Relevant bibliographies by topics / Technical; report writing; engineering

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Technical; report writing; engineering'

Author: Grafiati
Published: 29 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Technical; report writing; engineering"

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Floyd, R. E. "Technical Report Writing Today—9th Edition." IEEE Transactions on Professional Communication 48, no. 4 (December 2005): 434–35. http://dx.doi.org/10.1109/tpc.2005.859720.

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Bodnar, Cheryl, and Jennifer Kadlowec. "Initial Validation of a Technical Writing Rubric for Engineering Design." International Journal of Engineering Pedagogy (iJEP) 8, no. 1 (February 28, 2018): 81. http://dx.doi.org/10.3991/ijep.v8i1.7728.

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Engineering design serves as the capstone experience of most undergraduate engineering programs. One of the key elements of the engineering design process is the compilation of results obtained into a technical report that can be shared and distributed to interested stakeholders including industry, faculty members and other relevant parties. In an effort to expand the tools available for assessment of engineering design technical reports, this study performed an initial validation of a previously developed Technical Writing rubric. The rubric was evaluated for its reliability to measure the intended construct, inter-rater reliability and external validity in comparison to an existing generalized written communication rubric. It was found that the rubric was reliable with Cronbach’s alpha for all dimensions between 0.817 and 0.976. The inter-rater reliability for the overall instrument was also found to be excellent at 0.85. Finally, it was observed that there were no statistically significant differences observed between the measurements obtained on the Technical Writing rubric in comparison to the more generalized Written Communication Value rubric. This demonstrates that although specific to engineering design environments the Technical Writing rubric was able to measure key constructs associated with written communication practice. This rubric can now serve as one additional tool for assessment of communication skills within engineering capstone design experiences.
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Ali, M. Solaiman, and Dheya Al-Othmany. "How to be an Effective Technical Writer?" International Journal of Engineering Pedagogy (iJEP) 2, no. 3 (July 6, 2012): 4. http://dx.doi.org/10.3991/ijep.v2i3.2094.

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Abstract--This paper has focused on technical writing as a skill for engineers. It has sought to define technical writing and throw light on the content and technique of writing the various components of successful technical reports (for example, articles, papers, or research reports, such as theses and dissertations). Then, it has highlighted other special features and principles of effective technical writing. The material in this paper is divided into seven major parts. Part 1 (Technical writing for engineers) stresses that a successful engineering career requires strong writing skills. Part 2 (How to write the major sections or elements of a report) describes the techniques of writing the abstract, introduction, literature review, procedure/methods & materials, results, discussion, conclusion, and recommendations. Part 3 (Special features of technical writing) brings into focus some of the special features of technical writing such as tables & graphs in the text, graphics in instructions, team writing, ethics (plagiarism), document sources, three citation styles and IEEE reference style. Part 4 (Technical usage) deals with writing abbreviations, initialisms and acronyms, numbers, units of measurement, and equations.Part 5 (Technical style) highlights the imperative writing style and other features of technical writing such as the use of active and passive voices, plain vs. complex syntax, avoiding redundant or superfluous expressions, and vague generalities, using words or expressions with visual impact, the past tense to describe experimental work, the present tense to describe hypotheses, principles, theories and truths, and breaking up the text of the report into short sections. Part 6 (Document specifications) emphasizes the technical writer’s need to conform to such document specifications as word count, format, font, number of words per line of text imposed. Part 7 (Reader-friendly technical writing) suggests choosing the varied writing modes (patterns of organization of information) to suit the technical writing task, checking for technical accuracy and following three levels of editing to help increase the readability of a technical text. Finally, in part 8 (Ethical/legal considerations for the technical writer), the authors suggest ways for the technical writer to overcome ethical/legal dilemmas on the job.
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In-Young Lee. "A Study of Engineering Experimental Report for Effective Technical Writing Education." Journal of Korean Modern Literature ll, no. 40 (February 2010): 551–78. http://dx.doi.org/10.35419/kmlit.2010..40.016.

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Wadood Khan, Abdul. "The Engineers’ Guide to Technical Writing: Insights for Budding Engineers." Advances in Language and Literary Studies 10, no. 4 (August 31, 2019): 80. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.80.

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Engineers, being hands-on experts, need to produce technical documents that are convincing to colleagues, executives, and clients. This study analyzes different technical documents written by engineers and offers instruction on how to approach the task of technical writing. The quantitative part of the study involved gathering statistics on the types of documents most frequently written by engineers and the importance engineers assign to technical writing in their career. The study participants consisted of 60 engineers selected through a snowball sampling method. Data was collected through the use of a questionnaire. The results of the data are presented in frequencies and percentages. An analysis of the data reveals that engineers currently practicing in Saudi Arabia believe writing to be important in their field. In total, 66.7% believe writing to be “very important,” whereas the remaining 33.3% believe it to be “important”; none of the respondents believe writing to be only “slightly important” or “not important.” When asked whether their background education in the engineering field adequately prepared them for writing on the job, only 30 (50%) were confident of their writing abilities following their engineering degrees. The other 30 (50%), although they found their skills in technical writing to be useful, were not confident of its adequacy in the workplace. Given the option of selecting more than one answer, respondents recorded the following frequencies for the type of writing they usually do at work: 40 out of 60 respondents (6.7%) stated that they frequently write interim or progress reports; 30 (50%) stated that they write final or recommendation reports. However, only 10 (16.7%) of the respondents revealed that they often write more focused reports, such laboratory reports. Engineers also write a fair number of non-report documents, including memos, emails, and logbook entries.
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Floyd, R. E. "Technical report writing today, 7th edition [Book Review]." IEEE Transactions on Professional Communication 43, no. 3 (September 2000): 339–40. http://dx.doi.org/10.1109/tpc.2000.867956.

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Riordan, D. G., and S. E. Pauley. "Technical Report Writing Today - 8th ed. [Book Review]." IEEE Transactions on Professional Communication 46, no. 1 (March 2003): 75–76. http://dx.doi.org/10.1109/tpc.2002.808341.

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Wu, Shenghua, Shenghua Zha, Julie Estis, and Xiaojun Li. "Advancing Engineering Students’ Technical Writing Skills by Implementing Team-Based Learning Instructional Modules in an Existing Laboratory Curriculum." Education Sciences 12, no. 8 (July 30, 2022): 520. http://dx.doi.org/10.3390/educsci12080520.

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Technical writing is a crucial skill for engineering students’ effective written communication, which shapes and affects their professional careers. This study designs team-based learning (TBL) instructional modules that are integrated into an existing engineering laboratory curriculum and evaluates their feasibility and effectiveness in improving engineering students’ technical writing skills. The data were collected from structured survey questions distributed to student participants and from the instructor’s independent evaluation of students’ lab reports. The effect of assigning a team leader on students’ writing performances was also evaluated. Our results indicated that students who have received TBL modules perceive a greater improvement in their technical writing skills than those who did not. A strong correlation was found between students’ perception and the instructor’s evaluation of the students’ technical writing skills. Assigning a team leader in TBL instructional modules has not played a significant role in improving engineering students’ technical writing skills. The same happens with gender. Overall, utilization of TBL instructional modules can advance engineering students’ technical writing skills.
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Keating, Terrence, and Mike Long. "Collaborating For Success: Team Teaching The Engineering Technical Thesis." American Journal of Engineering Education (AJEE) 3, no. 1 (March 21, 2012): 19–28. http://dx.doi.org/10.19030/ajee.v3i1.6886.

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This paper will examine the collaborative teaching process undertaken at College of the North Atlantic- Qatar (CNA-Q) by Engineering and the Communication faculties to improve the overall quality of engineering students’ capstone projects known as the Technical Thesis. The Technical Thesis is divided into two separate components: a proposal stage (Tech Thesis 1- investigative) and a technical/presentation stage (Tech Thesis 2 - final written and oral communicative report). It involves a complex blending of experimentation, technical information and data with competent formal technical report writing skills. In an EFL (English as a Foreign Language) environment, this challenge is formidable for students as it involves high technical as well as linguistic competencies. In an effort to gain accreditation from the Canadian Technology Accreditation Board (CTAB), a standing committee of The Canadian Council of Technicians and Technologists (CCTT) which provides national accreditation for over 240 post-secondary engineering technology and applied technology programs in Canada, the School of Engineering realized student results on the Technical Thesis at CNA-Q needed marked improvement. A pilot project, started during the 2008- 2009 academic year, brought engineering faculty from various fields (Chemical Processing, Electrical, Mechanical, Process Automation and Telecommunications) together with writing faculty from the Communications Department to take on the task of improving final Tech Thesis results through co-delivery. Specifically, this paper will examine: the process of developing the collaborative teaching approach at CNA-Q; its perceived value by the stakeholders (faculty and students); the ongoing challenges associated with its delivery; and the overall level of improvement in student performance on the Technical Thesis as a result of the collaboration.
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Casari, Laura E., and Joyce T. Povlacs. "Practices in Technical Writing in Agriculture and Engineering Industries, Firms, and Agencies." Journal of Technical Writing and Communication 18, no. 2 (April 1988): 143–59. http://dx.doi.org/10.2190/v852-1m21-m5lm-h672.

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This article describes a study of written communication on-the-job and reports writing practices found in seventeen agricultural and engineering firms and agencies in the authors' immediate geographical region. Information was gathered by questionnaire and on-site interviews. Data confirmed the importance of writing on-the-job. Our findings demonstrate the importance of context and reveal the variations in types and length of documents, rhetorical genres, and strategies. The study proved useful for designing instructional materials and strategies and for expanding our basic understanding of what on-the-job writing entails.
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Dissertations / Theses on the topic "Technical; report writing; engineering"

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Sloat, Elizabeth A. "Case studies of technical report writing development among student engineers." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28531.

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This research examines factors that either promote or hinder workplace writing among Chemical Engineering students during their study in two Technical Report writing courses. It examines the extent to which a workplace writing environment, which instructors believe they create, is actually enacted in the classroom, and also explores the differences in intended and actual learning outcomes between instructors and students.
A number of qualitative research methods were used to gather data for sixteen student case studies. These methods include taped and transcribed interviews with students and the two course instructors, an analysis of all student reports and course documentation, classroom observations, taped student-professor conferences, and taped responses from both instructors as they evaluated each student report.
Research findings suggest that students learned the required technical report format since everyone passed the course. Findings further suggest, however, that explicit efforts to enact a professional chemical engineering writing environment within this university context were generally unsuccessful. Writing tasks did not reflect an authentic workplace writing situation where writers believed their composing purpose was to communicate with others within their community of Chemical Engineering. Even though attempts were made by instructors to create such an environment, the writing task actually became a school-based exercise where students learned to provide the right textual format in order to meet with both teacher expectations and writing success.
The study concludes that educators must be aware of their real teaching and learning agendas and that these objectives must be conveyed adequately to students. Findings also reinforce the difficulty of enacting authentic workplace writing contexts within academic environments, and ways to achieve this goal are discussed. This research also contributes to evolving theoretical discussions about writing and the teaching of writing.
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Papu, Kholisa Zizipho. "Investigating the effects of using a science writing heuristic approach in first year mechanical engineering laboratory report writing at the Nelson Mandela Metropolitan University." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/3011.

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The extent to which writing can be used to promote learning from laboratory activities has received limited attention in engineering contexts in South Africa. In this study the Science Writing Heuristic (SWH) approach and aspects of academic literacies approach were used to develop laboratory report writing among first year mechanical engineering students. The intervention utilised a modified report writing template for engineering practical sessions which focused on argumentation, conceptual understanding, critical thinking and language literacies. Quantitative and qualitative data were generated via pre-post-analysis of the modified practical report template, Cornell Critical Thinking Test, questionnaires, as well as focus group interviews with students; and individual interviews with staff, on their perceptions of the SWH. The sample (n=56 matched pairs) was divided into three groups through convenience sampling. Group 1 (n=15) utilised an online intervention, Group 2 (n=20) utilised a paper-based intervention and Group 3 (n=21) utilised a standard paper-based laboratory report template. Statistically significant differences with large effect sizes were obtained between group scores from pre- to post-tests in terms of argumentation and language. No differences between the pre-post-test changes in terms of group conceptual scores (n= 91) were found and there was a drop in scores from pre- to post-test in terms of critical thinking (n= 56). Overall, the data indicates that the SWH approach improved students‟ argumentation and language literacies with large effect sizes. Focus group interviews revealed that students believed that the SWH approach made them “think deeper” and that they preferred the intervention (SWH) over the traditional approach. The apparent unawareness of the academics concerned in terms of argument-based inquiry provides a possible answer for their use of assessment strategies focused only on concepts. Focus group interviews revealed that students believed that the SWH approach made them “think deeper” and that they preferred the intervention (SWH) over the traditional approach. The apparent unawareness of the academics concerned in terms of argument-based inquiry provides a possible answer for their use of assessment strategies focused only on concepts.
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Shealy, Angela Lynn. "My Technical Writing Internship at Bluespring Software." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272033311.

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Lea, Billie. "Readability in business and technical writing." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/420.

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Burpo, Melissa. "Report on an Agile Technical Writing Internship at Dovetail Software." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1248887056.

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Warren, Jessica L. "Report on a MTSC Internship at Seapine Software." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1345734453.

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Damschroder, Carrie Marie. "A Technical Communication Internship with a Technical Communication Consulting Company: Write on the Edge, Inc." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1059763908.

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Cheng, Leung Wai-lin Winnie. "An evaluation of a laboratory report writing unit for medical laboratory science students." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626500.

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Cheng, Winnie, and 鄭梁慧蓮. "An evaluation of a laboratory report writing unit for medical laboratory science students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626500.

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Whitson, Donna Marie. "Report on a MTSC Internship at the Warren County Engineer's Office." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1387252453.

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Books on the topic "Technical; report writing; engineering"

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Rice, Walter W. How To Prepare Defense-Related Scientific and Technical Reports. New York: John Wiley & Sons, Ltd., 2007.

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Northey, Margot. Making sense: A student's guide to research and writing : engineering and the technical sciences. 3rd ed. Don Mills, Ont: Oxford University Press, 2009.

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Michaelson, Herbert B. How to write & publish engineering papers and reports. 3rd ed. Phoenix, AZ: Oryx Press, 1990.

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Smith, James G. Report writing for environmental engineers and scientists. Woodsville, N.H: Lakeshore Press, 1996.

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Northey, Margot. Making sense: A student's guide to research and writing : engineering and the technical sciences. 3rd ed. Don Mills, Ont: Oxford University Press, 2009.

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Northey, Margot. Making sense: A student's guide to research and writing : engineering and the technical sciences. 3rd ed. Don Mills, Ont: Oxford University Press, 2009.

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1952-, Jewinski Judi, ed. Making sense: A student's guide to research and writing : engineering and the technical sciences. 3rd ed. Don Mills, Ont: Oxford University Press, 2009.

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Young, Trevor M. Technical writing A-Z: A commonsense guide to engineering reports and theses. New York, N.Y: ASME Press, 2005.

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Engineers, Institution of Electrical. Technical report writing. London: Institution of Electrical Engineers, 1988.

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Emden, Joan Van. Technical report writing. Stevenage: Institution of Electrical Engineers, 1993.

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Book chapters on the topic "Technical; report writing; engineering"

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Svensson, Robert. "Technical Preparations." In From Hacking to Report Writing, 31–48. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2283-6_4.

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Rau, Gerald. "Technical writing." In Writing for Engineering and Science Students, 141–46. New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429425684-14.

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Morse-Fortier, Leonard J. "Report Writing." In Engineering Investigations of Hurricane Damage, 118–25. Reston, VA: American Society of Civil Engineers, 2014. http://dx.doi.org/10.1061/9780784413715.ch09.

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Ulrich, Gael D. "Write a Good Technical Report." In Writing and Speaking in the Technology Professions, 49–54. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119134633.ch10.

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Hering†, Lutz, and Heike Hering. "Writing and creating the Technical Report." In How to Write Technical Reports, 29–199. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-69929-3_3.

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Hering, Heike. "Writing and Creating the Technical Report." In How to Write Technical Reports, 33–158. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-58107-0_3.

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Deb, Dipankar, Rajeeb Dey, and Valentina E. Balas. "Technical Writing and Publishing." In Engineering Research Methodology, 49–66. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2947-0_6.

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Andeweg, Bas A., Erika R. Hoekstra, Jaap C. De Jong, and Sabine Kunst. "Hypertext Adventures: Computer-assisted Teaching of Technical Report Writing in Delft." In Computers and Writing, 139–53. Dordrecht: Springer Netherlands, 1992. http://dx.doi.org/10.1007/978-94-011-2674-8_11.

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Rau, Gerald. "Academic and technical presentations." In Writing for Engineering and Science Students, 152–62. New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429425684-16.

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Hering†, Lutz, and Heike Hering. "Useful behavior for working on your project and writing the Technical Report." In How to Write Technical Reports, 201–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-69929-3_4.

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Conference papers on the topic "Technical; report writing; engineering"

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Lam, Sang. "Learning and Assessment by Technical Report Writing on Engineering Products of Photonics & Optoelectronics." In 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2022. http://dx.doi.org/10.1109/tale54877.2022.00046.

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Todd, Beth A., Luke Niiler, Marcus Brown, Prateek Bahri, Virginia Tamondong, David M. Beams, Joan Barth, Garry Warren, Kenneth R. Swinney, and David W. Cordes. "Beta Testing a Web-Based Writing Coach." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-88296.

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“The Coach” is a web-based tool developed to guide students through the technical writing process. It provides instruction about form as well as critique of different aspects of the students’ writing. It goes beyond the Microsoft word spell check and grammar check. It gives feedback about writing complexity and appropriateness for different word choices in a technical document. It also gives background about the appropriate contents for technical writing in addition to example documents. The latter is extremely important for the novice writer who may not have much experience in working with technical reports. The initial document type in “The Coach” is a lab report. If the lab report can be developed into the web-based tool, other forms will be more easily implemented. In addition to developing the website, the development team is preparing a document and a video for a professor to use to instruct students on the use of “The Coach.” The instructional materials and “The Coach” were beta tested with a freshman engineering class. A baseline writing sample was collected before the introduction of “The Coach.” Students in some sections were instructed in use of “The Coach,” and other sections were controls. Additional beta testing is ongoing.
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Epaminonda, Epaminondas, Charalambos Christou, and Apostolia Michael. "Language Expression Technicality in Technical Report Writing for Technology Major Non-Native Students." In 2019 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2019. http://dx.doi.org/10.1109/educon.2019.8725283.

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Shimek, Gary, and Subha Kumpaty. "Viable and Sustainable Measures of Meeting Student Outcomes Related to Communication in Graduate Capstone Projects and Specialty Papers." In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-90077.

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Abstract The Master of Science in Engineering program at Milwaukee School of Engineering has had its share of curriculum changes based on feedback from various stakeholders and annual assessment of the program leading to continuous improvement. One of the student outcomes is to have demonstrated an ability to integrate and analyze information in a chosen specialty in the form of scholarly work, either as an independent specialty paper or as an independent engineering project. And another outcome that follows is to have the ability to effectively present and communicate technical concepts, both orally and in writing. Even with all the engineering skills developed through discipline-specific coursework, these two outcomes were still quite a challenge to numerous students. While the program director takes measures to connect students with the appropriate advisor and even assists in technical content, the program needed and implemented the constant presence of a non-technical person as a member of the committee to improve communication of students through all stages of proposal writing, progress report and final report. We had tried one class of technical writing as a separate entity for students to take before they embarked on a capstone project, but the effectiveness varied as the principles had to be personally applied by the graduate student for the individual project. With the new approach, the student’s resources have grown, the project path has been made seamless, the effectiveness of working on the technical content and report writing in tandem right from the literature search and proposal development has resulted. The historic development of the current approach, including an overview of program educational objectives and student outcomes, is presented. The paper also showcases the results in terms of publications by the students who have grown in confidence in writing skills. This paper aims at enabling informed discussion for engineering graduate programs across the United States seeking to aid their students in this critical area of communication.
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Pflueger, Ruth, Jonathan Meckley, Robert Weissbach, and Corinne Renguette. "Training Writing Tutors to Improve Their Support for Engineering Students’ Technical Reports." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028674.

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Frise, Peter R. "Systems Engineering Design Projects in Freshmen Engineering Courses." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/dtm-8784.

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Abstract The first year of most engineering programs: does not normally include much material in engineering practice or design, nor are professionalism, human factors or the concept of an engineering system solution to design problems emphasized. This lack of engineering content has been found to be a factor in the relatively high failure rate in the first year due to students not becoming interested in, and energized by, their studies. The author has developed a number of open-ended design problems which have been successful in teaching the engineering method to freshmen students while at the same time not over-taxing their relatively undeveloped engineering analysis skills. The projects are described and examples are available upon request from the author to allow interested readers to use them in their own programs. The other benefit of these projects has been in identifying students who have difficulty with written communications. Using the design project reports as a diagnostic tool we have been able to refer these students to assistance with their writing skills from the on-campus writing tutorial service.
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Schonning, Alexandra. "Biomechanical Applications of Computers in Engineering Education." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34400.

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This paper discusses integration of biomechanical research in the undergraduate mechanical engineering curriculum. The projects presented emphasize the use of computers and computer-aided engineering software. Two different projects are discussed. The first project involves generation of three-dimensional computer models of the bones of the lower limb, and the second project the generation of three-dimensional computer models of the shoulder to be used in developing an implant. Through these projects the students learned specialized computer-aided engineering software tools and also enhanced their communication skills through technical report writing and presenting a paper at a conference.
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Carreres, Marcos, Luis Miguel Garcia-Cuevas, Pedro Marti-Aldaravi, and Roberto Navarro. "Improving the effective communication soft skill in higher education engineering studies: an experience through written reports." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10128.

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With the new paradigm of higher education, courses syllabus are not only addressed to develop the knowledge in some specific contents, but also to let the student acquire a set of the so-called transversal competences or soft skills. Amongst these, the ability of the students to communicate in an effective manner is a soft skill that will present a key role in the future careers of the students. In this paper, the experience in two courses of the Aerospace Engineering Bachelor Degree working on the effective communication through written technical reports is presented. Different enhancements have been introduced over the years, including specific sessions to present best practices for written reports, assessment using rubrics or intermediate deliveries to provide feedback to the students before they deliver the final report. The analyzed courses belong to consecutive years and are taught in both Spanish and English, which provides a wide view for understanding the impact of each feature. With the current configuration, significant improvement in the students written reports readability is obtained. Their works are more rigorous in terms of writing and format. Nevertheless, the effect of these new features on the technical content of the reports is slight. Overall, the content is transmitted by the students in a more effective manner.
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Seipp, Trevor, and Mark Stonehouse. "Writing and Reviewing FEA Reports Supporting ASME Section VIII, Division 1 and 2 Designs: Practical Considerations and Recommended Good Practice." In ASME 2014 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/pvp2014-28958.

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Finite element analysis (FEA) is used, with increasing frequency, to supplement or justify the design of an ASME Section VIII, Division 1 or 2 pressure vessel. When this occurs, good engineering practice indicates that a competent engineer should review the finite element analysis report. In some jurisdictions, it is required that a Professional Engineer review and certify the report. This paper discusses some of the practical aspects of both writing and reviewing a good quality FEA report — both in the context of the technical perspective and in the context of Code compliance. This paper will serve as a practical assistant to an engineer reviewing an FEA report, as well as a guide to an engineer preparing an FEA report. Aspects such as properly following Code requirements, following appropriate Design By Analysis methodologies, and applying good design practices will be discussed.
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10

Catana, Elisabeta simona. "ENHANCING THE ENGINEERING STUDENTS' ACADEMIC WRITING SKILLS IN ENGLISH THROUGH E-LEARNING INCENTIVES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-210.

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In the Age of fierce competition in the job market for companies and multinationals, engineering students do not only have to demonstrate their specialised knowledge of the field they will work in, but should also enhance and exhibit their oral and written communication skills, their fluency and accuracy in an international language of communication such as English. That is why this paper will focus on the importance of e-learning for developing the engineering students’ academic writing skills in the English language courses and seminars in a technical university. The paper evinces the necessity of raising the engineering students’ awareness of the fact that academic writing competence must be attached special importance to for their future career in a company office or in an academic and research environment. The paper will enlarge upon: 1) the importance of e-learning tasks for developing the engineering students’ academic writing skills in English and 2) the students’ perspective on the importance of e-learning and traditional learning for enhancing their academic writing skills in English. We will show that by allowing enough time in the English language seminars for insisting on academic writing rules and by encouraging e-learning, we will enable the engineering students to write accurate academic documents and work-related documents in English. Working in a company office requires knowledge of writing documents such as reports, memos, different types of letters in a formal style. That is why this paper shows that the English language courses and seminars in a technical university should focus on accomplishing the following objectives: 1) teaching the students how to structure such documents, what language structures to use and not to use, what written communication strategies to approach to enable them to become good communicators in academic writing; 2) promoting e-learning tasks for developing their academic writing skills in English; 3) encouraging the students to write essays, reports, memos and letters in a formal, academic style and giving them appropriate feedback for improving their work; 4) assessing the students’ academic writing skills in the mid-term and final exams based on e-learning tasks. E-learning incentives will contribute to the students’ successful academic writing.
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Reports on the topic "Technical; report writing; engineering"

1

Boblenz, J. N., and A. A. Calhoun. Technical Report Writing Style Manual. Revision Number 2. Fort Belvoir, VA: Defense Technical Information Center, July 1985. http://dx.doi.org/10.21236/ada159694.

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2

Kerrick, Sharon S., and Charles D. Vincent. Final Technical Report; NUCLEAR ENGINEERING RECRUITMENT EFFORT. Office of Scientific and Technical Information (OSTI), July 2007. http://dx.doi.org/10.2172/909348.

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3

Lewis, D., D. Graziano, J. F. Miller, and G. Vandegrift. 2003 Chemical Engineering Division annual technical report. Office of Scientific and Technical Information (OSTI), April 2004. http://dx.doi.org/10.2172/823332.

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4

Resasco, Daniel E. Final Technical Report- Center for Interfacial Reaction Engineering. Office of Scientific and Technical Information (OSTI), October 2017. http://dx.doi.org/10.2172/1408909.

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5

Woods, W. K. 100 areas technical activities report - engineering, May, 1948. Office of Scientific and Technical Information (OSTI), June 1994. http://dx.doi.org/10.2172/10185538.

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6

Lehman, Peter A., Eileen Cashman, Timothy Lipman, and Richard A. Engel. Final Technical Report: Hydrogen Energy in Engineering Education (H2E3). Office of Scientific and Technical Information (OSTI), September 2011. http://dx.doi.org/10.2172/1033103.

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7

NASH, CHARLES. Phase I Technical Report for the Engineering of Monosodium Titanate. Office of Scientific and Technical Information (OSTI), July 2004. http://dx.doi.org/10.2172/835583.

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8

Author, Not Given. Energy Technology Engineering Center (ETEC). Annual technical progress report, January-December 1984. Office of Scientific and Technical Information (OSTI), June 1985. http://dx.doi.org/10.2172/711946.

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Author, Not Given. Energy Technology Engineering Center (ETEC) annual technical progress report, January-December 1985. Office of Scientific and Technical Information (OSTI), April 1986. http://dx.doi.org/10.2172/711948.

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10

Author, Not Given. Energy Technology Engineering Center (ETEC): Annual technical progress report, January-December 1986. Office of Scientific and Technical Information (OSTI), April 1987. http://dx.doi.org/10.2172/713633.

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