Final Ge14 Complete Sim

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UNIVERSITY OF MINDANAO
Languages Discipline
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: GE 14 – Technical Writing
Name of Teacher: Prof. Candice Faye Kristen Lleses
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY. THIS IS NOT FOR

SALE AND NOT FOR REPRODUCTION AND DISTRIBUTION OUTSIDE OF
ITS INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF THE
STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
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Table of Contents
Page
Course Outline 6
Course Outline Policy 6
Course Information 11
Weeks 1-3
Unit Learning Outcomes (ULO-a) 12
Metalanguage 12
Essential Knowledge 12
Writing in the Professional World 13
Improving Technical Skills 13
ULO-a Activities 15
Unit Learning Outcomes (ULO-b) 21
Metalanguage 21
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Technical Communication: 22
Its Background and Purposes
Characteristics of Effective 24
Technical Communication
ULO-b Activities 28
Weeks 4-6
Metalanguage 33
Spelling 34
Capitalization 37
ULO-a Activities 40
Metalanguage 44
Subject-Verb Agreement 44
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ULO-b Activities 47
Unit Learning Outcomes (ULO-c) 53
Metalanguage 53
Feasibility Report: An Introduction 54
Feasibility Report: Its Format 55
ULO-c Activities 60
Weeks 7-9
Metalanguage 63
Proposal: Purpose & Format 64
ULO-a Activities 79
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Metalanguage 83
Progress Report: An Introduction 83
ULO-b Activities 89
Unit Learning Outcomes (ULO-c) 93
Metalanguage 93
Sample Technical Documents 94
ULO-c Activities 101
Online Code of Conduct 104
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Course Outline: GE 14 – Technical Writing
Course Coordinator: Candice Faye Kristen Lleses
Email: lleses_candice@umindanao.edu.ph
Student Consultation: Done by online (LMS) or thru text, emails or calls
Mobile: 09174348262
Effectivity Date: May 2020
Mode of Delivery: Blended (online with face to face or virtual sessions)
Time Frame: 54 hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all

scheduled virtual or face to face sessions.
Course Outline Policy
Areas of Concern Details
Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The
expected number of hours will be 54, including the face
to face or virtual sessions. The face to face sessions
shall include the summative assessment tasks (exams)
if warranted.
Assessment Task Submission Submission of assessment tasks shall be on the 3rd,

5th, 7th, and 9th weeks of the term. The
assessment paper shall be attached with a cover
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page indicating the title of the assessment, the

name of the course coordinator, date of submission,
and the name of the student. The document should be
emailed to the course coordinator. It is also expected
that you already paid your tuition and other fees
before the submission of the assessment task.
If the assessment task is done in real-time through the

features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
Turnitin Submission To ensure honesty and authenticity, all assessment

tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or explain
in writing addressed to the course coordinator the
reasons for the similarity. In addition, if the paper has
reached more than 30% similarity index, the student
may be called for disciplinary action following with the
University’s OPM on Intellectual and Academic
Honesty.
Please note that academic dishonesty such as cheating

and commissioning other students or people to
complete the task for you have severe punishments
(reprimand, warning, and expulsion).
Penalties for Late Assignments/ The score for an assessment item submitted after the
Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part-day that the assessment item is late.
However, if the late submission of the assessment

paper has a valid reason, a letter of explanation should
be submitted and approved by the course coordinator.
If necessary, you will also be required to present/attach
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pieces of evidence.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission. This will be returned by email or
via the Blackboard portal.
For group assessment tasks, the course coordinator

will require some or few of the students for online
or virtual sessions to ask clarificatory questions to
validate the originality of the assessment task
submitted and to ensure that all the group members
are involved.
Assignment Resubmission You should request in writing to the course coordinator

his/her intention to resubmit an assessment task. The
resubmission is premised on the student’s failure to
comply with the similarity index and other reasonable
grounds such as academic literacy standards or other
reasonable circumstances e.g. illness, accident, or
financial constraints.
Re-marking of Assessment Papers You should request in writing addressed to the program
and Appeal coordinator your intention to appeal or contest the
score given to an assessment task. The letter should
explicitly explain the reasons/points to contest the
grade. The program coordinator shall communicate
with the students on the approval and disapproval
of the request.
If disapproved by the course coordinator, you can

elevate your case to the program head or the dean with
the original letter of request. The final decision will
come from the dean of the college.
Grading System All culled from BlackBoard sessions and traditional

contact:
Course discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment – 10%
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3rd formative assessment – 10%
All culled from on-campus/onsite sessions (TBA):
Final exam – 40%
Submission of the final grades shall follow the usual

University system and procedures.
Preferred Referencing Style Use the 7th Edition of the APA Publication Manual
Student Communication You are required to create a umindanao email

account, which is a requirement to access the
BlackBoard portal. Then, the course coordinator shall
enroll the students to have access to the materials and
resources of the course. All communication formats:
chat, submission of assessment tasks, requests, etc.
shall be through the portal and other university
recognized platforms.
You can also meet the course coordinator in
person through the scheduled face to face sessions
to raise your issues and concerns.
For students who have not created their student email,
please contact the course coordinator or program
head
Contact Details of the Dean DR. KHRISTINE MARIE D. CONCEPCION

Email: artsciences@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 134
Contact Details of the Program DR. EDWIN L. NEBRIA

Head
Email: edwin_nebria@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 134
Students with Special Needs Students with special needs shall communicate with
the course coordinator about the nature of his or her
special needs. Depending on the nature of the need,
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the course coordinator, with the approval of the

program coordinator, may provide alternative
assessment tasks or extension of the deadline for
submission of assessment tasks. However, the
alternative assessment tasks should still be in the
service of achieving the desired course learning
outcomes.
Instructional Help Desk Contact DR. KHRISTINE MARIE D. CONCEPCION – Dean

Details
Email: artsciences@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 134
Library Contact Details BRIGIDA E. BACANI

Email: library@umindanao.edu.ph
Phone: 0951 376 6681
Well-being Welfare Support Held ZERDSZEN P. RAÑISES

Desk Contact Details
CASE Guidance Facilitator
Email: gstcmain@umindanao.edu.ph
Phone: 09504665431
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Course Information: see/download course syllabus in the Blackboard LMS

CC’s Voice: Welcome to this course GE 14: Technical Writing. Technical writing skills are
very important in your chosen career as one of the important aspects you need to
excel at is communication, not only oral but also written. If you want to develop
your writing skills based on what you need for your future profession, this is the
perfect course for you! Enjoy the learning process and every writing activity that
is specially designed for your growth as a technical writer.
CO Technical writing is a vital tool in producing written outputs for professional

purposes. In the world of employment, one should have knowledge of the
importance of and processes involved in producing technical documents.
Furthermore, knowing how to produce quality technical documents is also
significant.
This course will help you appreciate more the function of English language in
the world of employment. Through this course, you will have a deeper
understanding of the necessity for excellent writing skills to make sure that success
is achieved in your chosen career or profession.
GE 14 (Technical Writing) will help you evaluate your written communication

skills and identify what aspects need to be polished. This course will also give
you a deeper understanding of the English language functional as a language for
employment.
Specifically, this course will give you writing techniques in producing various
reports depending on your chosen field or career. This will also strengthen your
positive regard for the English language as a medium in writing technical
documents, reports, research, and other job-based write-ups related to your work
or profession.
Let us begin!
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Big Picture
Weeks 1-3: Unit Learning Outcomes (ULO-a):
At the end of the unit, you are expected to:
a. Identify the importance of writing and improvement of technical writing skills in the
professional world and
b. Develop a comprehensive understanding of the background, purposes, and
characteristics of effective technical communication.
Big Picture in Focus:

ULO-a. Identify the importance of writing and improvement of technical writing skills in
the professional world
Metalanguage
In this section, the most essential terms relevant to the study of GE 14 (Technical
Writing) and to demonstrate ULO-a are operationally defined to establish a common
frame of reference as regards the concepts introduced herein. You will encounter these
terms as we go through the study. Please refer to these definitions in case you will
encounter difficulty in understanding some of these concepts or the topic at hand.
 Coherence is a quality of technical communication wherein there is a systematic or

logical connection or consistency with ideas.
 Technical communication is oral and written communication for and about business
and industry.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three
(3) weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are
not limited to exclusively refer to these resources. Thus, you are expected to utilize
other books, research articles and other resources that are available in the university’s
library e.g. ebrary, search.proquest.com etc.
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Writing in the Professional World: An Introduction

After graduation from college, we are expected to perform excellently in our
respective fields. Our employers will expect us to give our best in everything that we do in
our workplace. This necessitates us to showcase our best communication skills.
Communication skills are very significant in the workplace. Oral and written
communication skills are both needed in any workplace; thus, we are all expected to know
the foundations on how to become excellent communicators in the professional world.
Some of the tasks expected of us in the workplace are the following:
a. Prepare reports needed to be presented before the corporate executives;

b. Draft proposals for the department or the company;
c. Create memoranda and minutes of the meeting;
d. Write internal and external letters for various purposes; and
e. Compose various forms of technical reports depending on the field or nature of
work.
Given all these, we are expected to have ourselves equipped with the needed
communication skills, both oral and written. In today’s competitive world, communication
skills could also be one of our coping mechanisms.
Improvement of Technical Skills

To effectively compete in the professional or business world, one must be able to
possess the following skills, as suggested by Aquino, Callang, Bas, and Capili (2010).
1
Proofreading and Editing Skills. It is integral in anything you write to reread it before
it takes its final form. It is advisable to read aloud what is written so that you can see
and listen to your work. The more senses you use, the more effective your
proofreading and editing will be. It is essential, though, to have some journalistic
background on how editing is done, including the symbols used for correcting.
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2
Listening Skills. Of all the skills, listening is the most taken for granted. This is the
reason why so many professionals fail to give good outputs. They simply did not
listen to the instructions of their managers well. Listening requires an accurate
interpretation of messages. These skills also require comprehension, which, when
combined with accuracy, spells out a strong listening skill. For example, you need to
listen well during forums and meetings, telephone conversations, and introductions
purposefully to cull or pick out important matters that must be remembered or
recorded and to filter extraneous or unnecessary pieces of information.
3
Creativity. People with a high degree of imaginative ability can put it to work in
many ways, such as developing interesting and attractive layouts for the office,
drafting more efficient forms for work simplification, and devising innovative ways
of working with other members of the office staff.
4
Human Relations. Establishing harmonious relations in business basically centers
on the ability to react positively to co-workers and managers. If you are the
manager, you will be exposed to different forms of pressure brought about by the
demands of your job. In any case, you have to keep cool even under extreme
pressure. You have to show an ability to get along with all co-workers regardless of
their professional levels. You should display loyalty, dependability, and good
judgment. An effective person tries to foresee unusual situations before they arise.
They should also be able to become a temporary substitute for an employee who
may be unexpectedly absent.
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A person with human problems will have difficulty in performing his or her job well.
Everyone must possess human relations skills, which is the ability to work effectively with
people and to build teamwork.
Self-Help: You can also refer to the sources below to help you further understand the
lesson.
1. Aquino, F., Callang, C., Bas, H., & Capili, C. (2010). Business English & correspondence.
Mandaluyong City: National Book Store.
2. Gerson, S. & Gerson, S. (2012). Technical communication: Process and product. United
States: Pearson Education. E-book Access: https://web.uettaxila.edu.pk/CMS/UG/CK-MCT-
125/notes/TRW-%207th%20edition.pdf
3. Nadell, J., Langan, J., & Comodromos, E. (2009). The Longman Writer: Rhetoric, reader,
research guide, and handbook. United States: Pearson Education.
Let’s Check
Now that you have fully understood about technical writing and its importance, it
would be appropriate that you evaluate yourself in terms of your communication skills.
Please honestly answer each item so that you could pre-assess the things that you need to
improve as we course through this learning journey.
1. Do you think you are ready to compete in the professional world? Discuss your
answer.
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2. What are your strengths in terms of communication?

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3. What are your weaknesses in communication?

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Let’s Analyze
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Answer the following questions comprehensively. Please consider the given criteria for
scoring:
Substance/Discussion- 10 points
Organization of Ideas- 5 points
Language Use- 5 points
Total- 20 points per item
1. Given that most professionals do not have excellent writing skills, what do you think will
happen to most businesses or institutions? Provide concrete examples to elaborate on your
answer.
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2. Among the technical skills that every professional need to possess, choose two, and
discuss the importance of polishing these skills.
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In a Nutshell
Identify the number that corresponds to your level for each skill identified (1 being the
lowest and 5 being the highest level). After determining your level, answer the questions
below.
Proofreading and
Editing Skills
Listening
Skills
Creativity
Human Relations
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What is your rate for each of the skills, and why do you rate yourself that way? Provide a
detailed explanation below for each skill.
Proofreading and Editing Skills:

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Listening Skills:
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Creativity:
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Human Relations:
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Q&A List
Do you have any questions for clarification?
Questions/Issues Answers
1.
2.
3.
4.
5.
Keywords Index
Technical Writing Technical Communication Technical Writer
Technical Skills Human Relations Proofreading
Internal Letters External Letters Memorandum
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ULO-b. Develop comprehensive understanding of the background, purposes, and
characteristics of effective technical communication
Metalanguage
For you to exemplify ULO-b, you will need to have an operational understanding of the
following terms below. You will encounter these terms as you go through this topic. Please
refer to these definitions in case you encounter difficulty in understanding some concepts.
 Clarity refers to a quality of effective technical communication wherein messages

are clearly worded and organized.
 Coherence is a quality of technical communication wherein there is a systematic or

logical connection or consistency with ideas.
 Completeness is the quality of effective technical communication, which points out

that all necessary information is present in the document.
 Conciseness. This quality refers to how short yet complete a technical document is.
 Concreteness. This quality of technical communication refers to the use of explicit

tangible language in writing a document.
 Consistency. This quality of an effective technical document refers to information

being consistent or accurate all throughout the document.
 Courtesy. This quality of effective technical communication refers to the apt use of
words that signal sincerity and respect to avoid the existence of offensive words or
innuendoes.
Essential Knowledge
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To perform the aforesaid unit learning outcome, you need to fully understand
the following essential knowledge that will be laid down in the succeeding pages.
Technical Communication: Its Background and Purpose

Technical communication is oral and written communication for and about business
and industry. It focuses on products and services- how to manufacture, market, manage,
deliver, and use them. Technical communication is primarily composed in a workplace for
managers, co-workers, subordinates, marketers, or customers. Whether you are a
professional technical communicator, an employee, a company representative, or a
consumer, you may be expected to write any of the following types of correspondence for
various reasons.
If you are a criminologist or a law enforcer, you will be expected to write police
blotter reports or any other reports needed in the field of police enforcement.
If you are an engineer, you will be expected to draft plans and proposals for various
engineering-related projects. You will also be asked to present field reports and other
laboratory reports needed in the field.
If you are an entrepreneur, you will be expected to compose various kinds of

business reports and proposals for and about a company. Corporate summative reports and
other business project proposals could be asked by your manager or supervisor.
If you are a healthcare provider, you will be expected to submit reports about a
patient or other clients. You could also be asked to submit health management reports or
any other reports in the field of healthcare.
If you are an information technologist or a computer scientist, you will be asked to

submit various forms of reports or project proposals in the field. You will also be asked to
submit a proposal for a new software, technology, or a computer program.
If you are a tourism or hospitality management expert, you will be asked to create
summative and narrative reports on hotel or restaurant sales and services. Also, you will
be asked to prepare business proposals to improve small-scale or large-scale businesses 22
in
the tourism industry.
If you are an educator, you will be expected to prepare numerous technical

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Technical writing will help you communicate your ideas effectively in the workplace.
Generally, technical communication is a major component of the work environment.
Through technical correspondence, employees…
o Maintain good customer-client relations (follow-up letters)

o Ensure that work is accomplished on time (directives or e-mails)
o Provide documentation that work has been completed (progress report)
o Generate income (sales letters, brochures, fliers)
o Provide quick updates or answers to work-related questions (e-mails, text messages)
o Keep machinery working (user manuals)
o Ensure that correct equipment is purchased (technical descriptions)
o Participate in teleconferences or videoconferences (oral communication,
teleconference platforms)
o Get a job (application letter, curriculum vitae)
o Define terminology (online help screens)
o Inform the world about your company’s products and services (websites and blogs)
o Allow opportunities for collaborations (wikis, social media)
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In the world of professionals and businesses, one cannot underestimate the help of
technical communication. Undeniably, technical communication allows not only a business
but also a professional success in a competitive world.
Characteristics of Effective Technical Communication

Aquino, Callang, Bas, and Capili (2010) suggest the following characteristics of
effective technical communication.
1. Clarity. Clearly, worded and organized messages help the receiver to comprehend the
contents and purposes of a message easily. Such messages use comprehensible sentences
free from misplaced modifiers and rambling thought patterns. These statements are
organized so that one thought grows naturally from another, and paragraphs contain one
main idea only. Paragraphs, too, must take the reader along a continuum of ideas so that
the entire message portrays an intelligible picture for the reader. In reviewing written
documents, a writer must look for these qualities.
1.1. Sentence Construction. Sentences must be constructed well so that the reader can
easily identify “who is doing what.” Related words placed in a logical and consecutive
order enable the reader to follow the writer’s thought patterns. By placing word
groups that describe other though units as closely as possible to the words they
modify, writers can avoid ambiguity and confusion. Take these sentences as
examples:
Incorrect: The contract should be signed by Mr. Aguirre on the dotted line. (Imagine, Mr.
Aguirre is on the dotted line.)
Correct: The contract should be signed on the dotted line by Mr. Aguirre. (Now, the
signature must be done on the dotted line.)
Incorrect: As newcomers to our community, the merchants of ABC Company wish to
make available to you a variety of complimentary products and services. (Here, the
merchants are the newcomers.)
Correct: As newcomers to our community, you are invited to make advantage of a variety
of complimentary products and services offered by the merchant of ABC Company. (Here,
you are one of the newcomers).
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1.2 Paragraph Coherence. Isolated sentences do little to develop concepts, convey

information, or persuade readers. Only by arranging sentences into meaningful thought
units can the business writer expect to communicate effectively. Sentences related to a
specific unit of thought are contained in a paragraph, with each paragraph dealing only with
a single theme. Paragraphs containing more than one idea violate the writing principle of
paragraph unity. Editors have at their disposal several techniques for achieving coherence.
These are the following:
1. Make sure the sentences are placed in a logical order.
2. Make sure that the following sentence relates to the previous sentence.
3. Substitute pronouns and synonyms to refer to previously mentioned nouns and
pronouns.
4. Add transitional expressions such as, therefore, of course, meanwhile, or as a
consequence to move smoothly from one point to another.
5. Signal a turning point with words such as but, however, or on the other hand.
Poor: As soon as we receive another shipment of Bunawan crystal, your order will
receive top priority. We are doing everything possible to restock our inventory. The
10-inch Agora vase is presently out of stock. We appreciate receiving your recent
order for Bunawan crystal.
Better: We appreciate your recent order for Bunawan crystal. The 10-inch Agora vase
you requested is presently out of stock. We appreciate receiving you recent order for
Bunawan crystal; filling your order will be our top priority.
2. Completeness. As you read your technical documentation to determine whether all

important ideas have been included, check the contents for any possible omissions in
detail. If sending a meeting announcement, check if the date, time, and exact place are
included. If the meeting is to be held in a hotel, give the complete street address and
room location. Information on directions and parking could also be useful.
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The successful business writer always provides the reader with all the necessary
details. The easier it is for the reader to react to the writer’s message, the more fruitful
the communication effort will be. During the revision process, editors must take the
place of their readers and assume they know nothing about the information contained
in the document being edited. In this way, editors can spot omissions of both major
ideas and essential details.
3. Conciseness. Too often, writers and editors equate conciseness with brevity. The
message should be as short as possible, but without any significant details or ideas being
omitted.
The message “Meet me at exactly 2 p.m.” is short, yet without knowing the date
or place, the reader would be unable to respond to the message. A more effective
version of this sentence would be, “Please meet me on Friday, June 15, at exactly 2 p.m.
in Room TEC 114 of the GET Building.” Despite the length of this sentence, it is better
because it provides all the necessary details.
Poor: Our marketing director thinks that perhaps next week or the following one,
we will find ourselves in the appropriate position to announce to the industry and to
the public our newly developed and inexpensive scanner, the All-Print Reader.
Better: Our marketing director anticipates that within the next two weeks, we will
be ready to announce our new, inexpensive scanner-the All-Print Reader.
Poor: Please raise the top of the table another 3 inches.

Better: Please raise the tabletop another 3 inches.
Poor: The two twins work in the same department.

Better: The twins work in the same department.
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4. Consistency. Like the proofreader, the editor must check for consistency. Check to make
sure that courtesy titles have been used consistently throughout. If you mentioned “Ms.
Guzman,” avoid stating “Mrs. Guzman” in one place. Although both titles are correct,
there must be consistency. There should also be consistency in terms of names and
references to companies and associations. Headings and subheadings must also be
consistent with the same word format.
Be mindful of figures as well. Check for inconsistencies in number usage. If

certain sets of numbers are presented in figure form, be sure that similar sets of data
are also presented in figure form. Double-check also date entries.
5. Concreteness. The use of explicit, tangible language promotes reader understanding.

Vague, abstract writing only interferes with the clarity and the reader’s ability to
visualize what the writer has in mind.
A: “ I bought a dog yesterday.”

B: “Oh yeah! What kind?”
A: “St. Bernard”
B: “Full grown or puppy?”
A: “Puppy”
B: “Male or female?”
A: “Male”
B: “What color?”
A: “Brown and white”
B: “ Why didn’t you say in the first place that you bought a brown-
and-white male St. Bernard puppy yesterday?”
The use of concrete nouns and precise verbs enables the reader to picture and grasp more
easily the ideas presented.
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6. Courtesy. Words such as please, thank you, and appreciate/connote courtesy that
creates goodwill and understanding. Successful editors rid documents of offensive
words or innuendoes. These editors strive to ensure that the message reflects as much
as possible the reader’s viewpoint. Avoid antagonism in any form.
Self-Help: You can also refer to the sources below to help you further understand the lesson:
3. Nadell, J., Langan, J., & Comodromos, E. (2009). The Longman writer: Rhetoric, reader,
Let’s Check
Copy and Edit
Instruction: Copy the following paragraphs on the box below; then edit them for the
correctness of expression. Locate the following errors: (a) 3 grammar errors, (b) 3
punctuation errors, (c) 4 capitalization errors, (d) 6 spelling errors, and (e) 4 number-usage
errors.
You are amoung a prefered group of Zobebel charge customers who is being invited to
save 25 to 50% on our collection of fine furniture. For two days you will have a opportunity
to chose from furniture, that has been gathered from all our stores just for this exciting
sale. This event will not e advertized to the public.
This is your chance to save hundreds of pesos on living room dinning room and bedroom
suites. mark october second and third on your calender, and join us in the Furniture
Department of Zobebel at the fiesta pavillion mall. We hope to see you their.
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Your revised paragraphs here:
Let’s Analyze
Reflect and Write
Write a two-paragraph (minimum of 6 sentences per paragraph) reflection on how technical

communication could become helpful in your future career. Provide concrete examples of
situations wherein technical communication becomes purposeful.
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Write your reflection here…
In a Nutshell
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In each box, write a quality of effective technical communication and explain why this
quality needs to be achieved when writing technical documents.
1.
2.
3.
4.
5.
6.
Q&A List
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1.
2.
3.
4.
5.
Keywords Index
Technical Writing Clarity Completeness
Conciseness Consistency Courtesy
Concreteness Sentence Construction Coherence
Big Picture
Weeks 4-6: Unit Learning Outcomes (ULO-a):
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c. Determine the standard language to be used in technical writing;

d. Identify the English grammatical rules that need to be observed when writing
technical documents; and
e. Discuss the definition, purpose, and format of a feasibility report.

ULO-a. Determine the standard language to be used in technical writing
Metalanguage
 Grammar is the study of the classes of words, their inflections, and their functions
and relations in the sentence.
 Spelling is the forming of words from letters according to accepted usage.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the three (3)
weeks of the course, you need to fully understand the following essential knowledge
that will be laid down in the succeeding pages. Please note that you are not limited
to exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.
Grammar and Mechanics in Technical Writing
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In any technical communication, grammar and mechanics are essential elements. When
writing technical documents, it is vital to consider correctness in the following: (1) spelling, (2)
capitalization, (3) punctuation, and (4) grammar usage.
Spelling
“Spelling need not be a mystery” (Nadell, Langan, & Comodromos, 2009). For
reference, it is important to have an on-hand updated copy of a dictionary. If you use a word
processor, there is an automatic “spell check” program. Another strategy to improve your
ability to correct spelling words is through keeping a personal inventory of the words you
misspell. Lastly, it is also important to know about basic spelling rules to minimize spelling
errors.
1. When i and e are adjacent
i before e except after c when pronounced like a as in neighbor

and weigh
achieve ceiling beige
piece conceited freight
thief deceive reign
yield receive their
The rule does not apply if the i and e are in separate syllables: science or society. It
also does not apply to the following exceptions:
caffeine inveigles seize
either leisure sleight
financier neither species
foreign protein weird
2. Doubling the final consonant. This rule applied to words that satisfy the
following conditions.
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o The word’s last three letters must be consonant, vowel, consonant and
o The word must be either one syllable (plan) or accented on the final
syllable (control).
In such cases, double the final consonant before adding an ending that begins
with a vowel (such as -ed, -er, -al, and -ing):
plan/planned control/ controller
refer/ referral begin/ beginning
However, do not double the final consonant in the following cases:
o Words that end in a silent e (pave/paved, mope/moping)

o Words ending in two vowels and a consonant or two consonants (appear/
appearance, talk/ talking)
o Words whose accent is not on the final syllable (develop/developing)
o Words that no longer are accented on the final syllable when the ending is
added (refer/reference, prefer/preferable). An exception is the word
questionnaire.
3. Dropping the final silent e: For a word that ends in a silent e, drop the e
before adding an ending that begins with a vowel.
cope/coping receive/receivable
cute/cutest guide/guidance
But keep the e before an ending beginning with a consonant:
sincere/ sincerely base/basement
definite/ definitely nine/ ninety
Exceptions include the following: truly, awful, argument; dyeing and singeing
(to avoid confusion with dying and singing); changeable, courageous,
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manageable, noticeable, and similar words where the final e is needed to keep
the sound of the g or c soft.
4. Adding to words that end in y: For most words ending in y, change to y to ie

before adding an s:
city/ cities study/studies story/stories
Change the y to i before all other endings, except -ing:

copy/copies cry/cries study/studies
The y remains when the ending is -ing:

copying crying studying
The y also stays when it is preceded by a vowel:

delay/delays/delayed/delaying
5. Words ending in -f and -fe: Words ending in -f and -fe normally change to -ves
in the plural.
leaf/ leaves life/lives
knife/ knives wife/ wives
An exception is roof, whose plural simply adds an -s.
6. Common spelling errors: Homonyms are words that sound alike but have
different spellings and meaning. Here are a few of the most troublesome:
accept/ except knew/new their/there/they’re

affect/effect lose/loose to/too/two
whose/who’s its/it’s your/you’re
complement/compliment principal/principle
Capitalization
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Capitals are used to (1) mark a beginning of a sentence and (2) signal a proper noun or
adjective. The following principles, lifted from Business English & Correspondence by Aquino,
Callang, Bas, and Capili (2010), describe the most common uses of capital letters.
Rule 1: Abbreviations of government agencies, military units, and corporate names

are usually capitalized.
NBI PNP PAGCOR ABS-CBN
Rule 2: Abbreviations of academic degrees and professional ratings may be all

capitalized and lowercased, depending on the word.
P.E. Ph.D. CPA MBA/DBA
Rule 3: The first word in a sentence, of a sentence fragment, or of a complete

sentence enclosed in parentheses, is capitalized.
a. The community outreach was pushed through.

b. Yes, I can make it.
c. Will you meet me?
d. Total destruction. Nothing succeeds.
However, the first word of a parenthetical phrase or sentence enclosed by
parentheses and occurring within another sentence is lowercased.
a. The conference started. (The agenda was not revealed.)

b. She studied history under Dr. Amoroso (she wrote the text, you know) at the
university.
Rule 4: (a) The first word of a direct quotation is capitalized, but (b) a split direct
quotation tightly bound to the rest of a sentence is lowercased at the beginning of its
continued segment or segments, and (c) the first word of a quotation forming a
complete sentence that is tightly bound to the main sentence is usually lowercased.
a. He asked, “How can I serve you?”
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b. “The President denied the story,” the paper reports, “and feels the
media have acted irresponsibly.”
c. The paper goes on to say that “the President feels the media are
irresponsible.”
Rule 5: The first word of a direct question within a sentence or of a series of
questions within a sentence may be capitalized.
The question is this: Exactly what strategies should accountants make? How
much reengineering should the company undertake? How much would it
cost?
Rule 6: (a) The first word following a colon may be lowercased or capitalized if it
introduces a complete sentence; while the former is the more usual styling, (b) the
latter is common especially when the sentence introduced by the colon is fairly
lengthy and distinctly separate from the preceding clause.
a. The advantage of globalization is clear: it allows free trade.

b. The banking situation is critical: This bank cannot regain the losses if they do
not encourage mergers and buy-ins, especially foreign buy-ins.
Rule 7: (a) The first words of run-in or blocked enumerations that form complete
sentences are capitalized, as are the first words of phrasal lists and enumerations,
blocked beneath running texts. However, (b) phrasal enumerations that run-in with
the introductory text are lowercased.
a. Do the following tasks:

1. Go to the library.
2. Borrow two management books.
3. Research on the “Theories of Organizing.”
4. Encode it.
These are the agenda:
Call to order
Roll call
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Minutes of the previous meeting
President’s report
b. On the agenda will be (1) call to order, (2) roll call, (3) minutes of the
previous meeting, and (4) president’s report.
Rule 8: The first letter of the first word in an outline heading is capitalized.
a) I. Manager’s tasks
II. Production responsibilities
A. Loan generation
B. Look to automation support
Rule 9: The first letter of the first word in a salutation and a complimentary close is
capitalized, as is the first letter of each main word following SUBJECT and TO
headings as in memoranda.
a) Dear Luz
b) My dear Dr. Lim
c) TO: All Department Managers
d) Sincerely yours,
e) Very truly yours,
f) SUBJECT: Vacation Leave
lesson.
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Let’s Check
Check and Spell Correctly
Instruction: If the sentence has a spelling mistake, correct it by rewriting the misspelled
word. If the sentence has no mistake, write NE.
1. “Emerging Nations in Today’s World,” one of the supplementary texts in Modern

History 1, is on reserve at the library.
_____________________________________________________________________
2. Last year, while visiting my parents in central Florida, I took a disastrous coarse in
Sociology.
_____________________________________________________________________
3. The analysts of the election-eve pole concluded, “It’s a toss-up.”
_____________________________________________________________________
4. For some reason, spring tends to have a depressing affect on me.
_____________________________________________________________________
5. Rev. Astor’s teeth chattered at my brother’s outdoor wedding, held in March in
Northern Massachusetts.
_____________________________________________________________________
6. Weighing in at 182 lbs. was Tim Fox, a sophmore from a community college in Ala.
_____________________________________________________________________
7. In the fall, when the foliage is at its peek, many people pack their hiking gear and
head for the country.
_____________________________________________________________________
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Let’s Analyze
Capitalize Correctly!
Instruction: If the sentence has no error, write NE. If it has errors, rewrite the sentence to
make it correct.
___________ 1. The fbi released the dna results to the NBI.
___________ 2. The kgb (Russian spy) was successful in its operation.
___________ 3. Lorraine will finish her m.a. degree next year.
___________ 4. He flunked in his p.e. practical exam.
___________ 5. Shall I see you tonight?
___________ 6. Mark said, “he is a leader of integrity.”
____________ 7. The disadvantage of computer is seen: it dehumanizes society.
____________ 8. Possible Causes of Tuberculosis
A. Smoking
B. Pollution
____________ 9. dear Karen
____________ 10. TO: all faculty members
In a Nutshell
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Instruction: Answer the following questions comprehensively. Please consider the criteria
presented below.
Content- 5 points
Total- 10 points
1. Do you believe that there must be a standard language to be used in technical writing?
Discuss comprehensively.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Provide a scenario where mistakes in spelling and capitalization in technical writing could
have a big impact. Discuss how proper spelling and capitalization could affect the quality
and function of technical documents.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q&A List
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1.
2.
3.
4.
5.
Keywords Index
Grammar Mechanics Spelling
Capitalization Homonyms Punctuation
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ULO-b. Identify the English grammatical rules that need to be observed when
writing technical documents
Metalanguage
refer to these definitions in case you encounter difficulty in understanding some concepts.
 Mechanics include the rules on the correct usage of punctuation marks, correct
spelling of words, and appropriate capitalization of words.
 Subject-Verb Agreement refers to the agreement of the subject of the sentence and
the verb used. This is to make sure that the number of subject agrees with the verb.
Essential Knowledge
Subject-Verb Agreement
A verb should always match its subject in number. If the subject is singular, the verb
should also have a singular form. If the subject is plural, the verb should also have a
plural form.
How to Correct Mistakes in Subject-Verb Agreement
Examples presented below are common situations that often lead to problems
with subject-verb agreement. To easily resolve the problem, the verb’s subject must
be determined first and make sure that its verb agrees with it. These examples are
taken from Naadell, Langan, and Comodromos (2009).
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1. When there are two or more subjects: When the word and joins two or more
subjects in a sentence, use a plural verb.
Correct: A strong quake and an unexpected storm hit the city.
However, when the word or joins the subjects, use a singular verb.
Correct: A strong quake or an unexpected storm hits the city.
2. When the subject and verb are separated by a prepositional phrase: Be sure to
match the verb to its subject- not to a word in a prepositional phrase that comes
between the subject and the verb.
Correct:
One of the students was there during the celebration.
To pass the subject, the student representative from all sections needs to submit his
report.
3. When the words either…or or neither…nor connect subjects: When either…or or

neither…nor link two subjects, use the verb form (singular or plural) that agrees with
the subject closer to the verb.
Correct:
Neither the students nor the professor attends the meeting.
Neither the professor nor the students attend the meeting.
4. When the subject is an indefinite pronoun: Some indefinite pronouns (such as

anyone, anything, each, either, every, everyone, everybody, everything, neither, and
nobody) take a singular verb- whether they act as a pronoun subject (as in the first
sentence that follows) or as an adjective in front of a noun subject (as in the second
sentence).
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Correct:
Neither of the libraries was open.
Neither library was open.
Other indefinite pronouns (such as all, any, most, none, and some) take a singular or
a plural verb, depending on whether they refer to one thing or a number of things. In
the following sentences, some refers to a single session, so the verb is singular.
Correct: The student reported that only some of her tutoring session was helpful.
In the next sentence, however, some refers to multiple sessions, so the verb is plural.
Correct: The student reported that only some of her tutoring sessions were helpful.
5. When there is a group subject: When the subject of a sentence refers to a group
acting in unison, or as a unit, use a singular verb.
Correct: The debate club is on a winning streak.
However, when a subject is a group whose members are acting individually, rather
than as a unit, use a plural verb.
Correct: The debate club argues among themselves constantly.
If in this case, the plural verb sounds awkward, reword the sentence so that the
group’s individual members are referred to directly:
Correct: The debate club members argue among themselves constantly.
6. When the verb comes before the subject: Words such as here, there, how, what,
when, where, which, who, and why, as well as prepositional phrases, are apt to invert
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normal sentence order, causing the verb to precede the subject. In such cases, look
ahead for the subject and make sure it and the verb agree in number.
Correct:
There is always a long line of students at the library.
What are the reasons for the consumers’ complaints?
Near the guardhouse, looking for us everywhere, were our parents.
Let’s Check
Revise the Sentences
Instruction: Rewrite the following sentences by correcting any errors in subject-verb

agreement. Be careful, though, as some sentences may not contain any errors. If the
sentence does not contain any error, write NE. Write your revised sentence on the lines
provided.
1. There is many secretaries who do their bosses’ jobs, as well as their own.
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2. At the back of the closet, behind all the clothes, are some old pictures.
___________________________________________________________________________
3. Each of the children wear a name tag when the play group takes a field trip.
___________________________________________________________________________
4. In the garage, leaning against the back wall, are a rusty equipment and a broken
bicycle.
___________________________________________________________________________
5. Neither the sales representative nor the customers were happy with the price
increase, which is scheduled to go into effect next month.
___________________________________________________________________________
6. The human spinal column, with its circular discs, resemble a stack of wobbly poker
chips.
___________________________________________________________________________
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7. Both the students and the instructor dislikes experimental music.
___________________________________________________________________________
8. Nobody in the two classes think that the exam, which lasted three hours, was fair.
___________________________________________________________________________
9. The crowd, consisting of irate teachers and parents, were quiet.
___________________________________________________________________________
10. The guidelines issued by the supervisor states that personal calls made during the
business day violate company policy.
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Let’s Analyze
Reflect and Write
Correct use of the English language is important in technical writing. Create a two-paragraph
essay elaborating your thoughts on the importance of knowing the grammatical rules of the
English language. In writing your essay, make sure that you follow the grammatical rules
discussed. In writing your essay, please consider the following criteria:
Content/Substance- 10 points
Grammar and Mechanics 10 points
Total 20 points
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In a Nutshell
Based on the topic discussions that we had about the importance of the English language in
technical writing, write your insights or reflections about the usefulness of the English
language in technical writing. Limit your insights on how purposeful the English language
and its grammar is in technical writing.
1.
2.
3.
4.
5.
Q&A List
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1.
2.
3.
4.
5.
Keywords Index
Grammar Subject-Verb Agreement Verbs
Subject Mechanics Prepositions
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ULO-c. Discuss the definition, purpose, and format of a feasibility report
Metalanguage
In this section, the important terms to demonstrate ULO-c are operationally defined
to establish a common frame of reference as regards the concepts introduced herein.
You will encounter these terms as we go through the study. Please refer to these definitions
in case you will encounter difficulty in understanding some of these concepts or the topic at
hand.
 Criteria include the things that need to be considered when creating the conclusion
and recommendations for a feasibility report.
 Feasibility report is a type of technical documents which critically studies the

practicability of a plan and recommends an action to carry out this plan.
Essential Knowledge
Feasibility Report: An Introduction
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According to Gerson and Gerson (2012), a feasibility/recommendation report

accomplishes two goals. First, it studies the practicality of a proposed plan. Then, it
recommends action. Occasionally, your company plans a project but is uncertain whether
the project is feasible. Will the plan work, does the company have the correct technology,
will the idea solve the problem, or is there enough money? One way a company determines
the viability of a project is to perform a feasibility study, document the findings, and then
recommend the next course of action:
 Manufacturing. Your company is considering the purchase of new equipment.

Still, it is concerned that the machinery will be too expensive, the wrong size for
your facilities, or incapable of performing the desired tasks. You need to research
and analyze the options, determining which equipment best suits your company’s
needs. Then, you will recommend the purchase.
 Accounting. Your company wants to expand and is considering new locations.
The decision-makers, however, are uncertain whether the market is right for
expansion. Are interest rates good? Our local property taxes and sales taxes
too high? Will the city provide tax rebate incentives for your company’s growth?
You need to study the feasibility of expansion and report your recommendations.
 Web design. Your company wants to create a website to market your products
and services globally. The CEO wants to be sure that online checkout is easy,
pricing is cost-effective, products are depicted in a visually appealing way, and the
site loads quickly. How will you make your website stand out from the
competition? You must write a feasibility report to present the options as well as
to offer your recommendations.
 Health management. It is time to update your health information system. With
increasingly complex insurance and regulatory challenges, your current system is
outdated. What are your options? You could install software to help code and
classify patient records. You could hire consultants to help comply with in-patient
and outpatient regulations. A feasibility report will study the options before you
recommend changes.
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Feasibility Report: Its Format
A good way for a company to find out whether a project is viable or not is through the
conduct of a feasibility report. Writing a feasibility report allows documentation of the
findings. Gerson and Gerson (2012) suggest the following components of an effective
feasibility report:
1. Introduction (overview, background)

Objectives. Under this subheading, answer any of the following questions:
o What is the purpose of this feasibility report? One of your
responsibilities is to provide background data. To answer the question
regarding the report’s purpose, provide a clear and concise statement
of intent.
o What problems motivated this study? To clarify for your readers the
purposes behind the study, explain what problems cause doubt about
the feasibility of the project (is there a market, is there a piece of
equipment available that would meet the company’s needs, is the land
available for expansion?). You can also explain what problems led to
the proposed project (current equipment is too costly or time-
consuming, current facilities are too limited for expansion, current net
income is limited by an insufficient market).
o Who initiated the feasibility study? List the name(s) of the manager(s)
or supervisor(s) who requested this report?
Personnel. Document the names of your project team members, your

liaison between your company and other companies involved, and your
contacts at these other companies.
2. Discussion (body, findings)

Under this subheading, provide accessible and objective documentation:
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Criteria. State the criteria upon which your recommendation will be based.
Criteria are established so you have a logical foundation for comparison of
personnel, products, vendors, costs, options, schedules, and so on.
Analysis. In this section, compare your findings against the criteria. In
objectively written paragraphs, develop the points being considered. You might
want to use a visual aid such as a table to organize the criteria and provide easy
access.
3. Conclusion/Recommendations
Conclusion. In this section, state the significance of your findings. Conclude what
you have found in your study.
Recommendations. Once you have drawn your conclusions, the next step is to
recommend a course of action. What do you suggest that your company do next?
Which piece of equipment should be purchased? Where should the company locate
its expansion? Is there a sufficient market for the product?
Presented in the next pages is the sample of a feasibility report lifted from
Gerson and Gerson (2012).
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Source: Gerson, S. & Gerson, S. (2012). Technical communication: Process and product.
United States: Pearson Education.
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Let’s Check
True or False. Write T if the statement is correct and F if it is incorrect.
________ 1. In writing a feasibility report, the conclusion must be based solely on the
feedback of interviewed respondents.
_________ 2. It is not important to keep proper documentation of all personnel who will be
involved in the project implementation.
_________ 3. Before deciding to write a feasibility report, know the root problem so as to
know what to address.
_________ 4. The discussion part of a feasibility report should contain significant

conclusions and recommendations only.
_________ 5. Recommending a course of action is optional in a feasibility report.
_________ 6. A set of criteria shall be included as a basis in crafting the recommendations.
_________ 7. As the one writing a feasibility report, it is your responsibility to provide

background information about the problem at hand.
_________ 8. Recommendations need to be concrete enough to make sure that the

problem could be addressed.
__________ 9. The objectives of a feasibility report need not be specific.
__________ 10. The findings of your data gathering play an important role in establishing
the conclusion and the recommendations of your feasibility report.
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Let’s Analyze
Let’s Apply. Identify one major problem existing in your school. Examine this problem and
create a simplified feasibility report about this. Expected contents of your report are the
following:
1. Introduction (Background of the Problem)
2. Discussion (Analysis of the Problem)
3. Conclusion (Summary of Analysis, Recommendations)
Please cite references that could strengthen your background of the problem, analyses, and
recommendations.
Criteria:
Comprehensiveness- 20 pts.
Recommendations- 10 pts.
Accuracy - 5 pts.
Language Use - 5 pts.
Total - 40 pts.
In a Nutshell
Reflect and Write. Create a one-paragraph reflection on the importance of feasibility
reports. Share your insights about the things you learned about feasibility reports in general.
Please observe the grammatical and mechanical rules in writing.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q&A List
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1.
2.
3.
4.
5.
Keywords Index
Feasibility Feasibility Report Introduction
Discussion Conclusion Recommendations
Big Picture
Weeks 7-9: Unit Learning Outcomes:

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f. Discuss the purpose and format of a proposal;

g. Identify the function and template of a progress report; and
h. Create a field-based technical document.

ULO-a. Discuss the purpose and format of a proposal
Metalanguage
 Internal Proposal is a type of proposal which is used to convey ideas to the upper-
level management.
 External Proposal is intended to sell a product or a service to potential clients

outside your company.
Essential Knowledge
Proposal: Purpose and Format
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Gerson and Gerson (2012) maintain that your goal in writing a proposal is to sell an
idea persuasively. Generally, proposals could be classified into two: (1) internal proposals
and (2) external proposals.
Internal Proposal. This is used to convey ideas to upper-level management. The topic
is large and will require extensive financial obligations, time for planning, and a commitment
to new staffing. A short, informal report will not suffice. In contrast, you will have to write a
type of longer, formal report- an internal proposal for your company’s management.
External Proposal. This is written to sell a new service or product to an audience

outside your company. Your responsibility is to write an external proposal selling the
benefits of the new corporate offering to a prospective client.
Format
To guide your readers through a proposal, Gerson and Gerson (2012) suggest the
following contents of a proposal:
o Title page
o Cover letter
o Table of contents
o List of illustrations
o Abstract
o Introduction
o Discussion (the body of the proposal)
o Conclusion/recommendation
o Glossary
o Works cited (or references) page
o Appendix
Abstract. Readers do not have all the luxury of time to read everything in your
proposal. They need information quickly, and they need it presented in low-tech
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terminology. This can be achieved through an abstract or an executive summary. The

abstract, limited to approximately 3 to 10 sentences, present the problems leading to
your proposal, the suggested solutions, and the benefits your audience will derive.
Introduction. Your introduction should include two primary sections: (1) purpose
and (2) problem. For the purpose, in one to three sentences, tell your readers the
purpose of your proposal. Your purpose statement clarifies the proposal’s context. For
the problem (needs analysis), it is a must to have the importance of the proposal
clarified.
Discussion. When writing the text for your proposal, sell your ideas persuasively,
develop your ideas thoroughly through research, observe ethical, technical
communication standards, organize your content so the audience can follow your
thoughts easily, and use graphics.
Conclusion/Recommendations. Sum up your proposal, providing your readers

closure. The conclusion can restate the problem, your solutions, and the benefits to be
derived. Your recommendation will suggest the next course of action. Specify when
this action will or should occur and why that date is important.
Presented in the succeeding pages is a sample of an external proposal (from

Gerson & Gerson, 2012).
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lesson.
Let’s Check
Instruction: Identify the part of the proposal being referred to in each item. Write the
complete name for the part.
1. This refers to the introductory letter for the recipient of your proposal.
2. This part contains a summary of the contents and the pages where you can find each of the
contents/sections.
3. This is an executive summary of your proposal.
4. In this section, the background of your proposal is tackled.
5. This section contains the very substance of your proposal.
6. This part contains a summary of all figures included in your proposal.
7. This segment of your proposal is composed of the suggested solutions for the problem.
8. This is a list of all terms used in your document and their corresponding location in your proposal.
9. In this section, you indicate all the cited sources or references.
10. Attachments or important enclosures are included in this section.
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Let’s Analyze
Proposal Writing
Instructions:
a. Think of an innovative product or service that you would like to introduce to a big
company. This product must be original. For the company to consider your product, a great
proposal needs to be written.
b. Write a brief business proposal with the following contents:
I. Title Page
II. Introduction (Provide background about the existing problem or necessity to

propose the product or service to the public)
III. Discussion (In this section, present the product or service you are proposing.
You may use figures or images to supplement your descriptive discussion.)
IV. Conclusion/ Recommendations (Provide a list of conclusions or

recommendations that you could offer to your potential clients/company)
c. Mechanics: 1-5 pages only, Arial, 12, 2.0 spacing, default margin settings, A4-sized
d. Criteria for Scoring:
Substance/Depth of Discussion- 25 points
Completeness- 10 points
Total- 50 points
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In a Nutshell
Instruction: Answer the following questions comprehensively. Please consider the criteria
presented below.
Content- 5 points
Total- 10 points
1. Why is there a necessity to write proposals in the corporate world? How can they become
so functional?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Based on our discussion on the characteristics of effective technical communication, what

qualities should be present in your proposal. Give the top three qualities that you believe
must all be present in your proposal and provide a comprehensive discussion.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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Q&A List
1.
2.
3.
4.
5.
Keywords Index
Proposal Intensive Proposal Extensive Proposal
Abstract Glossary Works Cited
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ULO-b. Identify the function and template of a progress report
Metalanguage
refer to this definition in case you encounter difficulty in understanding some concepts.
 Progress Report is a technical document that presents the status of an activity,

explaining the work that has been accomplished and the work that remains to be
accomplished.
Essential Knowledge
Progress Report: An Introduction

A progress report lets you document the status of an activity, explaining what work
has been accomplished and what work remains. Supervisors and customers want to know
what progress you are making on a project, whether you are on a schedule, what difficulties
you might have encountered, and what your plans are for the next reporting period (Gerson
& Gerson, 2012). Because of this, your audience might ask you to draft progress reports
daily, weekly, monthly, quarterly, or annually.
Biomedical technology. You and your team are developing a new heart monitor. This
entails researching, patenting, building, testing, and marketing. You have been working on
this project for months. What is your status? A progress report will tell your investors and
supervisors where you stand if you are on schedule, and when the project will conclude.
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Hospitality management. The city’s convention center is considering new catering

options. Your job has been to compare and contrast catering companies to see which one or
ones would best be suited for the convention center’s needs. The deadline is arriving for a
decision. What is the status? Whom have you considered? What are their prices and food
choices? What additional services make the offer? You need to submit a progress report so
management can determine what the next steps should be.
Project management. Your company is renovating its home office. Many

changes have occurred. These include new carpeting, and walls moved to create
larger cubicles, the construction of larger conference rooms, a new cafeteria and
fitness center, and improved lighting. Other changes are still in progress, such as
increased parking spaces, exterior landscaping, a child care center, and handicapped
accessibility. The supervisor wants to know when these renovations will be
concluded. You need to write a progress report to quantify what has occurred, what
work is remaining, and when work will be finished.
Gerson and Gerson (2012) propose a sample format of a progress report.
1. Introduction (overview, background)

Objectives. These can include the following:
o Why are you working on this project? What is the rationale?
o What problems motivated the project?
o What do you hope to achieve?
o Who initiated the activity
Personnel. With whom are you working on this project (i.e., work team, liaison,
contacts)?
Previous Activity. If this is the second, third, or fourth report in a series, remind
your readers what work has already been accomplished. Bring them up to date
with background data or a reference to previous reports.
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2. Discussion (findings, body, agenda)

Work accomplished. Using subheadings, itemize your work accomplished
either through a chronological list or a discussion organized by importance.
Problems encountered. Inform your reader(s) of any difficulties encountered
(late shipments, delays, poor weather, labor shortages) not only to justify your
possibly being behind schedule but also to show the readers where you will need
help to complete the project.
Work remaining. Tell your reader what work you plan to accomplish next. List
these activities, if possible, for easy access. A visual aid, such as a chart, fits well after
these two sections. The chart will graphically depict both work accomplished and
work remaining.
3. Conclusion/Recommendations
Conclusion. Sum up what you’ve achieved during this reporting period and provide
your target completion date.
Recommendations. If problems were presented in the discussion, you could
recommend changes in scheduling, personnel, budget, or materials that will help you
meet your deadlines.
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Sample Progress Report
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Source: Gerson, S. & Gerson, S. (2012). Technical communication: Process and product. United
States: Pearson Education.
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Let’s Check
Instruction: Provide a comprehensive discussion on the role or function of each of the
proposal sections indicated below. Explain the purpose of each section in a proposal.
1. Introduction
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Discussion
___________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. Conclusion
___________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Let’s Analyze
Progress Report Writing
Using the template discussed in class, create a simple progress report of the current GE 14
summer class that you have. Consider all aspects of the class and include them wherever it
is appropriate to incorporate them into the sections of a proposal. In writing your progress
report, please consider the following criteria
Content/Substance- 10 points
Completeness- 10 points
Grammar and Mechanics 10 points
Total 30 points
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In a Nutshell
Identify five important things that must be given emphasis when writing a progress report.
For each, please provide a brief discussion.
1.
2.
3.
4.
5.
Q&A List
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1.
2.
3.
4.
5.
Keywords Index
Progress Report Introduction Discussion
Conclusion Recommendations Gantt Chart
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ULO-c. Create a field-based technical document
Metalanguage
In this section, the important terms to demonstrate ULO-c are operationally defined
to establish a common frame of reference as regards the concepts introduced herein.
You will encounter these terms as we go through the study. Please refer to these definitions
in case you will encounter difficulty in understanding some of these concepts or the topic at
hand.
 Application Letter is a technical document which is used to express one’s intention

to apply for a position in a company.
 Letter of Inquiry is a form of technical document which allows the letter sender to
include questions or points of clarification about the products or services offered by
a company.
 Minutes of the Meeting is a type of technical document which presents a summary

of all things discussed in a meeting.
 Resumé is an important technical document for people applying for a job. This
contains one’s important records, which include job history, educational attainment,
and other lists on related training.
 Sales Letter is a form of technical correspondence that aims to provide information

about products being sold or service offered by a company.
Essential Knowledge
Sample: Application Letter
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Sample: Letter of Inquiry
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Sample: Minutes of the Meeting
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Source: Gerson, S. & Gerson, S. (2012). Technical communication: Process and product.
United States: Pearson Education.
Sample: Chronological Resumé
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Source: Gerson, S. & Gerson, S. (2012). Technical communication: Process and product. United States:
Pearson Education.
Sample: Functional Resumé
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Pearson Education.
Sample: Sales Letter
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Pearson Education.
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Let’s Check
Instruction: Create your application letter and resumé for an open position in a company.
Your teacher will give you the details for the recipient of your application letter. Criteria for
scoring are as follows:
Application Letter
Content/ Substance of Letter- 15 points
Language Use - 5 points
Format - 5 points
Total - 25 points
Resumé
Presentation of Details - 10 points
Completeness - 10 points
Language Use - 5 points
Total - 25 points
Let’s Analyze
Instruction: Please provide the function of each identified technical document. Provide a
brief discussion as to the very purpose of each document.
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1. Letter of Inquiry: ___________________________________________________________
2. Resumé:
__________________________________________________________________
3. Application Letter: _________________________________________________________
4. Sales Letter:
_______________________________________________________________
5. Minutes of the Meeting:

_____________________________________________________
In a Nutshell
Reflect and Write. Create a one-paragraph reflection on the importance of technical
documents. Share your insights about the things you learned in this class. Please observe
the grammatical and mechanical rules in writing.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q&A List
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1.
2.
3.
4.
5.
Keywords Index
Sales Letter Letter of Inquiry Chronological Resumé
Functional Resumé Application Letter Minutes of the Meeting
Online Code of Conduct

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(1) All teachers/course facilitators and students are expected to abide by an honor code
of conduct, and thus everyone and all is exhorted to exercise self-management and
self-regulation.
(2) All students are guided by professional conduct as learners in attending OBD
courses. Any breach and violation shall be dealt with properly under existing
guidelines, specifically in Section 7 (Student Discipline) in the Student Handbook.
(3) Professional conduct refers to the embodiment and exercise of the University’s Core
Values, specifically in the adherence to intellectual honesty and integrity; academic
excellence by giving due diligence in virtual class participation in all lectures and
activities, as well as fidelity in doing and submitting performance tasks and
assignments; personal discipline in complying with all deadlines; and observance of
data privacy.
(4) Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
(5) Students shall independently and honestly take examinations and do assignments
unless collaboration is clearly required or permitted. Students shall not resort to
dishonesty to improve the result of their assessments (e.g., examinations,
assignments).
(6) Students shall not allow anyone else to access their personal LMS account. Students
shall not post or share their answers, assignment, or examinations to others to
further academic fraudulence online.
(7) By enrolling in OBD or DED courses, students agree and abide by all the provisions of
the Online Code of Conduct, as well as all the requirements and protocols in
handling online courses.
Prepared by:
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MAICO DEMI B. APEROCHO

Faculty, Languages Discipline
Reviewed by:
EDWIN L. NEBRIA, Ed.D.

Chair, Languages Discipline
Approved by:
KHRISTINE MARIE D. CONCEPCION, Ph.D.

Dean, College of Arts and Sciences Education
105

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College of Arts and Sciences Education

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Matina Campus, Davao City

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: GE 14 – Technical Writing

Name of Teacher: Prof. Candice Faye Kristen Lleses

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY. THIS IS NOT FOR

Matina Campus, Davao City

Course Outline Policy 6

Writing in the Professional World 13

Improving Technical Skills 13

Unit Learning Outcomes (ULO-b) 21

Matina Campus, Davao City

Unit Learning Outcomes (ULO-b) 44

Matina Campus, Davao City

Unit Learning Outcomes (ULO-c) 53

Feasibility Report: An Introduction 54

Feasibility Report: Its Format 55

Proposal: Purpose & Format 64

Unit Learning Outcomes (ULO-b) 83

Matina Campus, Davao City

Progress Report: An Introduction 83

Unit Learning Outcomes (ULO-c) 93

Sample Technical Documents 94

ULO-c Activities 101

Online Code of Conduct 104

Matina Campus, Davao City

Course Outline: GE 14 – Technical Writing

Course Coordinator: Candice Faye Kristen Lleses

Student Consultation: Done by online (LMS) or thru text, emails or calls

Effectivity Date: May 2020

Mode of Delivery: Blended (online with face to face or virtual sessions)

Time Frame: 54 hours

Student Workload: Expected Self-Directed Learning

Attendance Requirements: A minimum of 95% attendance is required at all

Course Outline Policy

Areas of Concern Details

Assessment Task Submission Submission of assessment tasks shall be on the 3rd,

Matina Campus, Davao City

page indicating the title of the assessment, the

If the assessment task is done in real-time through the

Turnitin Submission To ensure honesty and authenticity, all assessment

Please note that academic dishonesty such as cheating

However, if the late submission of the assessment

Matina Campus, Davao City

For group assessment tasks, the course coordinator

Assignment Resubmission You should request in writing to the course coordinator

If disapproved by the course coordinator, you can

Grading System All culled from BlackBoard sessions and traditional

Matina Campus, Davao City

3rd formative assessment – 10%

All culled from on-campus/onsite sessions (TBA):

Final exam – 40%

Submission of the final grades shall follow the usual

Student Communication You are required to create a umindanao email

Contact Details of the Dean DR. KHRISTINE MARIE D. CONCEPCION

Contact Details of the Program DR. EDWIN L. NEBRIA

Matina Campus, Davao City

the course coordinator, with the approval of the

Instructional Help Desk Contact DR. KHRISTINE MARIE D. CONCEPCION – Dean

Library Contact Details BRIGIDA E. BACANI

Well-being Welfare Support Held ZERDSZEN P. RAÑISES

Matina Campus, Davao City