Module Technical Writing

Lesson 1
I. Technical Writing: Meaning + Importance= Scholarly Written Output such as
letters, memos, reports etc.
A. Meaning: generic term for all written communications done on the job
whether industry, business or other professions (Abelos, et al., 2008).
1. It is an exposition about scientific subjects and various technical subjects
associated with the sciences
2. It is characterized by certain formal elements, impartiality and objectivity,
non-linear sequence and high concentration of certain complex and
important writing techniques.
3. It is determined by its purpose (audience/tone of correspondence). It is
used to request, propose and recommend action), method (completeness,
conciseness, clarity, correctness)/ (ABC- Accuracy, Brevity, Clearness),
analysis (content/substance: matter and form which includes jargon) and
application/recommendation (structure, styles, patterns and formats).
B. Importance: Contribution and Relation to other sciences
1. It contributes to a vast body of knowledge in research (Theoretical). It is
an important factor for a work experience (Practical) for several reasons
(Gerson & Gerson, 1999; as cited in Abelos, 2005):
a. Conducts business
b. Takes time
c. Costs Money
d. Extension of interpersonal communication skills
2. It is associated with human and social sciences because it uses specialized
vocabularies or highly specialized jargon/technical terms. It produces
scholarly written communication output in various fields of sciences/other
professions or jobs in engineering, architecture, computer science,
medical and allied fields, accountancy, chemistry, human resource and
hotel administration, political science, archaeology, anthropology,
sociology, psychology and other areas with highly specialized jargon by
employing the Revised Blooms Taxonomy Level of Thinking: knowing,
understanding, applying, analysis, evaluating and creating.
3. Lesson 2
4.

II. Technical Writing: Structure, Principles, Patterns, Process and Distinction to

other Kinds of Writing
A. Structure
1. Introduction 2. Discussion or Body 3. Conclusion
B. Principles
1. Unified- relation of every part to the thesis statement/main point
2. Coherent-connection of sentences and use of transitional techniques

3. Adequate Development- thorough supporting explanation and detail

C. Development Patterns
1. Examples- include typical and specific illustrations and concrete
descriptions
2. Comparison and Contrast- present the similarities and differences
between two objects
3. Analogy- explains a complicated or abstract idea by comparing it to
something familiar
Module Technical Writing
4. Cause and Effect- explain why something happened and the results of
something that happened
5. Classification- organizes a subject into distinct categories
6. Definition- differentiates one concept from others
7. Process Analysis- explains how to do something or how something works
5.
6.
7.
D. Writing Process
1. a. Prewriting Steps- determine your objectives, understand your
objectives, gather data, consider your audience
8. b. Prewriting Techniques- Answering the reporters questions, Mind
Mapping, Brainstorming/Listing, Branching, Flowcharting, Outlining,
Storyboarding
2. Writing Steps: a) Organize your thoughts b) Format your text
3. Rewriting Steps: a) add any missing detail, b) Delete dead words and
phrases, c) Simplify complex words and phrases, d) Move information
around (cut and paste) to ensure important ideas are emphasized, e)
Reformat- use highlighting techniques, f) Enhance the tone and style of
the text
9. g) correct any errors in grammar and content
E. Distinction to other Kinds of Writing
1. Literary Writing- includes poetry, fiction, plays and essays.
2. Expressive Writing- records a subjective or an emotional response to a
personal experience such as journal and diary entries
3. Expository Writing- analyses topic objectively. Most essays in composition
classes are expository, i.e., to explain and to reveal knowledge of a
particular subject.
4. Persuasive Writing- combines the emotionalism of expressive writing with
the analytical traits of expository writing. It convinces your audiences
emotional attitude toward a topic.
10. Lesson 3
III. Technical Correspondence: Communication Processes
a. Nature of Communication- (verbal and non-verbal) which includes visual-
sight, auditory-hearing, tactile-touch, olfactory-smell and gustatory-taste
b. Elements of Communication- encoding, decoding, sender, receiver, message,
channel, feedback, barriers
c. Models of Communication- Shannon-Weaver, Transaction, and Schramm
Model
11. Lesson 4
IV. Technical Writing on Business Letters:
1. Content/Parts of a Business Letter
a. Return Address Heading g. Complimentary Close
b. Dateline h. Name and Signature
c. Inside Address i. Enclosures
d. Salutation j. Copies
e. Subject Line k. Postscripts
f. Body l. Typist
 2. Letter Formats:
A. A technical correspondence just like business letters usually follow one of
three basic formats:
1. block style,
2. modified block style, or
3. simplified style.
B. Other applicable formats are as follows:
1. indented style closed punctuation;
2. block style standard punctuation and;
3. hanging indented style standard punctuation.
3.
4. Prepared by:
5. Prof. Nicky C. Cardenas
6. Name:________________________________
Date:______________________
7. Section and Schedule:___________________
Prof.:______________________
8.

9. Part I. Paragraph Writing. Instruction: Construct 1 paragraph with 5 - 7 simple

sentences only. Choose one topic from the following: credit cards issues, housing loan issues
or investment scam. Apply the technical writings structure, principles, patterns, and process.
(5 points)
10. ______________________________________________________________________________
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11. Part II. Paragraph-Abstract Analysis. Instruction: Analyze and identify in (1)
sentence only the purpose, method, analysis and application/recommendation of the
paragraph below.
a. Purpose
(1pt):________________________________________________________________________
b. Method(1pt):______________________________________________________________________
___
c. Analysis(1pt):_____________________________________________________________________
____
d. Application/Recommendation (2 points):
12. ______________________________________________________________________________
_____
13. Several researches have revealed that classroom and reading anxieties
impact foreign language learning (Huang, 2012; Al-shboul, et al., 2013; Meja, 2014; Salehi
& Marefat, 2014; Tanielian, 2014; Subai, 2014). In Philippine context, foreign language
classroom and reading anxieties are rarely investigated (Magno, 2010; Sioson, 2011;
Lucas, Milaflores & Go, 2011; Goamari & Lucas, 2013; Barabas, 2013; Cabansag, 2013;
Guimba & Alico, J. 2015). This study then investigated the relationship of classroom and
reading anxieties among Korean college students with a total of 32 respondents. This
study is a descriptive-correlation. It utilized purposive and snowball sampling techniques,
FLCAS by Horwitz, Horwitz & Cope (1986) and FLRAS by Jafarigohar and Behrooznia
(2012). The treatments used were weighted mean, independent T-test with a significance
level of 0.05 and Pearsons Product Moment Correlation Coefficient (r) with gender and age
as variables explored. The semi-structured interview guide by Subai (2014) and audio-
 tape recorder were also utilized. Results revealed that both males and females have
moderate classroom and reading anxiety levels with mean scores=3.11 & 2.78 and 3.10 &
3.04 respectively. T-test revealed that there were no significant differences between
males and females classroom and reading anxiety levels with p-value=0.06 and p-
value=0.79 respectively. Lastly, Pearsons Correlation (r) showed that there was a very
strong positive relationship between males and females classroom and reading anxiety
levels (rs = 0.82). Thus, it was statistically significant (p= 0.30). Moreover, semi-structured
interviews revealed that the factors contributory to foreign language learning anxieties are
grammatical features in reading texts and vocabulary, personal reasons, teachers manner
in the classroom, teaching procedures and materials used in class. Henceforth, this study
recommended that future researchers investigate on areas rarely investigated and related
to assessment needs, classroom foreign language teaching and reading strategies and
academic programs for foreign language classroom and reading anxiety reduction.
14.
15. Part III. Discuss in (3) sentences only the distinction of the other kinds of
writing with the Paragraph-Abstract on part II. (5 points)
16. _____________________________________________________________________________________
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17.
18. Prepared by:
19.Prof. Nicky C. Cardenas