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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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Abdel-Aziz, Marwa Mohammad. "Enhancing English Technical Report Writing for Engineering Students through a Constructivist-Based Program Using Docear Software." بحوث فى تدريس اللغات 25, no. 25 (October 1, 2023): 258–97. http://dx.doi.org/10.21608/ssl.2023.336631.
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Wiederkehr, Ruth, and Marie-Thérèse Rudolf von Rohr. "Technical writing as part of project management for engineers: using a writing-process approach to teach disciplinary writing requirements." Journal of Academic Writing 10, no. 1 (December 18, 2020): 136–45. http://dx.doi.org/10.18552/joaw.v10i1.599.
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This article focuses on how formative feedback can be used to help engineering students write precise and coherent management summaries that appeal to a mixed audience. Management summaries are especially challenging to master as students must strive for a balance between adhering to scientific standards and being intelligible for a wider non-expert readership. Students of Energy and Environmental Technology at the school of engineering (FHNW) in Switzerland write a total of six technical reports about their project work (mostly in German). By analysing two management summaries, the focus is laid on the lecturers’ approach of relying on formative feedback which supports and accompanies the students’ iterative writing processes. It is shown how in early semesters lecturers provide hands-on guidance, such as suggesting discourse markers or pinpointing vague references to sharpen students’ awareness of the need to write as concisely as possible for mixed audiences.
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Woodfield, H. "Technical Writing A-Z: A Commonsense Guide to Engineering Reports and Theses." Proceedings of the Institution of Mechanical Engineers, Part G: Journal of Aerospace Engineering 221, no. 2 (February 2007): 311. http://dx.doi.org/10.1177/095441000722100203.
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Brown, Vincent J. "Facing Multiple Audiences in Engineering and R&D Writing: The Social Contexts of a Technical Report." Journal of Technical Writing and Communication 24, no. 1 (January 1994): 67–75. http://dx.doi.org/10.2190/75vb-kwex-turf-h8a4.
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The customary approach to classifying multiple audiences for written discourse is to recognize primary, secondary, and immediate audiences, and, in some cases, gatekeeping audiences. Based on findings from an ethnographic case study of engineering authors in an R&D setting, this article suggests that authors should also attend to watchdog audiences as they write. A watchdog audience pays close attention to the written transaction between the author and the primary audience. Authors must direct their discourse toward the primary audience, but they must also keep the motives and purposes of the watchdog audience in mind as they write and revise. The watchdog audience in my case study, while it had no direct leverage or other organizational power over the authors, still influenced the authors extensively as they revised their text. Evidence indicates that, beyond the apparent and traditional sources of power, there are more contextual, hidden, socially mediated power relationships equally capable of shaping written discourse.
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Li, Na, Ping Jiang, Cuihong Li, and Wei Wang. "College Teaching Innovation from the Perspective of Sustainable Development: The Construction and Twelve-Year Practice of the 2P3E4R System." Sustainability 14, no. 12 (June 10, 2022): 7130. http://dx.doi.org/10.3390/su14127130.
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It is imperative to construct high-level, innovative and challenging courses in the teaching of colleges and universities. It is also of great significance to explore innovative teaching methods for improving students’ learning effect. In this paper, the course “Civil Engineering Construction” of a civil engineering major is taken as a reform example. In this teaching-innovation mode, guided by students’ moral education and students’ achievements, and the course platform is built in order to achieve the education concept of sustainable development and cultivate applied talents who can solve complex problems in civil engineering. In teaching practice, “Dual Platforms”, which combines course teaching platform and virtual simulation platform, is built mainly to expand the learning approaches. The “Three Educations” mode, which combines on-site education, classroom education, and mental health education, is established to improve the comprehensive quality of students. Comprehensive academic evaluation is carried out through “Four Reports”, including an open assignment report, special technical study report, BIM (building information modeling) technical work report, and final comprehensive written test report. Through studying this course, students not only master the knowledge of civil engineering construction, but also acquire knowledge-innovation ability, such as thesis publication, patent writing, discipline competition, and cultivating the craftsman spirit and social responsibility to abide by professional ethics in future work. This teaching innovation mode has been implemented for 12 years and achieved excellent results in cultivating students’ intelligent ability for sustainable development. It has been promoted in 14 courses, and has certain reference significance for engineering-course teaching.
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Bappah, Abubakar Sadiq, and Babangida Ibrahim Yarima. "Proficiency in technical report writing skills among the Bachelor of Engineering and Bachelor of Technology streams in Nigeria." QScience Proceedings 2015, no. 4 (June 2015): 56. http://dx.doi.org/10.5339/qproc.2015.elc2014.56.
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Selwyn, Rebecca, and Irene Renaud-Assemat. "Developing technical report writing skills in first and second year engineering students: a case study using self-reflection." Higher Education Pedagogies 5, no. 1 (January 1, 2020): 19–29. http://dx.doi.org/10.1080/23752696.2019.1710550.
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Russell, Katie C., Sheldon Jeter, and Colin MacDougall. "COMMUNICATION SKILLS AND REPORT WRITING FOR BUILDING SCIENTISTS." Journal of Green Building 19, no. 2 (March 28, 2024): i—170. http://dx.doi.org/10.3992/jgb.19.2.i.
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ABSTRACT Communication Skills and Report Writing for Building Scientists addresses the primary questions of inexperienced technical writers: “How should my report be written?” and “How do I present my work in style, format, data presentation and illustration program?” An undergraduate research report is given as an example of good report writing and key elements of the report are highlighted for student learning. This concise handbook also covers writing to land a job or applying to graduate school, and a step-by-step guide is provided on how to successfully navigate the job search or graduate school application process. Several sample resumes are provided as well as effective means to communicate with prospective employers or graduate programs of interest. The last section of this guide covers writing on the job and speaks to the kinds of tasks students face when they make the transition from classroom reporting to workplace communication, where problems are often open-ended and audiences cannot be assumed to be building science professionals. Instruction is also given to students on how to use the library as a research tool and how to master various virtual communication platforms: Zoom, Microsoft Teams and LinkedIn.
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Conrad, Susan. "The Use of Passives and Impersonal Style in Civil Engineering Writing." Journal of Business and Technical Communication 32, no. 1 (September 22, 2017): 38–76. http://dx.doi.org/10.1177/1050651917729864.
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Claims abound about passives and the impersonal style they create. Few studies, however, check the claims with a large, systematic analysis of texts from either academia or industry. Motivated by the need to teach effective workplace writing skills to undergraduate engineering students, this study investigates the use of passives and associated impersonal style features in 170 practitioner reports, journal articles, and student reports from civil engineering. Using multidimensional analysis (a technique from corpus linguistics) and interviews of practitioners, students, and faculty, the study found that, as expected, engineering texts, compared to nontechnical texts, have a frequent use of impersonal style features; however, they use passives for a wider range of functions than is typically described in technical writing literature. Furthermore, compared to the journal articles and student reports, the practitioner reports use significantly fewer features of impersonal style. The findings inform teaching materials that present a more realistically complex picture of the language structures and functions important for civil engineering practice.
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Birhan, Amare Tesfie. "Effects of using corpus-based instruction on students’ critical thinking skills and perceptions in academic writing classes." JALT CALL Journal 19, no. 2 (2023): 197–215. http://dx.doi.org/10.29140/jaltcall.v19n2.1040.
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This study aimed at examining the effects of corpus-based instruction on students’ critical skills in academic writing classes. It also endeavored to investigate the students’ perceptions towards corpus-based instruction. To conduct the research, a pretest-posttest quasi-experimental research design was employed. A total of 77 mechanical engineering students who took technical report writing course were selected using multi-stage sampling techniques. The data gathering instruments were academic writing tests, textual analyses, questionnaire, and semi-structured interviews. Independent and paired sample t-tests and thematic analyses were employed to analyze the data. Hence, the results indicated that the students who were instructed their academic writing skills through corpus-based instruction improved their critical thinking skills better than their counterparts who were instructed through the conventional instructional approach. Particularly, students who were instructed through corpus-based instruction employed appropriate lexical bundles and metadiscourse devices to express their argument and persuade their readers than the comparison group. Additionally, the data confirmed that students’ reacted positively towards the corpus-based instruction. Consequently, this research calls for EFL instructors to consider authentic linguistic features to enhance their students’ critical thinking skills in academic writing skills classes.
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Zulfahmi, Muhammad Riko Yohansyah, and Absharini Kardena. "Towards Technical Fluency: Assessing the English Language Needs of Mechanical Engineering Students in a University ESP Context." Jurnal Pendidikan, Sains Dan Teknologi 3, no. 2 (May 1, 2024): 248–53. http://dx.doi.org/10.47233/jpst.v3i2.1627.
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This study investigates the English language needs of Mechanical Engineering students in a university ESP class. Through a questionnaire distributed to 21 students, the findings reveal that 81% recognize the crucial role of English proficiency in their academic and professional pursuits. Specific language skills such as vocabulary and grammar practice are considered important, emphasizing the overall significance of language proficiency. The research underscores the importance of reading tasks, with technical documents, textbooks, and instructions deemed essential. However, a lack of emphasis on oral communication skills is evident, as tasks related to speaking are generally considered non-essential by the majority of students. While specific listening skills in certain contexts are valued, the study also points to a need for curriculum development in oral communication. Writing tasks, particularly SOPs and technical reports, are highly valued, but other forms of writing receive less emphasis. The study provides valuable insights into the linguistic needs of Mechanical Engineering students, offering guidance for curriculum development and instructional strategies to enhance their language skills for academic and professional success.
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Niemelä, Hanna, and Johanna Naukkarinen. "On the Rocky Road to Academia: Stumbling Blocks for Finnish Engineering Students with English as a Second Language." International Journal of Engineering Pedagogy (iJEP) 10, no. 6 (December 8, 2020): 36. http://dx.doi.org/10.3991/ijep.v10i6.14559.
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Communication skills, especially academic writing skills in English, are vital for a successful career in the global scientific community. Finnish engineering students, however, seem to encounter problems when preparing their scientific publications in English as a second language (ESL) for international forums. Thus, these skills should be enhanced at all levels of academic education to promote students’ development as experts in their field. The paper describes challenges faced by engineering students in academic writing and seeks solutions to promote students’ learning process. In addition to communication issues, the paper enlightens the environment and conditions in which the engineering students operate. By an interpretive study, the paper examines texts written by Finnish engineering students. The qualitative textual analysis is based on Systemic Functional Linguistics. Further, the paper discusses learning of academic writing from the perspective of situated learning. Based on the textual analysis, the paper identifies challenges and problems in academic writing, namely unfamiliarity with publication practices, grammar and terminology problems, unawareness of academic discourse strategies, such as hedging and the use of cohesive devices, and challenges with handling feedback. To enhance students’ competences in academic communication within their discipline, guidance and training of communication skills should be integrated into relevant technical and academic contexts throughout the engineering studies. Thus, in addition to thesis writing, argumentation and writing skills and the use of databases can be enhanced for instance by writing course reports in the form of academic papers. Individual consultation also plays a key role in the situated learning process.
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Harran, Marcelle, and Howard William Theunissen. "Navigating the engineering literacy divide: design report collaboration practice realities." Journal of Engineering, Design and Technology 17, no. 1 (February 4, 2019): 77–101. http://dx.doi.org/10.1108/jedt-07-2018-0112.
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PurposeIn 2004, the Council for Higher Education (CHE) required a curriculum responsiveness to the teaching and learning of literacies at the programme level, which needed to be addressed across all disciplines. This study aims to describe a situated higher education (HE) collaboration project between mechanical engineering and the Department of Applied Language Studies (DALS) at Nelson Mandela University from 2010 to 2014. The collaboration project aimed to develop the literacies levels of engineering students, reduce the first-year attrition rate and prepare engineering students to meet the high graduate attribute expectations of a competitive workplace amid employer concerns that engineering graduate communication competencies were lacking and insufficient.Design/methodology/approachThe collaboration study used a mixed-method approach, which included student and lecturer questionnaires, as well as an interview with one engineering lecturer to determine his perceptions of the collaboration practices instituted. As the sample was purposeful, two mechanical engineer lecturers and 32 second-year mechanical engineering students from 2012 to 2013 were selected as the study’s participants, as they met the study’s specific needs. From the questionnaire responses and transcribed interview data, codes were identified to describe the themes that emerged, namely, rating the collaboration practices, attitudes to the course, report feedback provided and report template use.FindingsMost of the student participants viewed the collaboration practices positively and identified their attitude as “positive” and “enthusiastic” to the language/engineering report collaboration initiative. The report feedback practices were viewed as improving writing skills and enabling the students to relate report writing practices to workplace needs. The engineering lecturers also found that the collaboration practices were enabling and improved literacy levels, although time was identified as a constraint. During the four-year collaboration period, the language practitioner increasingly gained report content knowledge, as well as unpacking the specific rhetorical structures required to produce the report text by co-constructing knowledge with the mechanical engineering lecturers.Research limitations/implicationsStudies have shown that language practitioners and discipline lecturers need to change their conceptualisation of academic discourses as generic transferable skills and autonomous bodies of knowledge. Little benefit is derived from this model, least of all for the students who grapple with disciplinary forms of writing and the highly technical language of engineering. Discipline experts often tend to conflate understandings of language, literacy and discourse, which lead to simplistic understandings of how students may be inducted into engineering discourses. Therefore, spaces to nurture and extend language practitioner and discipline-expert collaborations are needed to embed the teaching and learning of discipline-specific literacies within disciplines.Practical implicationsFor the collaboration project, the language practitioner and mechanical engineering lecturers focused their collaboration on discussing and negotiating the rhetorical and content requirements of the Design 3 report as a genre. To achieve the goal of making tacit knowledge and discourse explicit, takes time and effort, so without the investment of time and buy-in, interaction would not be sustained, and the collaboration would have been unproductive. As a result, the collaboration project required regular meetings, class visits and negotiations, as well as a language of description so that the often tacit report discourse conventions and requirements could be mutually understood and pedagogically overt to produce “legitimate texts” (Luckett, 2012 p. 19).Social implicationsIn practice, peer collaboration is often a messy, complex and lengthy process, which requires systematic and sustained spaces to provide discourse scaffolding so that the criteria for producing legitimate design reports are not opaque, but transparent and explicit pedagogically. The study also describes the organisational circumstances that generated the collaboration, as establishing and sustaining a collaborative culture over time requires planning, on-going dialogic spaces, as well as support and buy-in at various institutional levels to maintain the feasibility of the collaboration practice.Originality/valueLiteracy and discourse collaboration tends to reduce role differentiation amongst language teachers and specialists, which results in shared expertise for problem-solving that could provide multiple solutions to literacy and discourse learning issues. This finding is important, especially as most studies focus on collaboration practices in isolation, whilst fewer studies have focused on the process of collaboration between language practitioners and disciplinary specialists as has been described in this study.
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Baake, K. "Decision-Making in a Quasi-Rational World: Teaching Technical, Narratological, and Rhetorical Discourse in Report Writing Tutorial." IEEE Transactions on Professional Communication 50, no. 2 (June 2007): 163–71. http://dx.doi.org/10.1109/tpc.2007.897619.
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Schillaci, William C. "Training Engineers to Write: Old Assumptions and New Directions." Journal of Technical Writing and Communication 26, no. 3 (July 1996): 325–33. http://dx.doi.org/10.2190/4l3t-yaxc-q0gv-wthu.
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Consulting engineering firms that produce reports for clients benefit from having engineers who can write clear, well-organized, grammatically correct descriptions of the work they perform. Despite the obvious value gained through engineers who can write well, universities and the firms themselves do not as a rule train engineers in business technical writing. A typical program a firm can institute to promote writing skills would include developing a house style guide as well as concise examples of writing engineers should emulate and screening and practice exercises. The ability to first organize material in an outline is critical to efficient composition. Engineers with limited English skills can be instructed in building clear, logical lists that can be efficiently converted into narrative form by an editor.
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Veerappan, Veeramuthu, Mokhtarrudin Ahmad, Mohd Afizal Aris, and Wei Hui Suan. "Genre analysis of introduction section in electrical engineering undergraduate laboratory reports." F1000Research 11 (February 9, 2022): 163. http://dx.doi.org/10.12688/f1000research.73461.1.
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Background This study examines the genre of Engineering Laboratory Reports (ELR) introduction section written by Electrical Engineering Undergraduates in a higher learning institution. The aims of this study are to identify the rhetorical moves and combinations of move patterns used by engineering students to write introduction section of ELR. Method A genre analysis was conducted to identify writing patterns and convention practices of engineering undergraduate students thus a corpus of N= 35 was selected from electrical engineering students in their final year of study. This study adopted Genre Theory as its theoretical framework, [1] analytical framework and [2] BCU approach for analysis procedure. A pilot test was conducted to determine the model that fits the best to describe moves and steps of ELR. The study benchmarks a move or step to be present in at least 60% of the reports. Results The finding shows the introduction consists of one main move which is providing background information of the experiment and followed by four subsequent steps which are reference to research purposes, reference to theoretical knowledge in the field, providing an overview of the study and identification of main research apparatus. The move 1 and all four steps identified above are viewed as conventional move and steps of introduction section only among undergraduates in academic context. The exemplification of finding pave ways to address grey areas of improvement in scientific written genre among laboratory instructors and academics. The method employed in this study may be replicated to analyse other sections of scientific and technical reports such as method, result, discussion and conclusion (MRDC). Conclusion This study posits the importance of collaboration between English for Academic (EAP) practitioners such as English-writing instructors and discipline specific specialist from engineering field to further improve on genre-based writing instruction, and to identify student learning needs.
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Veerappan, Veeramuthu, Mokhtarrudin Ahmad, Kavitha Balakrishnan, Mohd Afizal Aris, and Wei Hui Suan. "Genre analysis of introduction section in electrical engineering undergraduate laboratory reports." F1000Research 11 (April 27, 2023): 163. http://dx.doi.org/10.12688/f1000research.73461.2.
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Background: This study examines the genre of Engineering Laboratory Reports (ELR) introduction section written by Electrical Engineering Undergraduates in a higher learning institution. The aims of this study are to identify the rhetorical moves and combinations of move patterns used by engineering students to write introduction section of ELR. Method: A genre analysis was conducted to identify writing patterns and convention practices of engineering undergraduate students thus a corpus of N= 35 was selected from electrical engineering students in their final year of study. This study adopted Genre Theory as its theoretical framework, [1] analytical framework and [2] BCU approach for analysis procedure. A pilot test was conducted to determine the model that fits the best to describe moves and steps of ELR. The study benchmarks a move or step to be present in at least 60% of the reports. Results and discussion: The finding shows the introduction consists of one main move which is providing background information of the experiment and followed by four subsequent steps which are reference to research purposes, reference to theoretical knowledge in the field, providing an overview of the study and identification of main research apparatus. The move 1 and all four steps identified above are viewed as obligatory, conventional and optional move and steps. The exemplification of finding shows lack of compliance among undergraduates to produce ELR based on university’s guideline in discussing previous literature and underpinning theories, lack of references and citation, absence of description to apparatus used and non-sequential steps. Conclusion: This study posits the importance of collaboration between English for Academic (EAP) practitioners such as English-writing instructors and discipline specific specialist from engineering field to further improve on genre-based writing instruction, and to support student’s understanding in meeting the requirements of university’s scientific technical reports.
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Brundett, E., H. C. Ratz, and G. E. Schneider. "Microcomputer Instruction in First-Year Engineering at Waterloo." International Journal of Mechanical Engineering Education 22, no. 2 (April 1994): 139–53. http://dx.doi.org/10.1177/030641909402200213.
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During the last six years, microcomputer instruction to first-year engineering students at Waterloo has evolved to a stable format and content. Now, approximately 80% of new students have microcomputer experience. Hence, microcomputer software is demonstrated briefly in a laboratory equipped with an array of monitors and other multimedia facilities, and is followed immediately by student practice on a computer network. Students with limited experience receive additional laboratory demonstrations and personal assistance. Currently, students are introduced in the first week to the microcomputer network, and to a word processor. A brief memorandum is prepared by students to confirm their network access, and to detect students with poor writing skills. In weeks three to six, an electronic spreadsheet, graphing software, and other software are introduced. Assignments are integrated within an Introduction to Professional Engineering course. Microcomputer evaluation is based upon satisfactory completion of an engineering report, and two technical memoranda. Students acquire sufficient experience to continue self-directed learning with the assistance of full-time microcomputer consultants. Students realize that microcomputer skills are essential, both as engineering students and later, as engineering professionals, and their response has been quite favourable.
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Edali, Mohamed, Walid Alaswad, Ali Bseibsu, Zaed Sahem, Faraj Ben Rajeb, and Ali Elkamel. "Chemical Engineering Graduate Courses Curriculum Development with Simulation Components." Journal of Pure & Applied Sciences 20, no. 3 (March 21, 2021): 64–73. http://dx.doi.org/10.51984/jopas.v20i3.1171.
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The graduate chemical engineering curriculum at our institution Elmergib University is replete with both problem-based and project-based learning components. This paper focuses on a complex methodology of inquiry-based learning (IBL), which has been proven to well prepare graduate students for a successful career in engineering. IBL requires Students to invest a considerable time during the class and after working at home learning with the aid of mentoring how to develop and answer a research question. Teaching both IBL and the development of field-specific simulation skills challenge professors. That does not allow much of the class time required to cover material reliance on mathematical tools that often hamper student understanding of the underlying phenomena and difficulty in providing immersive and exciting visuals that support in-depth learning. An IBL component was incorporated into a simulation-based design in four successive graduate courses: Advanced computational Numerical Methods, Advanced heat transfer, Advanced fluid mechanics, and Advanced transport phenomena. The courses were modified to contain Multiphysics simulations with application building that develop technical competency by developing modeling skills, deeper understanding by solving realistic problems, and writing skills by producing technical reports for each simulation. The use of the Multiphysics application building component adds a new skillset that further strengthens our program graduates. The paper shows the teaching and learning strategies efforts have been implemented, course teaching tools Apps structure, student outcome assessment, and research project exam questions and their simulation results from students’ reports.
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Sologuren Insúa, Enrique. "Escritura académica en tres escuelas de ingeniería chilenas: La familia ‘Informe técnico’ como macrogénero discursivo en el área de Ingeniería Civil Informática." Educatio Siglo XXI 39, no. 1 (February 25, 2021): 107–30. http://dx.doi.org/10.6018/educatio.451781.
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Los géneros producidos por estudiantes han comenzado a recibir mayor atención debido a su diversidad de funciones en el aprendizaje disciplinar. Así, este trabajo se enmarca en el ámbito del estudio de géneros de formación en español. El objetivo de esta investigación es identificar, definir y caracterizar los géneros de la familia ‘informe técnico’ con el objeto de comprender su rol formativo en la enseñanza de la ingeniería civil y en los procesos de alfabetización académica-profesional en esta disciplina. El estudio se aborda desde un enfoque cualitativo, particularmente desde la teoría del género del discurso y explora el macrogénero informe técnico en ingeniería civil informática (MGITEC) en el corpus de aprendientes HÉLICE-2017. Esta familia genérica presenta una alta relevancia en el discurso académico de la ingeniería civil y en la subdisciplina informática. Los resultados del análisis de los corpus textuales evidencian la gran diversidad de recursos genéricos utilizados en la comunidad de práctica concernida. A partir de los datos obtenidos se identificó un continuum de los géneros discursivos que van desde informes orientados a la inserción académica hasta la producción escrita de informes orientados a contextos profesionales. En él se despliega una amplia variedad de tipos de informes que cumplen propósitos formativos de relevancia en la aplicación de pensamiento analítico, crítico y creativo para la resolución de problemas: la raison d’être de la ingeniería. Finalmente, la investigación permite configurar relaciones intergenéricas en la escritura académica de informes y proyectar estrategias didácticas de alfabetización disciplinar en el ámbito de la ingeniería. Genres written by students have received significant attention due to its diversity of functions in subject learning. Thus, the present article is framed within the study field of academic genres in Spanish. The aim of this research is to identify, define and characterize genres of the ‘technical report’ family to understand its educational role in civil engineering and in the processes of professional-academic literacy in this field. The study adopts a qualitative approach, specifically from the discourse genre theory and explores the technical report macrogenre in computer science civil engineering (MGITEC, for its acronym in Spanish) in the student corpus HÉLICE-2017. This genre family is highly relevant in the academic discourse of civil engineering and in the subdiscipline computer science. Results of the text corpus analysis reveal a great diversity of genre resources used in this community of practice. In consequence, a continuum of discourse genres was identified based on the collected data, from reports of academic insertion to reports of professional context. Different types of reports are displayed in this continuum. These reports meet relevant educational purposes when it comes to using analytical, critical and creative thinking for problem solving: the raison d’être of engineering. Finally, this piece of research makes it possible to define relations between genres in the academic writing of reports and to provide didactic strategies for subject literacy in engineering.
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Parenreng, Mardawia Mabe, Fajria Nur, and Asriyadi Asriyadi. "Development of Android Based Laboratory Asset Monitoring and Inventory Application." INTEK: Jurnal Penelitian 7, no. 1 (October 1, 2020): 74. http://dx.doi.org/10.31963/intek.v7i1.2286.
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Each laboratory has a person in charge (technician) that has a duty of serving the laboratory in term of operational and maintenance. The main task of a technician is to record and monitor the condition and completeness of laboratory equipment in the laboratory. The data collection process is done by writing a tool request form, therefore mistakes often occur. In this research, an Android-based laboratory asset monitoring and inventory application was made. By using the application, it is expected that technicians become easier to make any duties of reports including report of damaged laboratory equipments, request for reparation, the unavailable practical materials etc simply by using a Smartphone. Testing the application with the Black-Box testing method to investigate the function of each application component whether it is running well or not. The results obtained from the Black-Box test are the functions of each component were running as expected. The case study is conducted for Electrical Engineering Department at State Polytechnic of Ujung Pandang (SPUP)
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GUSEV, I. A., S. S. NOSKOV, and I. A. OLKHOVSKY. "Modern trends in developing and manufacturing firefighting appliances (part 1)." Fire and Emergencies: prevention, elimination 2 (2024): 46–54. http://dx.doi.org/10.25257/fe.2024.2.46-54.
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Purpose. Demonstrating achievements in the field of fire protection at the largest specialized exhibitions allows manufacturers of firefighting appliances to exchange experiences, as well as to report on the latest developments and their advantages. The article analyzes some samples of appliances presented at the international exhibition “China Fire – 2023” – one of the world largest fire-engineering exhibitions. The target of the study was firefighting appliances and equipment, the scope of the study was engineering innovations in firefighting appliances and equipment. Methods. When writing the article, methods of observation, analysis, and description were used. Findings. Considering the specifics and scale of the exhibition, it is impossible to fully cover all the presented samples of equipment and appliances, however, their selective analysis made it possible to determine the trends for the development of firefighting appliances. The first trend to be concerned is widespread implementation of unmanned aerial vehicles in fire extinguishing process. In addition, there has been an increase in capabilities of appliances developed for urban conditions, caused by emergencies associated with territories underflooding and flooding. Research application field. The results of the study are applicable in the further development of innovative equipment and appliances capable of effectively and safely extinguishing fires and eliminating accidents. Conclusions. Analysis of technical characteristics, design and other features of firefighting equipment and appliances provides an idea of existing innovations and tendencies in this area.
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Boonmoh, Atipat, Wareesiri Singhasiri, and Jonathan Hull. "Problems Using Electronic Dictionaries to Translate Thai Written Essays into English." rEFLections 8 (December 29, 2006): 8–21. http://dx.doi.org/10.61508/refl.v8i0.114304.
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This article describes problems that Thai students have when they use electronic dictionaries to translate Thai written essays into English. The subjects were six first-year undergraduate students studying at the Faculty of Engineering of a Thai university. The research instruments were questionnaires, written essays, verbal reports (think aloud), retrospective semi-structured interviews and observation check sheets. The subjects wrote an English essay by writing a draft in Thai and then translating it into English. Their electronic dictionaries were the only technical support they were allowed to use while they were producing these essays. The results reveal that there were six identified problems when the subjects used electronic dictionaries to translate Thai written essays into English. Furthermore, the observation, the think aloud and the interview reveal the subjects’ problems using the electronic dictionaries and some problems with the electronic dictionaries themselves.
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Ravilla, S. "The Elements of International English Style: A Guide to Writing English Correspondence, Reports, Technical Documents, and Internet Pages for a Global Audience." IEEE Transactions on Professional Communication 49, no. 3 (September 2006): 287–88. http://dx.doi.org/10.1109/tpc.2006.880752.
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Кобенко, Юрий Викторович. "IV International Scientific and Practical Conference “Linguistic and Cultural Aspects of Modern Engineering Education”." Tomsk state pedagogical university bulletin, no. 3(233) (May 17, 2024): 152–55. http://dx.doi.org/10.23951/1609-624x-2024-3-152-155.
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IV Международная научно-практическая конференция «Лингвистические и культурологические аспекты современного инженерного образования» проводилась 15–17 ноября 2023 г. на базе отделения иностранных языков Школы общественных наук Национального исследовательского Томского политехнического университета (г. Томск) и была посвящена памяти кандидата педагогических наук, доцента Николая Александровича Качалова. Традиционно ее направлениями выступали: актуальные векторы исследований и подходы в современной лингвистике; профессия переводчика: вызовы современности и опыт преподавания перевода; лингводидактические, психолого-педагогические и культурологические аспекты подготовки инженеров будущего; взаимосвязи языка и культуры: общество, литература, перевод и традиции и инновации в методике обучения иностранным языкам. Партнерами мероприятия являются Белорусский национальный технический университет, Белорусский государственный экономический университет и Новосибирский государственный технический университет. В рамках конференции организована работа пяти секций и четырех круглых столов, посвященных преподаванию элективных дисциплин как инструмента гуманитаризации инженерного образования, изучению китайского языка, использованию различных дидактических инструментариев для планирования учебных дисциплин, а также социокультурной адаптации иностранных студентов в российских вузах. Пленарные доклады были посвящены оценке качества и проблемам поиска критериев письменного перевода, профессионально значимым компетенциям письменной коммуникации сотрудников инженерного университета на примере программ «Переводческие решения для научно-технической документации» и «Наука для общества», а также вопросам комбинаторной лингвистики. В работе первого направления конференции «Творческое наследие Николая Александровича Качалова» приняли участие с докладами члены семьи, коллеги, соратники и ученики. В своем докладе Ольга Ивановна Качалова осветила наиболее существенные вехи его личностного и профессионального становления, а Вероника Михайловна Ростовцева отметила вклад Николая Александровича в развитие образования и науки не только города Томска, но и целого сибирского региона. Данный вклад обусловлен организационно-педагогическими и научно-методическими аспектами деятельности его как исследователя, руководителя и «институционалиста». The IV International Scientific and Practical Conference “Linguistic and Cultural Aspects of Modern Engineering Education” was held on November 15–17, 2023 at the Department of Foreign Languages of the School of Social Sciences on the premises of National Research Tomsk Polytechnic University (the city of Tomsk). The Conference was dedicated to the memory of Nikolai A. Kachalov, PhD in Pedagogy, Associate Professor. Traditionally, its directions were: current research vectors and approaches in modern linguistics; the profession of translator: challenges of our time and experience in teaching translation; linguodidactic, psychological, pedagogical and cultural aspects of training engineers of the future; the relationship between language and culture: society, literature, translation and traditions and innovations in methods of teaching foreign languages. The partners of the event are the Belarusian National Technical University, the Belarusian State Economic University and the Novosibirsk State Technical University. The Conference work was conducted in 5 round tables and 4 seminars dedicated to teaching electives for developing generic skills within engineering training, Chinese language studies, design and implementation of dedicated didactic tools in blended learning, and sociocultural adaptation of international students in Russian universities. Plenary reports were devoted to assessing the quality and consideration of criteria for written translation, writing competencies in engineering training: “Translation solutions for scientific and technical documentation”, “Science for society”, “Current state of combinatorial linguistics”. The main panel of the conference “Nikolai Kachalov: Creative Legacy” was held with the participation of members of the family of N. A. Kachalov, his colleagues and graduate students. In her report, Olga I. Kachalova highlighted the most significant milestones of Nikolai A. Kachalov personal and professional development. Veronika M. Rostovtseva, candidate of pedagogical sciences, associate professor spoke about the investments of Nikolai Aleksandrovich Kachalov in the development of education and science not only in the city of Tomsk, but also in the entire Siberian region. This contribution is due to the organizational, pedagogical and scientific-methodological aspects of the activities of N. A. Kachalov as an individual, researcher, leader and “institutionalist” – an innovator of university management in teaching and learning foreign languages.
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Maddah, Hisham. "Institutional Assessment Plans and Rubrics for Establishing Graduate Engineering Programs: A Practical Example." International Journal for Innovation Education and Research 7, no. 10 (October 31, 2019): 784–98. http://dx.doi.org/10.31686/ijier.vol7.iss10.1826.
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Institutional assessment plans are designed to provide a better education experience through investigating activities, abilities, and other indicators to check student’s success and methods validity. However, effective cultural characteristics require good engagement and open communication. Here, we show a practical example of the application of the various assessment techniques to improve the student’s performance and establish new graduate engineering programs in higher institutions. Rubrics must be designed to assess faculty members in the university as well as the program curriculum. Faculty should be qualified for teaching graduate-level with decent technical skills for curriculum development to initiate intended graduate programs. Gathering information about each rubric criterion from the university should be considered via evaluating campus culture, faculty attitudes, funding, and technology infrastructure. These criteria must be assessed from either the university websites, assessment reports, or long-term assessment goals as a guideline. Using the provided ‘VALUE Institute Template’ would greatly help in refining the assessment; critical thinking ability prepares undergraduate students for graduate studies. The proposed assessment plan will cover the following domains: diversity, course satisfaction, admission and advising, academic writing/support, curriculum change, and knowledge availability to understand the students’ motivation towards learning. Moreover, effective teaching, good delivery, syllabus formatting, and classroom interactions are all some of the general aspects that can be evaluated. Data collection can be done through distributed questionnaires and/or face-to-face interviews where program directors shall take the lead in this initiative. Implementing the outcomes assessment in the institution will help in improving the student’s performance and keep the educational programs up to date. The opportunity of having an MS program in the engineering department (to be implemented in the future) would not be possible without maintaining the continuous evaluation and analysis of the assessment tools for the university to become a world-class university.
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McKinney, Mack. "Writing a Technical Report." INSIGHT 5, no. 2 (July 2002): 39–42. http://dx.doi.org/10.1002/inst.20025239.
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Obaju, Biodun, Shamsudeen Musa, and J. O. Abass. "Registration Challenges of Built Environment Professions into Professional Institutions." International Journal of Advances in Scientific Research and Engineering 08, no. 09 (2022): 42–48. http://dx.doi.org/10.31695/ijasre.2022.8.9.6.
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Tertiary institutions offering Built Environment courses yearly produce graduates but few of these graduates are registered as professionals or are full members of professional institutions in Nigeria. This insufficient registered professional is therefore creating room for quacks and all comers to operate in the construction industry resulting in building failures, substandard work, rework and various quality issues. This study examines the registration challenges of built environment professions in becoming full members of professional institutions. The study adopted a quantitative and qualitative method of research targeted at different professions in the built environment. The results were analysed using percentages, mean response analysis, ranking and narrative analysis. The study revealed the overbearing cost of registration, examinations and interview charges, complexity of examination and interviewing processes/procedures, Imposed of pledge/donations on incoming professionals, rigorous practical work and technical report writing, overbearing cost of providing maximum numbers of CPD certificates of past workshops, seminars and conference and Insufficient link between professional bodies and academic institutions etc. as the major challenges hindering Built environment professions from registering into professional institutions. These challenges pose a great danger to the built environment professions and the construction industry because professionals are a valuable resource for achieving project delivery and their availability in large numbers will curb the activities of quacks, reduce poor workmanship and underperformance in the construction industry and also reduce economic loss and underdevelopment in the country
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Editors. "New initiatives in science teaching a welcome step." New Zealand Science Review 70, no. 4 (November 27, 2023): 55. http://dx.doi.org/10.26686/nzsr.v70.8697.
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The Government has just announced two initiatives to improve science, technology, engineering and maths (STEM) teaching in New Zealand schools. The New Zealand Association of Scientists applauds this move and echoes Minister Joyce’s statement that ‘Boosting the skills and achievement of our young people in maths and science are essential for their future careers and for New Zealand’s economic growth and prosperity’. Dr Nicola Gaston, President of NZAS, said, ‘More broadly, there is a need to boost understanding of science among teachers, students, and across the whole adult population as well, as it is the nature of scientific knowledge to develop beyond what any of us once learnt at school’.There is an obvious and urgent need to advance science and technological literacy in New Zealand. Only recently, the head of Orion Healthcare described the huge shortage of technologically able workers in this country. ‘High-tech industry requires highly trained people, and the production of this capability should be recognised as a key goal of our science system’, said Dr Gaston.Recent reports detailing a fall-off in year-8 student abilities in science and writing underlines the urgent need for improvement. Dr Gaston also commented, ‘Fragmentation and uncertainty have become endemic in New Zealand science. Our government needs to recognise that their policy decisions play a role in shaping the attractiveness of a career in science. We would hope that these new education initiatives are a step towards telling our brightest young students that there are careers besides the professions of medicine and engineering, and that a science degree is the best training for the jobs of the future’.The New Zealand Association of Scientists (www.scientists.org.nz) is a nationwide association of practising research scientists spanning the universities, technical institutes, Crown research institutes, government departments, industry, museums, other science institutions, and independent researchers.
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Andeweg, Bas, and Sabine Kunst. "Ganesh: Courseware for Technical Report Writing in Delft." CALICO Journal 11, no. 2 (January 14, 2013): 65–85. http://dx.doi.org/10.1558/cj.v11i2.65-85.
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Technical engineers consider communication and writing skills to be among the most difficult aspects of their profession. Communication courses, however, are expensive, because teaching takes place in tutorials in which students are given feedback regularly. Therefore a computer assisted practicum has been designed. The practicum aims to diminish the amount of lecturer effort while increasing student participation through the interactive and user-friendly courseware Ganesh. The program (in Dutch) consists of two modules: 1) a report module, which offers examples of and criteria for the standard components of technical reports; 2) a style module, which discusses subjects such as sentence complexity, use of examples, use of connectives, spelling, etc. In both modules the student can opt for additional examples or exercises via buttons, menus and hypertext paths. In this paper we would like to discuss some of the characteristics of the program and the results of a test we performed last spring.
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Warnock, Scott, and Michael Kahn. "Expressive/Exploratory Technical Writing (XTW) in Engineering: Shifting the Technical Writing Curriculum." Journal of Technical Writing and Communication 37, no. 1 (January 2007): 37–57. http://dx.doi.org/10.2190/9127-p120-r277-0812.
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Pixton, William H. "Technical Writing and Terminal Modification." Journal of Technical Writing and Communication 22, no. 2 (April 1992): 159–78. http://dx.doi.org/10.2190/evvu-r3mw-k7ru-rhwx.
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Because of the work of Francis Christensen, sentence-terminal modification was emphasized in college composition from about 1965 to 1980. The structures emphasized included absolutes, restating and summarizing appositives, participial phrases, non-participial adjective phrases, adjectival clauses and prepositional phrases, and adverbial clauses and phrases. This emphasis, however, had little effect on technical writing, in spite of the practical utility of terminal modifiers. This article, therefore, explains the terminal modifiers and exemplifies them in the context of technical writing; it then examines the texts of representative technical reports to determine the extent to which terminal modifiers are currently used. The findings—generally that the report writers do not take full advantage of terminal modification—indicate that increased attention to terminal modifiers, especially the absolute, the summarizing appositive, and the non-participial adjective phrase, would significantly increase the options for effective expression by technical writers.
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Maria Mercy Amutha et al.,, Maria Mercy Amutha et al ,. "Teaching \'Technical Report Writing\' Through Task Based Language Learning." International Journal of English and Literature 7, no. 6 (2017): 57–68. http://dx.doi.org/10.24247/ijeldec2017010.
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Maria Mercy Amutha et al.,, Maria Mercy Amutha et al ,. "Teaching ‘Technical Report Writing’ Through Task Based Language Learning." International Journal of English and Literature 7, no. 6 (2017): 57–68. http://dx.doi.org/10.24247/ijeldec201710.
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Killingsworth, M. Jimmie, and Michael Gilbertson. "Rhetoric and Relevance in Technical Writing." Journal of Technical Writing and Communication 16, no. 4 (October 1986): 287–97. http://dx.doi.org/10.2190/cjue-damk-wy8g-j7e4.
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As a concept of rhetoric in technical writing, relevance involves an awareness of time. The report deals with the past; the manual, with the present; the proposal, with the future. To be considered relevant, however, all the modes of technical writing must relate to the present reality of the audience. Writers must recognize this need not only as it influences grammar and style but also as it affects larger concerns of organization and tone. Realizing that the temporal classification of modem reports, manuals, and proposals correlates with Aristotle's designation of forensic, epideictic, and deliberative discourse, technical writers can discover a body of rhetorical theory on which to base choices about selection, arrangement, and presentation of subject matter.
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Harney, M. "Is technical writing an engineering discipline?" IEEE Transactions on Professional Communication 43, no. 2 (June 2000): 210–12. http://dx.doi.org/10.1109/47.843649.
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Rhodes, David G. "Organization in Technical Writing." Journal of Professional Issues in Engineering Education and Practice 131, no. 3 (July 2005): 213–16. http://dx.doi.org/10.1061/(asce)1052-3928(2005)131:3(213).
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German, Carol J., and William R. Rath. "Making Technical Communication a Real-World Exercise: A Report of Classroom and Industry-Based Research." Journal of Technical Writing and Communication 17, no. 4 (October 1987): 335–46. http://dx.doi.org/10.2190/ml02-r845-240g-2tlk.
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Traditionally, technical communication courses have focused on the written transmission of information. Recent research, however, indicates that oral presentation and interpersonal exchange are as important as writing to on-the-job communication. This article reviews a research project conducted by the authors and students from their technical communication classes that offers important new insights into the rapidly changing environment of technical communication. Based on these insights, it also suggests some new strategies for teaching technical communication — strategies that place an equal emphasis on writing, oral presentation, and interpersonal communication.
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YAN, Ying. "Common Problems in and Technical Route for Writing Investigation Report." CREATIVITY AND INNOVATION 4, no. 2 (2020): 20–27. http://dx.doi.org/10.47297/wspciwsp2516-252704.20200402.
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Killingsworth, M. Jimmie. "The Essay and the Report: Expository Poles in Technical Writing." Journal of Technical Writing and Communication 15, no. 3 (January 1, 1986): 1. http://dx.doi.org/10.2190/ma0u-8ex6-ugy0-ll9g.
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