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Writing for

Engineering
SUMMARY
Week 1
Session 1
1
Introductions

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ELECTIVES for the Undergraduate Program 2020.1

1. ENGLISH FOR BUSINESS


2. WRITING FOR BUSINESS
3. ENGLISH FOR ENGINEERING
4. WRITING FOR ENGINEERING
5. ENGLISH FOR HOSPITALITY & TOURISM
6. ADVANCED READING & WRITING
7. ADVANCED LISTENING & SPEAKING
8. INTRODUCTION TO AMERICAN LITERATURE
9. INTRODUCTION TO BRITISH LITERATURE
Materials for class use.
1. A copybook, pen, pencil, eraser or liquid paper, a
small bar of glue.
2. Virtual Campus Weekly Material
• PPT week summary
• Language links for language practice
• Video for language and / or content - further
practice and / or information.
• A worksheet & key.

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What do you usually write in the
engineering field?
a) Is it the same to write in English than in Spanish?
b) Is it the same to write an email or a text message
to a friend than to write a lab report?
c) Is it easy for a Spanish speaker to write in
English?

Watch a video clip. Professor Christine Nummery


from Leiden University (The Netherlands) gives us
some suggestions. Take notes on the six tips she
presents.

Source: Nummery, C. (2012, March 19). Scientific Research – When English is not
your first language. [Video file]. Retrieved August 07, 2017, from https://
www.youtube.com/watch?v=C_atMcxpaJ8 5
Answers:
1. Read in English
2. Look at English films
3. Read news and views section of journals
4. Present in English as much as you can.
5. Talk to foreigners.
6. Do a course in an English speaking country

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Learning Outcomes
Week 1 - Session 1
Students identify the four types of sentences, simple,
compound, complex and compound complex; and use them
appropriately to write statements related to their field of study.
Also, they will differentiate and use countable and uncountable
nouns.

• Identify and understand the principles of scientific / academic


writing.
• Understand the purpose of writing and writing style in academic
writing.
• Identify and write simple, compound and complex sentences in
English.
• Contrast the use of countable and uncountable nouns.
Professional learning outcome: Writing in the technical field is an important skill since
you will have to report on new developments, incidents and improvements in your
profesional life. Knowing different ways to link your ideas will help you write logically.

Virtual Campus Further Practice Material: Power Point Presentation summary +


weblinks for language use + worksheet and key.

References:
Glasman – Deal H. ( 2013) Science Research Writing. UK. London. Imperial College
Press.
What is Academic Writing?

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How much do you know about
ACADEMIC WRITING?
1. Look at the quiz, read the questions and choose
the answers. (2 min)
2. Discuss your answers with your partners. (3 min)

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FOR DISCUSSION
What does ACADEMIC
What is WRITING involve?
its purpose?

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The purpose of academic writing.
WHY do we write in the scientific field?

Source: Day, R. and N. Sakaduski (2011) Scientific English. A Guide for Scientists 13
and Other Professionals. USA. Greenwood.
Match the type of sentence to its example.
Types of sentences
a) The engineer identified the
1. Simple problem in the bridge, but he
sentence found it difficult to solve.

b) Although the workers located


2. Compound the problem in the bridge, they
sentence found it difficult to repair; in fact,
they determined to rebuild it.

3. Complex
c) Our contractor has built a
sentence
supporting wall.

4. Compound - d) When the temperature


complex sentence decreases, less activity is
observed.
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Types of sentences

1. Simple sentence

• It is used to make an unqualified observation.


• A simple sentence contains a subject and a verb.
• It expresses a single complete thought that can stand
on its own.

Our contractor has built a supporting wall.

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Types of sentences
2. Compound sentence

• It is used to make two or more unqualified observations, often in


comparison or contrast.
• It has two independent clauses. An independent clause is a part of
a sentence that can stand alone because it contains a subject and
a verb and expresses a complete thought.
• Basically, a compound contains two simple sentences.
• These independent clauses are joined by a conjunction (for, and,
nor, but, or, yet, so).

The engineer identified the problem in the bridge, but he


found it difficult to solve.

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Types of sentences
3. Complex sentence

• It adds a qualification or subordinate idea to an observation.


• A complex sentence is an independent clause joined by one or
more dependent clauses. A dependent clause either lacks a
subject or a verb or has both a subject and a verb that does not
express a complete thought.
• A complex sentence always has a subordinator (as, because,
since, after, although, when) or relative pronouns (who, that,
which).

When the temperature decreases, less activity is


observed.

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Types of sentences
4. Compound - Complex Sentence

• It presents two primary observations, one or both of


which are qualified.
• COMPOUND-COMPLEX sentences contain at least one
dependent clause and more than one independent clause. The
clauses are connected by both conjunctions (i.e., but, so, and,
etc.) and subordinators (i.e., who, because, although, etc.)

Although the workers located the problem in the bridge,


they found it difficult to repair; in fact, they determined to
rebuild it.

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Identify the types of sentences

1. The company had an excellent year, so they gave everyone


a bonus.

2. The report which Tom complied was presented to the


board, but it was rejected because it was too complex.

3. The lecture finished at 3 pm.

4. The engineer who built the bridge in Cusco was rewarded a


prize by the Mayor of the city.

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Identify the type of sentences.

Source: Shoebottom, P. (n.d.). Sentence type


identification quiz. Retrieved August 11,
2017, from http://
esl.fis.edu/grammar/multi/satzType.htm

Now complete the following

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Class activity

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What is the WORD?

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Let’s analyse these sentences:

1. Tools must be stored in a safe place after use.

2. The engineers in the production department regularly


assess the accuracy of the finished goods.

A. Can you identify the nouns in these sentences?


B. Which nouns are countable and uncountable?

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NOUNS

COUNTABLE UNCOUNTABLE

SINGULAR PLURAL SINGULAR

component components dust


cycle cycles environment
factory factories friction

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NOTE:
• 1. A small number of uncountable look plural,
but take a singular verb:

• Electronics (electronics) hydraulics (energy)

Example:

Hydraulics is a branch of science that deals with practical


applications (like the transmission of energy or the
effects of flow) of liquid (like water) in motions.

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Look at the following sentences from the
field of textiles which contrast countable
and uncountable nouns:

We produce our cloth by knotting natural fibres. This cloth


is then used in the manufacture of a range of clothes,
mainly menswear. Our products include jackets and
trousers. This jacket has been produced using our latest
equipment which streamlines the sewing and final
pressing of the garment.

Source: Brieger, N & Pohl, A. (2007) Technical English Vocabulary and Grammar .
Summertown Publishing 27
EXERCISE: In each of the numbered lines below there is a
mistake. Underline the mistake and write the correct correction.

1 The weather affects the cloths that people choose to wear. In a

2 warm dry climate, a man may choose a pair of short and a short-

3 sleeved shirt made of cottons while a woman may prefer a thin

4 dress. In colder climates a thick jumper and a warm trousers

5 would be more suitable and out of doors, a coat, scarf and glove
are necessary.

Source: Brieger, N & Pohl, A. (2007) Technical English Vocabulary


and Drammar . Summertown Publishing 28
Writing for
Engineering

Week 1
Session 2

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Learning Outcomes
Week 1 - Session 2
Students will apply appropriate language to compare items as well as
write coherent sentences showing correct parallelism. Also, they will
outline collaboratively a given paragraph.

• Use specific comparative forms to express similarities and differences.


• Identify and use verb phrases in context
• Identify and use parallelism and coherence in a text.
• Identify and use correctly subject verb agreement in context.
• Identify the structure of a paragraph.
• Unscramble a paragraph.
• Fill in an outline for a paragraph.

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Professional learning outcome: Writing in the technical file must be clear and concise.
Therefore, you need to use the right language to achieve this. Good paragraphs
organisation will assure coherence and unity.

Virtual Campus Further Practice Material: Power Point Presentation summary +


weblinks for language use + worksheet and key.

References:
Bailey, S. (2011) Academic Writing. A handbook for International Students . USA.
Routledge
Day, R. and N. Sakaduski (2011) Scientific English. A Guide for Scientists and Other
Professionals. USA. Greenwood.
https://owl.english.purdue.edu/exercises/5/13/34 last retrieved 07/03/17.
http://cup.hwatai.com.tw/upload/Sample%20Pages.pdf last retrieved 07/03/17
Source: Brieger, N & Pohl, A. (2007) Technical English Vocabulary and Drammar .
Summertown Publishing
Let’s analyse these sentences.
A. Working in a factory is more dangerous than working in
a chemical laboratory.
B. There is a higher risk of accidents in a factory than in a
chemical laboratory.
C. Building a bridge is as difficult as building a mall.
D. A bipolar transistor is the most common form of
transistor.
E. A bit is the smallest unit of binary data.

1. What do these sentences show?


2. How are comparatives and superlatives formed?

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Self-assessment

• Take a piece of paper and write the comparative


and superlative forms of these adjectives:
ADJECTIVE COMPARATIVE SUPERLATIVE
accurate
pure
resistant
hard
heavy
thin
far
impractical
bad
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Five of these sentences below contain a
mistake. Find the mistake and correct it.
1. This silk fabric is the best quality we produce.
2. Following the fire, many more people have been affected by
smoke as we had originally thought.
3. Pollution of the ground is most serious in area A than in area B.
4. Please wear ear protection because it is noisier here than in the
other areas.
5. The locked cabinet contains some of most poisonous chemicals
there are.
6. That was the loudest explosion I have ever heard.
7. These chemicals should be kept in good containers than these.
8. Sending the goods by air is certainly the most quick but also the
most expensive.
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Parallelism
in a paragraph

PARALLELISM is the logical organization of


sentences that defines the essence of
grammar.

Source: Bailey, S. (2011) Academic Writing. A handbook for


International Students . USA. Routledge
Parallel structure or
Parallelism

https://www.youtube.com/watch?v=qvDNvS2M3QA
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In pairs, look at these sentences
and identify what is
a) Aluminum is light, ductile and has strength.

b) The results of the experiment suggests the


material
• absorbs enough water to be used in
construction.
• the use of this material can definitely impact
the industry.
• hardens faster than we thought.
Source: Day, R. and N. Sakaduski (2011) Scientific English. A Guide for Scientists 37
and Other Professionals. USA. Greenwood.
Now, you try…

1. The board of Education wants students to take


more required courses and passing / pass them
before they earn a diploma.
2. The board last night approved requirements
beginning Freshman year extending / extend
through the senior year.
3. The requirement include four years of English, two
years of science and mathematics and three /
three years of foreign language.

Source: Day, R. and N. Sakaduski (2011) Scientific English. A Guide for Scientists 38
and Other Professionals. USA. Greenwood.
Now, you try…

4. Too many graduate find they cannot read well,


write properly or logically think / think logically,
board members felt.
5. They agreed it is easier to prepare / preparing
students in high school than to have them spend
money to take remedial college courses.
6. The majority agreed the proposal will require
smaller classes, better teacher training and money /
more money.

Source: Day, R. and N. Sakaduski (2011) Scientific English. A Guide for Scientists 39
and Other Professionals. USA. Greenwood.
Agreement of subjects and
verbs
• She (design) – she designs
• They (run) – they run

• A series of experiments was / were


performed.
• The number of experiments was / were
smaller than before.

Source: Day, R. and N. Sakaduski (2011) Scientific English. A Guide for Scientists 40
and Other Professionals. USA. Greenwood.
Let´s practice.
Exercise : Subject and Verb Agreement Exercise

Choose the correct form of the verb that agrees with the subject.
1. Annie and her colleagues (is, are) in the office.
2. Either my boss or my team leader (is, are) coming to the meeting.
3. The trucks or the bulldozers (is, are) outside.
4. Either my boots or your uniform (is, are) always on the floor.
5. George and Tamara (doesn't, don't) want to work on holidays.
6. Benito (doesn't, don't) know the answer.
7. One of my colleagues (is, are) going on an expedition to the mountains.
8. The man who designed that bridge (live, lives) on my street.
9. The conference, including all the workshops, (take, takes) about six
hours.
10. The workers, as well as the engineer, (want, wants) to build a new
road to connect those two cities.

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What is a PARAGRAPH?

Source: Writing a paragraph (n.d) in (pp. 1 to 8) Cambridge.org retrieved


03/17/2017 from http://cup.hwatai.com.tw/upload/Sample%20Pages.pdf

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Source: Writing a paragraph (n.d) in (pp. 1 to 8) Cambridge.org retrieved
03/17/2017 from http://cup.hwatai.com.tw/upload/Sample%20Pages.pdf

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What do you know
about GOLD?

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OUTLINING A PARAGRAPH
I. TOPIC SENTENCE:

A. SUPPORTING IDEA 1:

1.
2.

B. SUPPORTING IDEA 2:

1.
2.
II. CONCLUDING SENTENCE:
What do you understand by soft-skills?

What soft-skills do you think engineers


should develop?

https://www.youtube.com/watch?v=9nBgcoZBuiQ

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REFLECT ON YOUR OWN PARAGRAPH
Self-Assessment
Yes No
Does the paragraph have a topic sentence with a clear controlling
idea?
Are there three supporting sentences to explain the topic sentence?

Are the supporting sentences supported with clear details (e.g.:


examples or explanations?
Are transition words used appropriately?

Does the paragraph contain simple, compound and complex


sentences?
Did you check the essay for punctuation, spelling, and grammar?

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