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Lesson 3
Lesson 3
writing – Lesson 3
Technical writing
Claire Taylor
c.taylor@un‐ihe.org
Yness March Slokar
y.slokar@un‐ihe.org
Urban Water & Sanitation
International Masters Programme
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 1
Lesson 3
Tenses and parallel expressions
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 2
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Technical writing – Lesson 3
Objectives of lesson 3
After today’s class the participants will be able to:
identify and write parallel expressions;
differentiate between tenses in academic writing;
describe a process.
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 3
Objectives of lesson 3
After today’s class the participants will be able to:
identify and write parallel expressions;
differentiate between tenses in academic writing;
describe a process.
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 4
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Technical writing – Lesson 3
Parallelism = two or more sentence elements of equal importance
expressed in same (parallel) grammatical form.
Incorrect example
The filter has two functions: to reject di‐ and tri‐valent ions and passing mono‐valent ions.
Correct example
The filter has two functions: to reject di‐ and tri‐valent ions and to pass mono‐valent ions.
Academic writing consists of both form and content:
form – how writing is organised,
content – what is written.
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 5
Parallelism
Misleading parallelism
Readers use parallelism to perceive lists.
Important not to use it when there is no list (or it can be confusing).
Example.
Biological monitoring requires the operator to measure the oxygen levels, to
measure
determine limited mobility, species count and speed of replacement after pollution.
determine
Biological monitoring requires the operator to measure the oxygen levels (which
determine limited mobility, species count and speed of replacement after pollution).
Biological monitoring requires the operator measuring the oxygen levels, to
determine limited mobility, species count and speed of replacement after pollution.
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 6
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Technical writing – Lesson 3
Parallelism
Lists (1)
Lists should always be written in parallel form.
Makes content clearer.
Makes writing tighter and more professional.
Different forms of lists:
o fully formatted;
o semi‐formatted;
o unformatted lists.
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 7
Parallelism
Use both vertical alignment and alpha‐numeric sequencing (or bullets)
to signal coordination.
Example:
a) Measuring by floats,
b) calculating from the dimensions, vertical alignment
c) dilution gauging.
alpha‐numeric sequencing (also 1. 2. 3.)
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 8
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Technical writing – Lesson 3
Parallelism
Example of numeric sequencing:
UWS Programme is divided into three specializations: (i) Sanitary engineering, (ii)
Urban water management & engineering, and (iii) Water supply engineering.
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 9
Parallelism
No vertical alignment and no alpha‐numeric sequencing.
Therefore parallelism much more important.
Example:
Parameters influenced by the processes are dissolved oxygen, chemical
oxygen demand, biochemical oxygen demand, and nitrogen compounds.
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 10
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Technical writing – Lesson 3
Parallelism
Example 1 (note lack of punctuation).
Stream velocity can be determined by:
a) measuring by floats
b) calculating from the dimensions
c) dilution gauging
Removing vertical alignment produces...
Stream velocity can be determined by: measuring by floats calculating from the dimensions
dilution gauging
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 11
Parallelism
Example 2 (note lack of punctuation and wrong capitalization).
Methods for removal of fluoride include:
a) Lime & alum method
b) Gypsum filter
c) Contact precipitation
d) Adsorption on bone charcoal
Removing vertical alignment produces...
Methods for removal of fluoride include: Lime & alum method Gypsum filter Contact
precipitation Adsorption on bone charcoal
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 12
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Technical writing – Lesson 3
Parallelism
Punctuation depends on:
the sentence introducing the list:
a) if only part of sentence before list end with colon ( : ),
b) if complete sentence end with full stop (frequently combined with ‘as follows’);
type of sequencing used;
o ordered list: 1. 2. 3. | (a) (b) (c),
o un‐ordered list (bullets);
list items themselves (amount of information they convey):
o short words | phrases preferred style (a),
o long (multiple) sentences preferred style (b).
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 13
Parallelism
Punctuation depends on:
(a) o the sentence introducing the list; (or , )
(b) o type of sequencing used; and Un‐ordered list
(or small letter ordered)
(c) o list items themselves. Last item always ends with
full stop (end of sentence).
Punctuation depends on 3 list elements, as follows.
(a) 1. Sentence introducing the list.
Any ordered list
(b) 2. Type of sequencing used.
(c) 3. List items themselves.
What are the four differences between list 1 and list 2?
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 14
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Technical writing – Lesson 3
Objectives of lesson 3
After today’s class the participants will be able to:
identify and write parallel expressions;
differentiate between tenses in academic writing;
describe a process.
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 15
Tenses
Different tenses
Present simple to describe processes.
Past tense – only if events described took place in past.
Passive for focus on object.
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 16
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Technical writing – Lesson 3
Tenses
To describe facts, e.g.:
o An anoxic condition is an environment absent of free oxygen (but contains
oxygen‐bound compounds).
o The periodic table of elements is a tabular arrangement of chemical
elements.
To describe processes, e.g.:
o Nitrifying bacteria oxidize ammonium into nitrites and nitrates.
o Sodium donates an electron to chlorine to form common table salt.
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org
Tenses
When describing information from past.
Examples:
o Increasing pH improved adsorption capacity of the pumice.
o Comparison of both processes clearly displayed the advantage of the grid
separator.
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 18
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Technical writing – Lesson 3
Tenses
Academic style.
Use it when the emphasis is on the action, not who does it.
Don’t overuse – sentences can be too long/complex.
Passive only where necessary.
Examples:
o Only biodegradable material can be broken down by microorganisms.
o Manganese removal is best achieved through coagulation – rapid sand
filtration process.
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 19
Objectives of lesson 3
After today’s class the participants will be able to:
identify and write parallel expressions;
differentiate between tenses in academic writing;
describe a process.
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 20
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Technical writing – Lesson 3
Describing a process
El Nino
.
Imagine that you are asked
to describe this process.
Source: Focus on Academic Skills for IELTS, Pearson
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 21
Describing a process
What is El Nino and what does it do?
What do the diagrams compare?
Look at the first diagram and read the labels to help you understand the
process illustrated.
Now look at the second diagram to identify the differences.
What paragraphs would you need to describe these diagrams?
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 22
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Technical writing – Lesson 3
Assignment 3
Describing a process
Write a report on how hydro turbines work, according to the diagrams.
Use correct structure of paragraphs including topic sentences. Use the passive
where necessary.
Write between 250‐500 words. Run a spell check (UK English).
Submission: eCampus upload by 23 Nov @ 08:00.
Claire Taylor, Yness M Slokar | Technical writing | c.taylor@un‐ihe.org 23
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