TECHNICAL COMMUNICATION GUIDE
T ECHNICAL C
FOR THE
Purpose:
This guide is intended to provide first year engineering students with basic information about technical communication conventions, formats, and style, and to offer some advice about common writing errors, writing in a diverse community, and developing a stronger writing vocabulary.
OMMUNICATION G UIDE
F
IRST
-Y
EAR
E
NGINEERING
P
ROGRAM
Additional Help:
For additional help with your writing assignments or for general writing support:
•
Visit the OSU Writing Center. Call 688-6429 to make an appointment, drop by, or visit their website at: http://cstw.osu.edu/writingcenter
•
Visit the Purdue University online writing lab
(OWL) at: http://owl.english.purdue.edu/owl/
•
Visit the following site for APA citation format: http://owl.english.purdue.edu/owl/section/2/10/
T
A B L E O F
C
O N T E N T S
I. Introduction
II. Written Communication
T ECHNICAL C OMMUNICATION G UIDE (TOC) P AGE I
III. Oral Communication
T ECHNICAL C OMMUNICATION G UIDE (TOC) P AGE II
IV. Appendix: Effective Communication strategies
.............................................................35
T ECHNICAL C OMMUNICATION G UIDE (TOC) P AGE III
I. Introduction
A.
T
ECHNICAL
C
OMMUNICATION
O
VERVIEW
“Technical Communication” is a broad category that includes numerous ways of sharing information about specialized subjects. Some examples include user guides for software, product specifications, patents, assembly instructions, technical diagrams and illustrations, and websites about medical products.
The most important principle of technical communication is that the information be presented in a way that is clearly organized, audience-appropriate, and easily understood.
This guide will introduce you to the general principles of technical communication and offer specific advice for completing the assignments in this class (including grading rubrics and sample documents).
A.
Executive
Summary
B.
Lab
Memo
C.
Lab
Report
Figure 1: Progression of Assignments
B.
T
ECHNICAL
C
OMMUNICATION IN
E
NGINEERING
1181/1182
The primary purpose of working in the laboratory is to build knowledge and solve problems by collecting data and testing hypotheses.
In addition to completing the labs themselves, you will be asked to produce documents which:
• record your process
• document and analyze data
• provide conclusions which explain the significance of your results
C.
P
ROGRESSION OF
A
SSIGNMENTS
The communication assignments in this class will help you to build skills progressively; they will be relatively simple in the beginning, but will become more detailed and complex as the course progresses. These assignments can be broken down into four basic types, which will be described in detail later:
D.
Project
Notebook
T ECHNICAL C OMMUNICATION G UIDE (P ART I: I NTRODUCTION ) P AGE 1
D.
E
VALUATION OF
A
SSIGNMENTS
You will work in teams on each lab, and each communication assignment will have a team component (75% of the grade) and an individual component (25% of the grade).
For each assignment a sample document and grading rubric will be provided. (You will have a chance to practice grading sample assignments in class.)
E.
T
ECHNICAL
C
OMMUNICATION
S
TYLE
I.
S T Y L E O V E R V I EW
Technical communication is concise and clear.
Use 3 rd
person and past tense
The preferred style in engineering is 3 rd
person and typically past tense because the writer is reporting activity that already happened. Present tense is acceptable when writing about a topic rather than, for example, a previous procedure, lab, research process, or results of an experiment or test.
Avoid the use of any first or second person pronouns
The focus of technical documents is on the activity, process, procedure, results, etc., rather than on the person who completed that work. Revise your sentences to avoid using first person pronouns such as I, we, us, our, you.
Avoid emotional statements
Incorrect: “the process ran beautifully for five minutes.”
Correct: “the process ran for five minutes.”
Use passive voice deliberately
When a person could be identified, use passive to avoid that usage:
Incorrect: “We noticed that the meter registered the greatest change at…
Correct: “It was noticed that the meter registered the greatest change at…”
“This lab team noticed that the …”
To provide the most precise information also use technical terms and jargon pertinent to the lab procedure and topic.
T ECHNICAL C OMMUNICATION G UIDE (P ART I: I NTRODUCTION ) P AGE 2
II.
W R I T I N G C O N C I S E S E N T E N C E S
Use short sentences
Readers of technical communication have only limited time to read and process your message. To save the reader’s time, develop short to medium length sentences. Avoid constructing complicated sentences. For complex messages, split thoughts into short to medium sentences and use parallel structure (you can find more detailed information in the “Appendix: Writing Strong Sentences: Using
Parallel Structure” section, see the Table of
Contents for the exact page number).
R EPLACE WORDY PHRASES WITH A SINGLE WORD
Make an adjustment adjust
Make a decision decide assist Provide assistance
At the present time now because Due to the fact that
In order to
In the near future
Prior to the start of to soon before
Until such time as
In the event that
Do not hesitate action) until if
(omit—just invite an
T ECHNICAL C OMMUNICATION G UIDE (P ART I: I NTRODUCTION )
T IGHTEN WRITING STYLE
Example: Keep this information on file for future reference.
Better: File this information.
Example: Ideally, it would be best to put the billing ticket just below the monitor and above the keyboard.
Better: Place the billing ticket between the monitor and the keyboard.
Example: We need to act on the suggestions that the supervisors offer us.
Better: We need to act on the supervisor’s suggestions.
Example: There are three reasons for the success of the project.
Better: Three reasons explain the project’s success.
P AGE 3
III.
V A R Y I N G S E N T E N C E S T R U C T U R E
Guidelines for sentence structure:
1. Edit sentences for conciseness.
2. When sentence topics are complicated or full of numbers, keep sentences short.
3. Group words in medium-length sentences into chunks that the reader can process quickly and that show the relationship between ideas.
4. When a sentence is long, keep the subject and verb close together.
Original Text
Movements resulting from termination, layoffs, and leaves, recalls, and reinstatements, transfers in, transfers out, promotions in, promotions out, and promotions within are presently documented through the Payroll authorization form.
Revised with varied structure
The Payroll Authorization Form documents the following movements:
•
Termination
•
Layoffs and leaves
•
Recalls and reinstatements
•
Transfers in and out
•
Promotions in, out and within
F.
R
EVISING
/E
DITING
When you’re finished writing your document, the writing process isn’t over yet! You must double-check your document to verify that your message is clear, correct and complete.
Here are a few guidelines to make the editing process more effective:
1. Plan your drafting and polishing time so that you can put the document away for 24 hours. If the document still makes sense after you leave it for a day, your ideas may be ordered neatly and the document may be well-written.
2. When checking for spelling and grammatical errors, don’t always trust your word processor’s spell check feature. Spell check is a good way to catch some errors but many are not identified by word processors. Make sure to carefully read through your document to find as many spelling and grammatical errors as you can.
3. Having someone else read your document can be a great way to make sure your ideas make sense and flow well. The person should have enough knowledge of the subject that they can understand the paper. If you can find someone suitable, peer review is one of the best ways to double-check a document.
T ECHNICAL C OMMUNICATION G UIDE (P ART I: I NTRODUCTION ) P AGE 4
G.
N
OTES ON
F
ORMATTING
A
SSIGNMENTS
•
Use single spacing, write short paragraphs, separate paragraphs with 1 blank space
•
Use 11 point Arial font for the document header and the document text
•
Use 12 point, bold, Arial font for the main headings
•
Use bulleted or numbered lists to convey logically related information
•
Indent paragraphs 5 spaces (1 standard tab)
•
Justify only the left margin, right margin should be ragged
•
Number your pages at the bottom centered or to the right
•
Figures are to be labeled and numbered “Figure 1.
Marble Carrier Scoring Results” in a centered notation immediately below the figure. Within the text, a reference should be made to the figure. “The figure below summarizes the scoring results…”
•
State all units and significant figures associated with charts and graphs
•
Tables are labeled and numbered “Table 1. Comparison of results for…” in a centered notation immediately above the table. Within the text, a reference should be made to the table. “The table below compares the results…”
Equations
•
To include an equation in your report, center it on the page and separate it with white space above and below the preceding and following text.
•
Equations are separated from the text by at least one blank line, centered, and labeled with a number in the right margin:
•
Be sure that the equation is being referenced in the text so its use is clear.
•
Microsoft Word has an equation editor which can be accessed from the Insert menu (you can find step-bystep instructions in the “Appendix: Tools” section, see the Table of Contents for the exact page number).
T ECHNICAL C OMMUNICATION G UIDE (P ART I: I NTRODUCTION ) P AGE 5
II. Written Communication
A.
E
XECUTIVE
S
UMMARY
I.
P U R P O S E :
The executive summary provides an overview of a larger project or study. It is typically used to provide a synopsis of an entire lab report or larger document in a brief, concise form.
II.
C O N T E N T :
•
Problem or objectives statement
•
A discussion of the lab procedure or design process
•
A description and discussion of the results
•
Major obstacles and solutions
•
Possible improvements to the lab process or implications of the team’s design
III.
F O R MA T :
There is no correct length for an executive summary.
However, it should be short enough for busy professionals to quickly read, but long enough to be considered a standalone document. In this course, an executive summary should be approximately 1-2 pages.
IV.
S U G G E S T I O N S ( T O A V O I D C O M M O N E R R O R S ):
•
Consider the reader who may be uninformed on the topic and pressed for time
•
Avoid being too narrow (i.e. focusing on small facts) or broad (i.e. including every detail)
•
Avoid using ambiguous statements or undefined terminology
•
Include key facts, results, and conclusions
•
Ensure that all information is clear, concise, and central to the study
•
Ensure that the executive summary can be understood without supporting documentation
V.
S A MP L E D O C U M E N T :
A sample executive summary is contained on the next page for your reference. (NOTE: The content and design choice contained within the document should not be used as a reference for creating an actual design for the Marble
Delivery System Lab as it is not proven or valid.)
Technical Communication Guide (Part II: Written Communication) Page 6
Figure 2: Sample Executive summary
Technical Communication Guide (Part II: Written Communication) Page 7
B.
L
AB
M
EMO
I.
P U R P O S E :
The lab memo reports the data, observations, and results obtained during the lab session in a brief format. Description of the experiment, interpretation of the results, and possible improvements are included in this document.
II.
C O N T E N T :
•
Heading
•
Introduction
•
Results
•
Conclusions and Recommendations
•
Appendix (including Discussion Questions)
III.
F O R MA T :
•
Memos are generally divided into two parts: the heading and the body. o Heading contains:
To:
From:
Date:
Subject: o Body contains: Introduction, results, discussion, and conclusions/recommendations
•
Use 14 point, Arial, bold for the title “Memo” on the first page
IV.
S U G G E S T I O N S ( T O A V O I D C O M M O N
E R R O R S ):
•
Provide an introduction to each section of the lab memo
•
Ensure that all information is clear and concise
•
Provide sample calculations
•
Include possible sources of error
•
Place raw data sheets in the appendix
V.
S A MP L E D O C U M E N T :
A sample lab memo is contained on the next pages for your reference. (NOTE: The content and results choice contained within the document should not be used as a reference for writing an actual lab memo for the Quality and Productivity
Lab as it is not valid.)
Technical Communication Guide (Part II: Written Communication) Page 8
Figure 3: Sample Lab Memo _ Pages 1-2
Technical Communication Guide (Part II: Written Communication) Page 9
Figure 4: Sample Lab Memo _ Pages 3-4
Technical Communication Guide (Part II: Written Communication) Page 10
Figure 5: Sample Lab Memo _ Pages 5-6
Technical Communication Guide (Part II: Written Communication) Page 11
Figure 6: Sample Lab Memo _ Pages 7-8
Technical Communication Guide (Part II: Written Communication) Page 12
Figure 7: Sample Lab Memo _ Page 9
Technical Communication Guide (Part II: Written Communication) Page 13
C.
L
AB
R
EPORT
I.
P U R P O S E :
The lab report is often prepared for team projects and procedures which require extensive processes and tasks. It is typically considered a mini formal report and is more detailed than a lab memo.
II.
C O N T E N T :
•
Title Page
•
Table of Contents
•
List of Figures and Tables
•
Executive Summary
•
Introduction
•
Results
•
Conclusion
•
References
•
Appendix (if needed)
III.
F O R MA T :
The lab report serves as a mini formal report. The following are typography notes for lab reports:
•
Use 18 point, Arial, bold for the Report Title on the
Cover Page
•
Use 14 point, Arial, bold for the main report sections, such as the Table of Contents and List of
Illustrations
IV.
S U G G E S T I O N S ( T O A V O I D C O M M O N
E R R O R S ):
•
The executive summary and introduction serve two distinct purposes so be sure that they do not say the same thing
•
Follow and pay close attention to the proper formatting guidelines for a lab report (e.g. cover page, table of contents, page numbers, etc.)
•
Use the Lab Report Grading Guideline for the specific requirements, questions, and point values of the Lab Report. You will find this guideline in the procedure.
V.
S A MP L E D O C U M E N T :
A sample lab report is contained on the next pages for your reference. (NOTE: The content and results contained within the document should not be used as a reference for writing an actual lab report as they are not valid.)
Technical Communication Guide (Part II: Written Communication) Page 14
Figure 8: Sample Lab Report _ Cover Page, TOC
Technical Communication Guide (Part II: Written Communication) Page 15
Figure 9: Sample Lab Report _ List of Figures & Pages 1
Technical Communication Guide (Part II: Written Communication) Page 16
Figure 10: Sample Lab Report _ Pages 2-3
Technical Communication Guide (Part II: Written Communication) Page 17
Figure 11: Sample Lab Report _ Pages 4-5
Technical Communication Guide (Part II: Written Communication) Page 18
Figure 12: Sample Lab Report _ Pages 6-7
Technical Communication Guide (Part II: Written Communication) Page 19
Figure 23: Sample Lab Report _ Pages 8-9
Technical Communication Guide (Part II: Written Communication) Page 20
Figure 14: Sample Lab Report _ Pages 10-11
Technical Communication Guide (Part II: Written Communication) Page 21
Figure 15: Sample Lab Report _ Pages 12-13
Technical Communication Guide (Part II: Written Communication) Page 22
D.
P
ROJECT
N
OTEBOOK
I.
P U R P O S E :
The project notebook serves as a way of documenting your team’s activities and progress through completion of an extensive design/build task.
II.
C O N T E N T :
The project notebook should contain the following:
•
Cover page, table of contents, and section labels
•
Project description documentation, project schedule and team working agreement
•
Brainstorming ideas, meeting notes, sketches and
CAD drawings
•
Design assignments, worksheets, handouts, and grading guidelines
III.
F O R MA T :
The project notebook should consist of a collection of documents within a large (2-3 inch) binder. It should be neat, well organized, and properly labeled.
IV.
S U G G E S T I O N S ( T O A V O I D C O M M O N
E R R O R S ):
•
Organize the notebook so it “tells a story” and describes the entire design/build process
•
Use descriptive and easily understood labels to separate sections
•
Create typed notes from team meetings/interactions and document them
•
Create sketches/CAD drawings of the design as it changes and document them
•
Use a consistent formatting standard for all documents in the notebook
V.
S A MP L E D O C U M E N T :
Sample sections of the project notebook are contained on the following pages for your reference.
Technical Communication Guide (Part II: Written Communication) Page 23
Figure 18: Sample Project Notebook _ Cover Page, TOC
Technical Communication Guide (Part II: Written Communication) Page 24
Figure 19: Sample Project Notebook _ Schedule
Technical Communication Guide (Part II: Written Communication) Page 25
Figure 20: Sample Project Notebook _ Meeting notes
Technical Communication Guide (Part II: Written Communication) Page 26
Figure 21: Sample Project notebook _ Sketches
Technical Communication Guide (Part II: Written Communication) Page 27
III.
O RAL C OMMUNICATION
A.
O
RAL
P
RESENTATIONS
I.
P U R P O S E :
The oral presentation is an opportunity for each student team to practice communicating their ideas concisely and in a way that is captivating to the audience.
II.
C O N T E N T :
The oral presentation should contain the following:
•
Cover slide
•
Overview slide (i.e. structure and flow of the presentation)
•
Major content areas
•
Visual aids (e.g. tables, figures, images, etc.)
•
Summary slide (i.e. summary of important ideas or a conclusion of students’ learning experience)
•
References
III.
F O R MA T :
The oral presentation should be organized into main points, flow well from topic to topic, include an appropriate amount of text/information per slide, contain suitable colors/contrast and last approximately 5-6 minutes.
IV.
S U G G E S T I O N S /R E C O M ME N D A T I O N S :
•
Be your natural, professional self
•
Do NOT discuss the project specifications since they were given and are the same for every group!
Technical Communication Guide (Part III: Oral Communication)
•
When preparing for your presentation: o Know who your audience will be o Remember your objective o Anticipate potential questions o Practice, practice, practice o Take care of yourself (sleep, eat, relax, etc.)
•
When communicating verbally: o Speak at an appropriate volume (loud enough for everyone to hear you) o Pace yourself when presenting o Use pauses to help with flow and clarity o Use voice inflections o Convey an appropriate tone (usually relaxed, but serious) o Avoid using filler words such as “uhh,”
“like,” “so,” “well,” “y’know,” etc.
•
When communicating nonverbally: o Stand in a location where you and your presentation material can be seen o Stand with a confident, relaxed posture o Move around some and be animated o Use natural gestures o Use positive and genuine facial expressions o Make eye contact with the audience
V.
S A MP L E D O C U M E N T :
A sample PowerPoint presentation is contained on the next page for your reference. (NOTE: Other software tools such as Prezi can be used instead of Microsoft PowerPoint. Refer to the Student Resource Guide for more details about Prezi.)
Page 28
Figure 22: Sample Presentation _ Slides 1-4
Technical Communication Guide (Part III: Oral Communication) Page 29
Figure 23: Sample Presentation _ Slides 5-8
Technical Communication Guide (Part III: Oral Communication) Page 30
Figure 24: Sample Presentation _ Slides 9-10
Technical Communication Guide (Part III: Oral Communication) Page 31
B.
M
ULTIMEDIA
(P
OSTERS
,
S
LIDES
, V
IDEOS
)
I.
S U M M A R Y O F Q U A L I T Y D E S I G N F E A T U R E S
•
Presentation space is visually appealing including use of figures/images and minimizing text
•
Images used are high-resolution
•
Segments, slides or Prezi spaces are numbered
•
Color scheme shows high contrast between background color and text color
•
Format is consistent across entire presentation
•
Graphics and figures effectively convey data and support a main point clearly
•
Font is consistent (color, style, capitalization, size)
•
Text font is large enough to be read easily in the back of the presentation space (test in advance)
•
Links to any external media are tested in advance
•
Audio is tested in advance to verify volume
II.
S U M M A R Y O F Q U A L I T Y C O N T E N T F E A T U R E S
•
Presentation offers a clear message
•
•
Content is focused on the message and supports it
Elements of information or persuasion are obvious
(depending upon purpose of presentation)
•
Titles indicate the organization of your messages
•
Titles/text use a consistent capitalization scheme
•
Research and other resources are cited in the appropriate format and as directed by your instructor
•
Content is free of errors (spelling, typos, grammar)
IV.
O R G A N I Z A T I O N F O R A P O S T E R
Each section of a poster is typically labeled with a keyword that indicates the function of information within it such as
Introduction, Design Phases, Designs, Strengths of Final
Design, and Conclusions in the case of a Design Project poster.
Technical Communication Guide (Part III: Oral Communication)
•
When creating an electronic or physical poster , use the upper left quadrant for the “Introduction” section. Place the purpose, statement of problem, or design question here. Usually, the title of the poster appears across the top with the team members’ names listed below it or in the footer at the bottom of the poster.
•
On an electronic or physical poster , the section in the lower left corner may list the design stages, main points, or project segments to be discussed. Often a bulleted list is used.
•
An electronic or physical poster will depict the
“Discussion” in the middle column of the poster and may include graphics of the initial and final design.
These graphics can include call-outs or bulleted lists of the strengths and/or weaknesses of the designs.
Since space on posters is limited, unless the improved design was radically different from the initial design, it is unlikely that there would be space on the poster to illustrate that intermediate step.
•
The design process may be illustrated in the upper right corner of the poster since the process is often important to the discoveries made by the team.
•
On electronic or physical posters, the
Conclusions/Recommendations typically appear in the lower right quadrant of the poster.
•
For additional guidelines and examples of academic posters see http://www.ncsu.edu/project/posters/ .
V.
S A MP L E D O C U M E N T :
A sample poster layout is contained on the next page for your reference.
Page 32
Figure 25: Typical Poster Layout
Technical Communication Guide (Part III: Oral Communication) Page 33
VI.
C O N C L U S I O N S /R E C O M ME N D A T I O N S
Success Factors for High Quality Delivery
The best delivery skills have the following factors in common:
•
Poise is the ability to appear calm and confident and to maintain a professional demeanor (even when unexpected event occur during a presentation, such as when a link does not open, a slide will not transition to the next, or the projector does not operate as expected).
•
A clearly audible voice and consistent eye contact with the audience
•
Voice modulation including energy and enthusiasm and avoiding monotone
•
Consistent, medium vocal pace with pauses to add emphasis when key facts are presented. If your audience includes internationals, slow the pace and increase the number and length of pauses.
•
A presentation that is extemporaneous rather than read from cards or a script and NEVER read from the screen.
•
Use of hand gestures or use of a pointer for emphasis and to point out key facets of a graphic on the screen
•
Use of body language such as facing the audience, moving in a relaxed manner in front of the audience or even among the audience while speaking, smiling through most of the presentation, when accepting questions, nodding to signify understanding
•
During question/answer, thank the audience member for their question, answer it and ask, “What other questions do you have?” to the entire audience. Give the audience at least a 5 second pause to think and react before you end your presentation.
A note about team presentations: As speakers change during a team presentation, a transition must be announced to the audience. The best transitions are offered by speakers who indicate that their segment is complete and name the next speaker and the content of their segment. For example a speaker might say,
“With this graphic, I close my part of the presentation.
Now, Laura will describe how wind turbines can be strategically located geographically to generate the most power.”
Conclusions and Questions: When your presentation is complete, it is typical to ask for questions. Rather than asking,
“Are there any questions?” the better phrase is, “What questions do you have?”
Assume there will be questions. It is best to consider the questions that might be raised in advance of the presentation and decide how to respond to them.
Technical Communication Guide (Part III: Oral Communication) Page 34
IV. Appendix: Effective Communication strategies
A.
I
NTEGRATING PURPOSE AND
ORGANIZATION
As you practice writing in different document types, it will be very helpful if you can understand the connection between a given
format and its purpose.
Rather than just “filling in the blanks,” for each format, try to see the bigger picture.
I.
P U R P O S E
•
An Executive Summary is a condensed “thumbnail” of a lab that contains the purpose, a summary of the results, and a conclusion.
•
A Lab Memo has much in common with a standard
(relatively brief) business memo; it’s more detailed than an Executive Summary, but less detailed than a
Lab Report.
•
A Lab Report has a format similar to that of a business report; it is longer, more detailed, and more formally organized than a Lab Memo.
•
A Project Notebook contains a variety of document types (including summaries, memos, and reports) and is intended to be a record of a longer-term project; in this case, you’ll be asked to keep a hardcopy of your records in a binder.
II.
O R G A N I Z A T I O N
No matter its size or scope, a lab document should contain the following elements:
•
Introduction/Purpose: explains the premise of a lab
(what is the purpose of the experiment? what hypothesis is being tested? what variables will be controlled/tested? etc.) It is a good idea to start with a broad overview before moving on to more specific details (someone not familiar with a given lab should be able to understand its purpose by reading your documents).
•
Outline/Parallel Structure: whether you’re writing a summary or a report, it’s always helpful to start with a rough draft organizing your ideas, document sections, data, and tables/figures.
•
Topic sentences / Paragraphs / Transitions: near the beginning of every paragraph should be a topic sentence that explains its main idea (just as an essay should have a clear thesis, a paragraph should have a topic sentence). It is also important to provide transitions between paragraphs and different sections of the document.
•
Conclusion: in addition to including the data you gathered, the conclusion interprets and analyzes the data, explaining its meaning in real-world terms.
Technical Communication Guide (Part IV: Appendix: Effective Communication Strategies) Page 35
B.
T
OOLS
I.
E Q U A T I O N E D I T O R
1. Use Equation Editor when using equations for a sample calculation.
2. The Equation Editor can be found under the Insert tab under the Symbols group.
3. A sample calculation must show the formula, the calculation and the defined variables.
4. Use the Symbols present under Equation Tools in the Design Tab for showing operators such as
×, =, ≤ , ≥
and common symbols such as
𝜕 , 𝜋 , 𝜇 , 𝜌 , 𝜎 , 𝜏 .
5. Use the Structures present under Equation Tools in the Design Tab for: a. Fractions b. Scripts i. Superscripts ii. Subscripts iii. Both Superscripts and Subscripts c. Radicals √ 3 √ d. Integrals ∫ ∫ ∬ e. Large Operators
∑ ∑ f. Brackets
( )[ ] g. Accents
̇ �
∏ ∏
Note that the above structures can be combined or layered in any order. In such situations, the outermost structure should be inserted first.
6. The proper format for a sample calculation is shown below:
Technical Communication Guide (Part IV: Appendix: Effective Communication Strategies)
Power Sample Calculation
𝑃 𝑖𝑛
= (0.5 𝑎𝑚𝑝𝑠 )
𝑃
𝑃 𝑖𝑛 𝑖𝑛
= 𝐼
1
2 ×
2
𝑅
1
× 10
= 2.5 𝑤𝑎𝑡𝑡𝑠 𝑣𝑜𝑙𝑡𝑠 where:
P in
= input power (watts)
I = current (amps) = 3.7 amps
V = voltage (volts) = 10 volts
7. Incorrect examples of sample calculations are given below: a. Pin = I1^2*R1
(Subscripts, PostSuper scripts, & Operators from Equations Tools not used) b. Pin = 0.5 amps^2 * 10 volts
(Subscripts, & Operators from Equations
Tools not used) c. 2.5 watts = Pin
(The variable should always be on the left, and the answer should always be on the right.) d. Pin=V^2/R
(Subscripts, PostSuper scripts, & Fractions from Equations Tools not used)
Note that in all the above incorrect examples, the defined variables are not shown.
Page 36
II.
C A P T I O N I N G T O O L
Captions are required on figures and tables as a preview as to what the particular figure/table is showing. Tables and figures are captioned differently:
1. For tables, the captions must be placed above the table. Captions for figures must be labeled as –
“Figure 1: ABCDEF”.
2. For figures, the captions must be placed below the figure. Captions for tables must be labeled as – “Table
1: ABCDEF”.
MS Word has an in-built tool for captioning for figures and tables as shown below:
Table 1: Student Scores
Name Score
A
B
C
85
94
86
System Responses
1.2
1
0.8
0.6
y open y closed
0.4
0.2
0
-0.2
0 0.5
1 1.5
2 2.5
Time(s)
3 3.5
4 4.5
5
Figure 26: System Responses
Steps for captioning Figures & Tables using Captioning Tool:
1. Select the whole table/figure.
2. Right click and select Insert Caption.
3. Choose either Figure or Table under Options for
Label. Note that for Figure Label, the Position is automatically selected to Below the Item, and for Table
Label, the Position is automatically selected to Above the Item.
4. Write the caption.
5. Center the caption and table/figure.
Technical Communication Guide (Part IV: Appendix: Effective Communication Strategies) Page 37
III.
T A B L E O F C O N T E N T S T O O L
Often a table of contents is required in a technical document, providing the reader with an outline of what is contained in the document. The Table of Contents Tool in MS Word is helpful for this purpose.
Steps for creating a Table of Contents:
1. Select the heading/text that is to be a part of the table of contents.
2. Select the outline level of the text, using the Add Text menu in the Table of Contents group of the
References tab.
3. Repeat Step 1 until all the desired headings/text has been assigned an outline level using Step 2.
4. Select the Table of Contents under the Table of
Contents group of the References tab and select a table format.
Refer to the sample report in the Technical Communication
Guide for an example on the Table of Contents.
IV.
P L O T /F I G U R E E D I T I N G T O O L S
Snipping Tool
The Snipping Tool can be used capture a screen shot, or snip, of any object on the screen, and then annotate, save, or share the image. The Snipping Tool is particularly useful for images that need to be inserted as figures or plots.
Steps for using Snipping Tool:
1. Open Snipping Tool located in All Programs under
Start
2. Drag the Snipping Tool cursor to select the area that needs to be snipped.
3. Save the image. This image can be inserted in the desired location.
Keyboard Shortcuts
There are a few keyboard shortcuts that may be used for figure/plot editing. These are as follows,
1. PRINT SCRN – This will capture a screen shot (copy) of the whole screen. This may be pasted in the desired location by CNTRL+V.
2. ALT + PRINT SCRN – This will capture a screen shot of only a particular window or box. This may be pasted in the desired location by CNTRL +V. Before using the
ALT + PRINT SCRN command, the particular window or box must be selected using the mouse cursor.
Technical Communication Guide (Part IV: Appendix: Effective Communication Strategies) Page 38
C.
W
RITING
S
TRONG
S
ENTENCES
I.
C O M M O N S T R U C T U R A L E R R O R S
Run-On Sentences
Run-on sentences occur when two or more main clauses are attached together without the correct punctuation.
“Magic Johnson was one of the greatest basketball players of all time, his passing ability and court vision were second to none.”
These sentences can be corrected in one of two ways:
1. Separate the clauses into two separate sentences:
“Magic Johnson was one of the greatest basketball players of all time. His passing ability and court vision were second to none.”
2. If the ideas in the two clauses are closely linked, they can be joined with a semicolon:
“Magic Johnson was one of the greatest basketball players of all time; his passing ability and court vision were second to none.”
Comma Splices
Similar to run-on sentences, comma splices occur when two independent clauses are joined by a comma. If the clause before the comma and the clause after the comma form a complete sentence, you have written a comma splice.
“My new television is great, it’s got a 60-inch screen and awesome clarity.”
Comma splices are also fixed in a similar fashion to run-ons.
You should choose which one sounds the best for each sentence.
Technical Communication Guide (Part IV: Appendix: Effective Communication Strategies)
1. Replace the comma with a semicolon:
“My new television is great; it’s got a 60-inch screen and awesome clarity.”
2. Write the sentence as two sentences. This should only be one if both clauses are long or one is long and the other is of normal length.
Incorrect: “Amanda’s newest invention earned her a load of money, it also got her noticed by a number of large, important design firms who wanted to hire her immediately.”
Correct: “Amanda’s newest invention earned her a load of money. It also got her noticed by a number of large, important design firms who wanted to hire her immediately.”
3. A coordinating conjunction (and, but, so, or, nor, for, yet) can be added after the comma.
Incorrect: “The test results proved inconclusive, no link between the test groups could be found.”
Correct: “The test results proved inconclusive, for no link between the test groups could be found.”
4. Use a semicolon and a conjunctive adverb
(however, moreover, consequently, nevertheless, therefore, for instance), followed by a comma, to separate the clauses.
Incorrect: Ex. “No link between the test groups could be found, the test results proved inconclusive.”
Correct: “No link between the test groups could be found; therefore, the test results proved inconclusive.”
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Sentence Fragments
A sentence fragment is a group of words that is punctuated like a complete sentence but isn’t one. The second
“sentence” in the following example is a fragment.
“After observing the results, we noticed two things.
The low temperatures and the high pressures.”
When looking for fragments, use these three tests:
1. Does the sentence contain a subject? If no, the sentence is a fragment.
2. Does the sentence contain a verb? If no, the sentence is a fragment.
3. If the subject and verb start with a subordinating word (because, since, etc.) and lack an independent clause to complete the thought, then the sentence is a fragment.
For example, the phrase “Since you’ve been gone.” is not a sentence, but the phrase “Since you’ve been gone, I can breathe for the first time.” is a sentence.
II.
U S I N G P A R A L L E L S T R U C T U R E
What is parallel structure? Write sentences such that words, phrases, or clauses are placed into the same grammatical and logical form.
Simple sentence example
Duties in the second month of your internship include resolving customers’ concerns,
supervising desk staff, and planning store displays.
Parallel structure in paragraphs
Original Text:
Within this memo is an overview of the lengths of pipes by themselves and with their fittings, a sketch of the finished roller coaster that met all lab requirements, an analysis over how well built the roller coaster was, also an analysis of the starting and ending heights of the roller coaster, and an explanation of the challenges that were experienced while executing this lab.
Improved with parallel structure:
This memo provides: an overview of the pipe lengths alone and with their fittings; a sketch of the finished roller coaster that met all lab requirements; an analysis of the quality of the roller coaster’s construction; a description of the starting and ending heights of the roller coaster; and an explanation of the challenges experienced while executing this lab.
Technical Communication Guide (Part IV: Appendix: Effective Communication Strategies) Page 40
III.
U S I N G T R A N S I T I O N S
To show additional or continuation of the same idea
Also
First, second, third
In addition
Similarly
To introduce another important idea
Furthermore
Moreover
To introduce an example
For example
For instance
Indeed
To illustrate
Namely
Specifically
To contrast ideas
In contrast
On the other hand
Or
To show that the contrast is more important than the previous idea
But
However
Nevertheless
On the contrary
To show cause and effect
As a result
Because
Consequently
For this reason
Therefore
Technical Communication Guide (Part IV: Appendix: Effective Communication Strategies) Page 41
D.
P
UNCTUATION
I.
A P O S T R O P H E S
Apostrophes ( ‘ ) are used in three ways:
1. To show singular and plural possession:
John’s Nintendo system used to belong to the Hudsons’ youngest child, Billy.
Possessives primarily show ownership, such as in the phrases “the doll’s head” or “Chelsea’s stereo.” They can also take the place of a prepositional phrase that starts with “of.” For example, the phrase “the door of the refrigerator” can be changed to “the refrigerator’s door.”
Apostrophes are always followed by an “s” when showing possession, unless the word is a plural noun ending in “s” (Ex. the Hudsons’ youngest child).
2. To pluralize a letter, number, symbol, or word used as a term:
The document did not contain nearly as many D’s, 3’s, or *’s as it used to.
3. To show contractions:
Since Sarah couldn’t complete the project on time, it’s likely she will fail the class.
Note: In technical communications, contractions are typically avoided
Apostrophes replace the missing letters in contractions. These missing letters are not pronounced when the word is spoken aloud, so
“could not” becomes “couldn’t” and “it is” becomes
“it’s.”
II.
C O M M A S
Commas (,) are primarily used to indicate a pause in the sentence when it is spoken aloud. Commas are used in many different situations, including:
1. With words and phrases that come before the main subject and verb:
In the Spanish lecture, Michael’s cell phone started to ring loudly.
2. To join two sentences along with a conjunction:
3. To separate three or more items in a series:
She attended every class on time, and she got A’s in all of them.
The three items necessary to take the exam are a pencil, a calculator, and your BuckID.
4. To separate an embedded clause from the rest of a sentence:
Lenny, Luke’s roommate throughout college, was shocked to hear that the concert had been canceled.
Technical Communication Guide (Part IV: Appendix: Effective Communication Strategies) Page 42
5. To separate dates and addresses:
We moved into our new house at 100 High
Street, Columbus, Ohio on February 16 th
,
2012.
6. To make a sentence more clear:
As he ran over, his wife let out an exasperated sigh.
Note: Without the comma, the sentence would have been confusing. Commas should go wherever there is a natural pause in the spoken sentence.
7. In dialogue with speech tags:
“Have a cookie, they’re delicious,” said
Peter.
Note: When using quotation marks, place all punctuation inside the quotes.
III.
S E M I C O L O N S
Semicolons are among the most misunderstood pieces of punctuation. The biggest pitfall for many writers is to want to use them in place of commas.
This usage is correct only in very specific contexts.
Semicolons have a specific use in the world of writing. Below you can find the acceptable uses of semicolons.
Technical Communication Guide (Part IV: Appendix: Effective Communication Strategies)
1. Semicolons are used to connect two independent clauses (phrases that are capable of standing alone) that are related to each other.
The sentence pair “I saw the cat run away. It ran under the bridge.” could be connected with a semicolon since they are directly related. “I saw the cat run away; it ran under the bridge.” Now consider the following sentence pair. “I saw the cat run away. The dog barked loudly.” It would not make sense to use a semicolon to connect these clauses, as they have nothing to do with each other.
2. Using semicolons is also a good way to correct comma splices without losing the meaning of the sentence.
“After the party, my friends and I went home to play some Mario Kart; we all love that game.” Using a comma here would have resulted in a comma splice, but using a period after “Mario Kart” causes the sentence to lose some meaning; not to mention it sounds awkward.
Note: Never use a semicolon with a conjunction
(and, nor, for, but, yet, or, so). You should only use commas with conjunctions.
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