University of Mindanao 1

College of Teacher Education “Physically Distanced but Academically Engaged”

UNIVERSITY OF MINDANAO
College of Teacher Education
Bachelor of Secondary Education- English

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning

(SDL)

Course/Subject: ELT214 Technical Writing

Name of Teacher: Christian Jay O. Syting

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS
INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF
THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
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Big Picture in Focus: ULOb. Apply technical rules on sample written

communication

Metalanguage
Important terms have already been defined by the previous
discussion. We shall proceed to the essential knowledge.

Essential Knowledge
1. USE APPROPRIATE LANGUAGE
Technical reports use formal English, direct language, and simple terms. Make sure to
select the correct term; review the list of commonly misused words in Appendix E. Employ correct
scientific terms and conventions for engineers. Replace words that are a problem for the foreign
reader, such as the verb “do” and words with multiple meanings (feel, do, as, like).

1.1 FORMAL ENGLISH

Formal English is explicit even for the foreign reader who uses English as a second
language. This requires elimination of contractions (I’m, don’t) and personal pronouns,
which include: first person (e.g., I, we, our, us): second person (you, your, yours); and
third person (he, her, it, theirs). Technical text is also void of colloquialisms, jargon,
clichés, and sexist language − each of which is defined in detail below.

Colloquialisms (local or regional expressions) are characteristic of ordinary spoken or

written communication that imitates informal speech, which may not carry the expected
meaning. Examples include “gonna” for “going to” and “passed on” for “died.”

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. If jargon
is used, define or explain the meaning. For example, a “hydrostat transmission” is jargon
for a “variable pump hydraulic transmission with infinite speed variability.” Examples of
slang include “hang on” for “wait” and “run” for “computer simulation.”

Clichés, when first created, were vivid descriptions of something that was current in the
minds of the people. As time passed, the descriptions lost their original meaning, and no
longer represent descriptive text (e.g., avoid like the plague; a can of worms; in the long
run; and by the same token). Technical writing must also be void of recent and current
clichés.
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College of Teacher Education “Physically Distanced but Academically Engaged”

Sexist language is inappropriately gender specific. To prevent bias, eliminate gender

specific words to describe a category of people who could be either male or female. Do
not use adaptations, such as he/she, because they hinder the text flow. As alternatives,
use plurals, change words, or simply say he and she, his or her, him and her.

1.2 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. Provide certainty by eliminating auxiliaries
such as would, should, could, may, and might. Avoid ambiguous words and phrases by
selecting a clearer alternative. Replace wordy text (despite the fact that) with a concise
alternative (because).

1.3 SIMPLE TERMS

Impress the audience with analysis, not vocabulary. Replace complex words with simple
language if it conveys the same meaning. This prevents the audience from interpreting
the text, allowing the author to maintain control by forcing the reader to understand the
intended meaning. Replacing the word “utilize” with “use” or “altercation” with “dispute”
simplifies the text.

1.4 ACTION VERBS

Develop precise and interesting text. Replace verb-preposition combinations with high
quality action verbs (go with → accompany, find out → discover, start out → begin).

2. 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. Then edit, wait, and
edit again, eliminating irrelevant information, emotion, unsupported opinions, and
judgments.

Organize the ideas into smooth flowing text by developing coherent paragraphs, using
transitional words, and incorporating sentence variety. Be selective in the use of
acronyms and initialisms. Use numbers or bullets to convey lists of information.

2.1 COHERENT PARAGRAPHS

Create paragraphs with a single topic or focus, and include supporting details. Each
paragraph usually contains around five sentences (although this is not a rule). To improve
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comprehension, place the key topic at the beginning of a sentence and new information
at the end.

All of the ideas contained within a paragraph must relate to one central thought. Arrange
factual sentences in a logical order from general to specific. If there are ideas that relate
to other foci, construct additional paragraphs.

In order to build the individual paragraphs into a complete paper, take ideas from the
beginning paragraph and expand each into subsequent paragraphs. Link paragraphs
together by stating what will appear in the next paragraph.

2.2 TRANSITIONAL WORDS

Use transitional words to connect one idea to the next, one sentence to another, one
paragraph to another. Forms of transitional words include: indicators for time order
(earlier, later); position in time (rarely); sequence (next); occurrences that happen again
(to explain); conclusions (in conclusion); the end of an idea (finally); compare/contrast
(also/but); causality (because, as a result, therefore); spatial concerns (neighboring); and
other connectors (or, nor, but, subsequently, then, besides, furthermore, similarly,
likewise, moreover, in which, nevertheless).

2.3 SENTENCE VARIETY

Develop clear concise text by writing shorter sentences that are appropriate for the
intended audience, avoiding very short sentences. Use a long sentence only when it
consists of more than one clause and both the meaning and logical relationships
between the clauses are clear. Avoid using phrases with more than three nouns in a
row by dividing the phrase into a shorter noun phrase with a relative clause or
prepositional phrase, or use hyphens to connect closely related words in the noun
string. Compare the first example, which has six nouns in a row, with the rewritten
sentence that follows:

The nanotechnology enhanced iron foam column contactor removes phosphorus

…
The column contactor uses nanotechnology-enhanced iron foam to remove
phosphorus …

For clear text that is understandable for non-native English-speaking readers, use
simplified verb phrases and tenses. The sentence:

Fabricated steel components should not be welded by beginning students.

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Could be written as

Beginning students should not weld fabricated steel components. (Simplified)

Locate previously introduced information in the topic (subject) position of the next
sentence to assist with comprehension.

Bob called the dog. The dog stopped immediately.

When using prepositional phrases, make sure it is obvious what each preposition is
modifying.

The news report stimulated conversation, but this did not resolve the problem.
(Does this refer to the news report or the conversation?)

Avoid ending a sentence in a preposition by selecting a more descriptive action verb.

The burglar finally gave up. The burglar finally surrendered.

To create smooth flowing text and interesting reading, vary the length and beginning of
the sentences, arrangement of information, and kinds of sentences. Eliminate repeated
words in a single sentence. Use the following diverse sentence structures to provide
variety.

Simple sentence: Includes subject-verb-object, in that order.

The laboratory report summarized the results.

Compound sentence: A subordinate clause appears before the main clause.

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

Complex sentence: Consists of an independent clause followed by an independent clause

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

Compound/complex sentence: An independent clause is preceded or followed by a

subordinate clause and then a second independent clause.
If you find the answer, it will relieve everyone in the class; admiration from all is a
nice reward.

2.4 ACRONYMS AND INITIALISMS

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 (IBM).

Sometimes an acronym or initialism is more commonly used than the words themselves.
For example, random access memory is known by its acronym, RAM and the International
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Business Machines Corporation as IBM. Some acronyms, like "scuba” (self-contained

underwater breathing apparatus), have become so accepted that their original derivations
have been lost and the acronyms have been added as new words to the English
language.

Using uncommon acronyms and initialisms makes reading harder for all but a few
specialists; therefore, be selective and limit their use. When using either, write the full
name or phrase followed by the acronym or initialism in parentheses for the first
appearance. However, do not follow this procedure if the acronym is not used again.

An acronym or initialism followed by a simple s is the plural form. Whereas an acronym

with an ’s shows the possessive form.
3. USE CORRECT GRAMMAR

3.1 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,
such as “and” or “or.”

The scientist collected, dried, and weighed the samples.

When preparing bulleted or numbered lists use the same word type (i.e., all nouns, all
verbs) and maintain parallel structure. If the listed items complete the introduction
grammatically, place a period at the end of every line. Capitalize the first word in a bulleted
or numbered list.

In preparation for the FE Exam, the students will review the following:
Circuits
Economics
Statics

3.2 SUBJECTS AND VERBS

It is important for text to flow smoothly. Subject and verb quality and agreement are
essential and allow the reader to move through the text. To ensure the reader
understands the intended meaning, abide by the following subject and verb rules and
use the correct verb tense:

1. Subjects and verbs must agree in person and number---singular with singular, plural
with plural.

2. A verb must agree with its subject, not with the words that come between the two.
The Club President, along with the officers, is going to the conference.

3. Subjects joined by “and” usually take a plural verb.

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Platinum, gold, and lead are available in the laboratory.

4. When subjects are joined by “or” or “nor”, the verb agrees with the subject closest to
it. Cherries or two apple varieties have been used in the study.

5. When using subordinate clauses with a pronoun as subject, the verb agrees with the
antecedent to which the pronoun refers.
Robert earned excellent grades, because he worked very hard.

6. A verb agrees with the subject, even though in many cases the subject will follow the
verb. Educating the committee is difficult.

7. When using a linking verb (is, are, was, were, forms of be) the subject is the noun
that precedes the verb, not the nouns that follow the verb.
The dogs are running down the street.

8. Select quality verbs that demonstrate an action.

take any → accept talk about → discuss went up →rose,
increased
leave out → exclude go with → select written up → composed

3.3 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. Active voice distinctly identifies the subject
and the action taken by the subject. The passive voice indicates that the subject receives,
rather than performs, the action.

The sound’s reverberation struck the walls.

Passive voice changes the position of the previous subject into an indirect object and
focuses the sentence on what receives the action, the walls:
The walls were struck by the sound's reverberation.

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.

The final project was finished by the team. (passive)

The team finished the final project. (active)

For additional examples and explanation, visit the Purdue University Online Writing Lab
(OWL) at: http://owl.english.purdue.edu/handouts/grammar/g_actpass.html.

3.4 CASE OF PRONOUNS

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Nominative Pronouns: Used as a subject in the sentence (I, we, you, he, she, it, who,
and they):
Mary and I will attend. The guard who let us in checked our identification.

Objective Pronouns: Used as objects of verbs or prepositions (me, us, you, him, whom,
and them):
He questioned Susan and me about the copyright. Whom did you ask?

Possessive Pronouns: Used to show possession or ownership (my, mine, our, your, his,
her, theirs, its, whose, etc.):
The Swartz Company may lose its best customer.

3.5 PRONOUN AND ANTEEDENT AGREEMENT

A pronoun and its antecedent must agree in number. Examine the various constructions
of compound antecedents and the proper protocol in the examples below.
The owner is concerned about sales, but they will rebound.
The President or his advisers should devote part of their time to this issue.

A parenthetical expression that appears between an antecedent and a pronoun does

not influence the form of the pronoun used.
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.
Stein & Smith has sold its Chicago properties.

For clarity, make pronoun usage clear and understandable by avoiding vague
references.
I worked hard on the experiment, and it was difficult. Does the writer want us to
consider the experiment as difficult, the work that was done as difficult, or that it was
difficult to work hard?

3.6 Compound Words

A compound word conveys a unit that is not as clearly conveyed by separate words.

Use a hyphen to connect elements of compound numbers from twenty-one to ninety-

nine and in adjective compounds with a numerical first element. The hyphen not only
unites but also separates the component words.
7-hour day, 3-inch ruler, eighty-five.

Use a hyphen after the “e” to designate “electronic”: e-mail, e-commerce, e-article
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Omit the hyphen when words appear in regular order and the omission of the hyphen
causes no confusion in sound or meaning.
palm oil, eye opener, living costs

Use a hyphen for clarification when four nouns appear in a row.

A sand-filtered purification system. The end-of-year report.

3.7 CAPITALIZATION

Capitalize the name of a particular person, place, or thing, as well as an adjective that
refers to a specific name.
Canada/Canadian, Tibetan Alpacas
Capitalize descriptive names that are substituted frequently for the real proper names.
the Windy City, Honest Abe

Capitalize brand names and trademarked names.

Palmolive soap, Maxwell House coffee

Generally capitalize a noun that is followed by a number or letter used to identify a unit
or division.
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.
English, shorthand, history, German, Business Mathematics 121

Unless a comma intervenes, capitalize titles that precede names; generally, do not
capitalize those that follow names.
I have never met Congressman Nelson.
I have never met our congressman, Tim Nelson.
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.
Uncle Ralph, Mother
My aunt Millie, my mother

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.
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. Old Man Winter left a foot of snow; our spring suits are on sale.
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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.
Official Draft of the NBA; the Eastman Kodak Company

Do not capitalize classes (freshman, sophomore, junior, or senior), degrees (doctorate,

doctor's, master's, bachelor's, baccalaureate), or seasons (spring, summer, fall, winter),
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.

3.8 NUMBERS AS WORDS

Generally spell out isolated numbers from one to ten.
The discussion lasted for ten minutes.

Unless emphasizing them, spell out indefinite numbers that may be expressed in one or
two words.
Approximately thirty appliances were damaged.

Spell out a number that introduces a sentence. If the number is long, recast the
sentence to avoid awkwardness.
Twenty people attended the lecture.

Spell out common fractions that are used alone. However, use figures in writing a mixed
number.
He refused to accept his one-fourth share.
The hike was 10 ½ miles long.

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; i.e.,
Sixty $5 bills or 500 four-page booklets.

When rounding numbers, spell out million or billion to make reading easier.
This tax legislation will increase revenue by $7 million.

3.9 Numbers – Text or Digits

Generally use numerals to express all exact numbers above ten.
The corporate file has been missing for 31 days.
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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.
The experiment had three independent variables staged at 5, 10, and 15 degrees
Kelvin.

If several numbers in a sentence perform similar functions, express them uniformly. If

one is written as a figure, write all as figures.
The inventory shows 21 ranges, 9 refrigerators, 37 washers, and 10 dryers.
The 32 tables sold in five days. (The numbers do not perform similar functions.)

2.5.10. 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.

The article that was printed in the newspaper yesterday is inaccurate.

“Which” is used nonrestrictively to add some descriptive but incidental information and
is preceded by a comma, a dash, or a parenthesis.

The ballerina was dancing around the room wearing a baseball cap, which is not
something you would expect.

“Which” is used restrictively only when it is preceded by a pronoun.

Realize that you will be asked for your opinions about topics in which you do not
feel completely comfortable.

For example, note the usage of “that” twice, and the lack of commas, in the following
text causes confusion.

There are other factors that contribute to the uncertainty that were not considered
in the…

The first “that” introduces a restrictive clause that essentially describes the noun,
“factors,” and the meaning of the sentence. The reader needs to know “that” other
factors “contribute to the uncertainty.” In the case of the second “that,” the idea of the
factors not being considered is also critical to the understanding of the sentence. The
following sentence clarifies the meaning.

There are other factors that will impact funding, which have garnered little
interest in the audience.
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The rewritten passage uses one “which” and one “that.” The “which” introduces a
nonrestrictive clause, which simply provides additional information to the reader. The
“that” clause contains information that is vital to the context.

FURTHER READING:
ASM International (2001). Engineers’ Guide to Technical Writing. Retrieved from
https://www.asminternational.org/documents/10192/3448649/ACFAA62.pdf/5890813c-
31ba-46b4-b7fa-8f20eb03fb6e

Kiran, S. (2015). Technical Communication: Requisites and Responses. Volume 6:

Issue 4. Retrieved from
https://www.academia.edu/23161645/Technical_Communication_Requisites_and_Resp
onses