can, and should be analytically supported when presented in this section. The analysis should proceed from the general (and well-known) basic relationships and evolve the specific formulae to be used in the interpretation of the data. Note that the symbols must be clearly defined. It is usually appropriate to make use of a defining sketch. All of the symbols used should appear in the "Nomenclature" described above. Analytical results which have been previously derived and which are readily available, for example equations from a text, can be quoted with suitable reference. Their derivation need not be repeated, if that derivation is not important to the Whirlwind engineer's understanding of the experiment. All relevant mathematical analysis should be presented. What is crucial to a good analysis are the supporting explanations and commentary on the mathematics. Do not require the reader to consult lab handouts or textbooks to understand the specific analysis required for the experiment. If it is important enough to mention, it is important enough to include. Experimental Equipment and Procedure: A schematic representation of the experimental equipmentor simulation pogram, including detailed views of unusual or important components, is a valuable aid in informing the reader about the experiment. The sketch can be used to document pertinent dimensions of the apparatus and it can be used to specify the specific experimental equipment used for the study. If the procedure used in the experiments is not an established one, it is necessary to include details of the techniques used. The criterion here is that someone familiar with the general area of investigation should be able to exactly reproduce your experiments from the information given in this section. Be careful to describe the experimental procedure in the past tense. You may slip into the present tense when describing the procedure needed to perform the experiment by a second party. In this section, the report's flow and overall feel can be destroyed by an incomplete or incorrect discussion of the experiment procedure and equipment. Some major points to remember are: 1 - When first referencing a figure, give the figure on the same page (or next page) as the

Results: This is the section where the answers obtained from the analysis or experiments are presented. This section should contain short declarative statements of the results in reference to your presentation of specific graphic or tabular data which are also presented. The purpose of these statements is to tell the reader (without discussion) what the author's interpretation of the results are, based upon the answers or data which are also presented. Keep in mind that the same data or answer could be interpreted in more than one way, thus the importance of your stated results. When stating these results vary your sentence structure. Don't fall into colloquial, jargonish, or slang language, but aim for smooth flowing paragraphs which show more than just a mass of subject-verb-object structures. This section is a logical presentation of what was observed in the experiment. Don't forget that your readers may have picked up your report in mid- stream, meaning that they have read the Abstract then possibly gone directly to the Results. Never assume that the report will be read from page 1 to the end. It seldom happens that way. In the industrial arena only certain things are important to certain people, therefore you will need to prepare readers for the sections that you write. This is especially important in the Results section where you want your readers to see the results in the same light that you do. Five birds sitting on a fence mean a lot of different things to a lot of different people. The communicator should also distinguish between "Figures," which are schematic drawings, photographs, graphs, etc. and "Tables," which are tabular compilations of data or computational results. Each type of data presentation should be sequentially numbered with a title: e.g. "Figure 1. Schematic of the combustion chamber." Give readers a sense of what you observed without an elaboration of what it means. While you are to present your data without discussion, do not present it without explanation. A results section with only tables and graphs in it is hard to understand. Remember, you want to make it as easy as possible for the reader to understand your message. Discussion: This section may start with a very brief summary statement of the results and then proceed to a discussion of these results. The principal task is to interpret the results, to note what is "as expected", what is unexpected, and what is of technical interest. The interpretation of the results in terms of the motivation for the experiment and its correlation to the current Whirlwind Corporation project should be the focus of the discussion. The discussion could involve a comparison with other similar investigations or comparison with expected results. The strong points of the work should be brought out here along with any limitations, because if the writer does not point out the limitations of his work, someone else surely will later. It may also be legitimate to comment on possible future investigations. Discuss the experimental

specific results, using references to the accuracy of the measurements. It is useful to note the estimated uncertainties and their effect on the calculated values. For example: "The pressure was 0.0 + in H 2 O and the velocity was 30 + 10 fps. Note that the "information content" of this example is much larger than the statement: "the manometer liquid was fluctuating and the pressure could not be accurately measured." It is extremely important to provide specific discussions and avoid vague modifiers such as: greater than, about, like, and sort of. Keep in mind that good paragraph construction will present a thesis statement or idea and then give supporting details for that thesis. When new points need to be made make sure you move to new paragraphs. You should design the discussion to follow a logical progression that will support the conclusions of the next section. Judge the information that you are providing to the readers. Readers have specific expectations. They expect to be presented information in a pattern that presents what is known first and then what is new second. Sentences start with old or known information and then expand upon this information with new related information. Conclusions: A useful style is to state: "The following conclusions are supported by the results of this study": and then to list these in one or more simple (declarative) sentences using numbers to differentiate each separate conclusion. See the summary page in the Signal Processing section for an example. Remember that Whirlwind engineers are looking for concise statements that clearly tell them what your results and discussion have formulated. They are not interested at that point about further investigation or explanation. They want the masses of data synthesized into the briefest conclusions that you can make. References: The list of references used should be included, with great care taken to follow the specified format of the organization for whom the report is being written. The suggested format for this lab is shown below. References are to be grouped at the end of the manuscripts and are to be given as follows:

1. Walker, R.E., A.R. Stone, and M. Shandor. "Secondary Gas Injection in a Conical Rocket Nozzle. " AIAA Journal, Vol. 1, No. 2, Feb. 1963, pp. 334-338.
2. Turner, M.J., H.C. Martin, and R.C. Leible. "Further Development and Applications of Stiffness Method. " Matrix Methods of Structural Analysis, 1st ed., Vol. 1, New York: Macmillan, 1964, pp. 203-206.
3. Segre, E., ed. Experimental Nuclear Physics. 1st ed., Vol. 1, New York: Wiley, 1953, pp. 6-10.
4. Book, E. and H. Bratman. "Using Compilers to Build Compilers." SP-176, Aug. 1960, Systems Development Corp., Santa Monica, Calif.
5. Soo, S.L. "Boundary Layer Motion of a Gas-Solid Suspension." Proceedings of the

When proofreading your report make sure you are aware of the following:

1. Are all the necessary items included.
2. Are capital letters where they should be.
3. Is all the punctuation included and correct.
4. Is the spelling correct and are you comfortable with it. If you are not it is probably wrong.
5. Are the words you have used redundant? If so, find something that will express the same idea in a new, fresh manner.
6. Read the paragraphs out loud to get an idea of just how they sound.
7. Are all important ideas presented? Logically?
8. Are all the meanings clear.
9. Have someone else read the paper to check for the above problems. Careful reading of the report is always necessary before it is finished. Most errors can be eliminated at this stage resulting in a higher quality report (Better grade!). **_THINGS TO BE AWARE OF
10. It's and its contraction and possessive
11. Parenthetic express. John, on the other hand, is quiet.
12. Coordinate Conjunctions -- connect equal elements_** **_It was a resistor, but it never worked properly.
13. Subordinate Conjunctions -- clause after the independent clause completes the idea of the_** ind.clause. **_The resistor wouldn't work because it was broken.
14. Join independent clauses with a semi-colon._** **_It was the resistor; it wouldn't work.
15. Evaluate commas after participial phrases at the beginning of sentences._** After the fire, men were seen to cheer. **_After we saw the fire there were marshmallows everywhere.
16. Avoid the negative.Reword to the positive._** **_He is never on time. He is usually late.
17. LIKE governs nouns. She was like us._** **_Winston tastes good as a cigarette should.
18. Split infinitives - To boldly go_**

COMPOUND WORDS

1. Omit the hyphen when words appear in regular order and the omission of the hyphen causes no problems. a) palm oil, eye opener, living costs
2. Combine when two words combined make more sense. a) afterglow, cupboard, gentlemen
3. Elements of compound numbers from twenty-one to ninety-nine and in adjective compounds with a numerical first element. a) 7-hour day, 3-inch ruler, eighty-five. Problems with Punctuation Main reason to punctuate is to clarify the structure and prevent misreading. One way to avoid some punctuation is to arrange the words so that meanings are clear. a) I recognized the man, who was too tall for the door. (only one) b) I recognized the man who was too tall for the door. (more than one) Dates, addresses, and special forms. Before conjunctions joining independent clauses. a) John saw the enemy coming, and he felt that he needed to cry out. In a series of coordinate words - a) Mary,Bob, and Fred ( so as not to seem like a compound end word) Around parenthetical remarks - a) The last play of the game, showing the true skill of the outfield, was impressive. Restrictive I woke up this morning at six when you banged on the door. Nonrestrictive I woke up this morning at six, when you banged on the door. Being careful -- a) If he likes shooting, the cat may find a place to hide. b) If he likes shooting the cat may find a place to hide. Specials -