Subject Title : TECHNICAL COMMUNICATION - I

• Subject Code: S1T1

• 1.0 Reading Comprehension & Exercises

• 2.0 Listening Comprehension & Exercises

• 3.0 Parts of speech, Tense, Gender, Number

• 4.0 Active & Passive voice Sentences

• 5.0 Construction of sentences – Exercises

• 6.0 Dictionary Learning

• 7.0 Synonyms & Antonyms

• 8.0 Technical Report writing

READING COMPREHENSION

Reading comprehension is the ability to read text, process it, and understand its meaning.

To be able to accurately understand written material, need to be able to:

• Decode what they read
• Make connections between what they read and what they already know
• Think deeply about what they have read
 Reading Comprehension Exercises

HENRY FORD
Henry Ford is famous for making cars easier for most people to buy. He did this by
producing the cars using an assembly line.

Henry Ford was born in 1863 in Michigan. He had 4 siblings, and his family owned a
farm. He worked on the farm when he was young, but he soon discovered that he
loved taking things apart to see how they worked, then putting them back together
again. He worked on watches a lot, and ended up helping many people fix their watches.
In 1879, when he was 16 years old, he moved to Detroit to start working with machines,
though he did come home and work on the farm a little, too.
 Ford got married to Clara Bryant in 1888, and worked on a sawmill. He eventually
became an engineer. Ford worked for the Edison Illuminating Company and even got
to meet Thomas Edison! Edison encouraged him to keep working on his plans for his
horseless carriage, powered by a motor. Ford’s gasoline -powered horseless carriage was
called the Quadricycle.

He sold the Quadricycle and started his own company to continue his work making
vehicles. He did not stay with the first company for very many years, but eventually started
the Ford Motor Company. He spent many years developing cars, which were made only a few
at a time.
 Ford was not the first person to create a car, but he was the one who began to
make them accessible to a lot of people in the United States. His “Model T” car,
released in 1908, was easy to drive and to repair, which made many people want one.
He needed to make a lot of cars very quickly. His company, Ford Motor Company,
hired skilled workers to work on an assembly line. The car would move through the line,
and each worker had a job along the line. One worker might put on the steering wheel,
while at a different spot on the line, another worker put on tires. Every Model T was
painted black. The company could make many cars at a time this way, which made them
cheaper to produce.
In addition to using the assembly line to produce cars, Ford was also known for
paying his workers fair wages. Henry Ford died in 1947, but his company is still
around and making cars today.
Answer the following Questions

1. Henry Ford was born in .

a) 1963 b) 1863 c) 1683 d) 1886

2. When Ford working at Edison Illuminating Company he met .

a) Bill Gates b) Isac Newton c) Marconi d) Thomas Edison

3. Ford’s gasoline-powered horseless carriage was called .

a) Quadricycle b) Electrical engine c) Horse engine d) Quadruple

4. Ford’s Model T car was released in . a) 1908

b) 1808 c) 1708 d) 1608

5. Every Model T was painted .

a) Red b) Black c) Orange d) Whilte

6. Ford was died in the year

a) 1947 b) 1547 c) 1957 d) 1967
 EARTHQUAKES AND TSUNAMIS

Earthquakes are the sudden shock of the earth’s surface that result in the earth shaking
and rolling. They can be felt over large geographical areas for brief moments of time. This is
a natural way for the earth to release stress. Did you know that more than a million
earthquakes shock the world each year? Let’s look at what causes this unpredictable
phenomenon.

There are nearly 20 tectonic plates that are along the earth’s surface that continuously
move past each other. When these plates stretch or squeeze, huge rocks form at their
edges and the rocks shift causing an earthquake. You can visualize an earthquake by
holding a pencil horizontally in the air and applying force to both ends by pushing down
on them. Eventually, the pencil will break somewhere between the two pencil ends to
release the stress placed on it.
 This is exactly how the earth’s crust reacts to produce an earthquake. The plates
move and put forces on each other so the earth’s crust breaks for this stress to be released in
the form of energy. This energy then moves at a terrifying rate through the earth as an
earthquake.
A seismograph is an instrument used to record the strength of the earthquake. It
also measures how long the earthquake occurs. Other significant terms to know
concerning the topic of Earthquakes include the “epicenter” which is the point on the earth’s
surface above the source of the earthquake; “seismic waves” which is the energy created
by the quake that causes building, structures, and the earth to move horizontally; and the
Richter Scale, a measurement of an earthquake’s intensity.
 The points on the Richter Scale correspond to the amount of shaking of the earth
(ten times the amount of shaking and 33 times the amount of energy). It has been
reported that the energy released by a large earthquake may be equal to 10,000 times
the energy of the first atomic bomb and cause anxiety-ridden victims to panic. Following
is a chart that shows the types of earthquakes and the rating of each on the Richter
Scale:
Richter scale
4 Minor Earthquakes
5 Moderate Earthquakes
6 Strong Earthquakes
7 Major Earthquakes
8 Great Earthquakes
 If you live in a region of the world that has been known to have a history of earthquakes,
it is devised that you assemble a well-equipped safety and emergency kit. It is also
imperative to have an established disaster plan so everyone remains safe. During an
actual earthquake, it is advisable to get under a sturdy piece of furniture where nothing
can fall on you and to stay clear of glass windows and larger objects. If you are outdoors,
you need to stay far away of buildings, trees, and power lines. If you are in a car, it is
important to drive to a safe area and stay in the car until the trembles stop.
There may be aftershocks, movements after the earthquake. Check for personal
injuries and damage to your home when all movement has subsided. Depending on the
strength of the earthquake, you may be horrified and need someone for reassurance. It is
urgent that you remain calm. You may be able to reassemble some of the items that were
tossed about and repair the disorder that has occurred during this disaster at a later time.
 Tsunamis are formed by the displacement of water, either a landslide, volcanic
eruption or by the slippage of the earth’s plates, rock about 15-200 kilometers (50,000-
650,000 feet) deep that carry the continents and seas of the earth on an underground
ocean of hot, semi-solid material. Tsunamis are large ocean waves that flow straight
avoiding any winding and circular turns like most every day waves. Tsunamis travel up
to 965 kph (600 mph), thus capable of causing severe damage with their treacherous
speed alone. They travel the fastest in deeper water, yet hit near the shoreline at 48-64
kph (30- 40 mph).
Answer the following questions

1. What are earthquakes?

2. How many Tectonic plates are moving along the earth’s surface?
3. Which instrument is used to record the strength of the earthquake?
4. What is epicenter?
5. What are seismic waves?
6. What is Richter Scale?
7. Richter scale rating 7 indicates .
8. What are aftershocks?
9. What is Tsunami?
10. Tsunamis travel up to .
11. What is the speed of Tsunami waves near the shoreline?
 SUSTAINABLE ENERGY
SOURCES
What are sustainable energy sources? Sustainable energy sources are often regarded
as including all renewable sources (naturally replenished) such as sunlight, wind, rain, and
geothermal heat. Included in this definition is electricity and heat generated from solar,
wind, ocean, hydropower, biomass (energy from plants), geothermal (energy from inside the
earth), and biofuels and hydrogen derived from renewable resources. These resources usually
also include technologies that improve energy efficiency. Fossil fuels are not considered
sustainable energy sources because human consumption of fossil fuels creates a decrease in
this type of fuel, not a constant or continual growth.
 Solar Energy: The Latin word for sun is “solar” and thus solar energy is a powerful source of
energy coming from the sun. For billions of years, the sun has produced energy. It is estimated that
the sunlight that shines on the Earth for one hour is capable of meeting the energy demands of the
whole world for an entire year! Can you imagine that?
Solar energy can be converted into other forms of energy, most commonly heat and
electricity. John Herschel, a British astronomer in the 1830s, used a solar collector box to cook
his food while on an African expedition exploring differing terrain.
Today, people use solar energy as an integral part of their lives and for all sorts of things
ranging from heating water in homes to space heating in buildings, from drying farm products
to generating electrical energy, and even heating their swimming pools!
 Photovoltaic is the process of using solar energy directly to make electricity
using specific devices. Electricity can also be produced indirectly from steam
generators which use solar thermal collectors in heating a working fluid. How does solar
energy actually work? The sun’s light is harnessed by passive solar systems for
heating or cooling buildings, flat plate solar collectors, and solar concentrator
power systems. The sun’s heat is used to create steam, which then turns a turbine to
produce electricity.
The drawbacks to solar energy are the large area required for collection and the
manner in which it comes to the surface of the earth.

Wind:Wind is classified as sustainable because wind will continually be produced

as long as there is the sun shining on the Earth in orbit. Wind is caused by the
uneven heating of the earth’s surface by the sun. Today, wind energy is used to generate
electricity.
 The modern use of wind turbines originated in the 17th century when the Dutch used
wind power to recover hundreds of thousands of acres of land by draining the Rhine River
Delta. For the next 300 years, this design was used to pump water, grind grain, and to saw
wood. Now, through advances in the fields of aerodynamics and composite materials,
modern electric power generating turbines was invented. These machines vary in size from
as small as one meter to a hundred meters in rotor diameter, and from 100-1000
kilowatts in power output. Wind energy cost is determined by the cost of installing the
wind turbine and the amount of energy produced. The use of wind -generated electricity is
growing around the world.
 Biomass: Organic material which has stored sunlight in the form of chemical energy
is considered biomass. This type of fuel includes wood, wood waste, straw, manure, sugar
cane, and additional byproducts from a variety of agricultural processes.
By undergoing the process of photosynthesis, the chlorophyll in plants with the help of
energy of the sun converts the carbon dioxide from both the water and air from the ground
into carbohydrates (complex compounds composed of carbon, hydrogen, and oxygen).
When these carbohydrates are burned, they change back into carbon dioxide and water to
release the sun’s energy.

In addition to the typical process of burning, biomass can be changed into liquid fuels or
cooked in a process called “gasification” to make combustible gases. Scientists are exploring
which crops in these contemporary times are best suited for energy generation. More
efficient and cleaner ways to use biomass are also being studied.
 Hydropower: Hydropower is a clean, renewable energy source which converts
kinetic energy from water (acting as potential energy that is stored) into electricity by
turning a turbine.
The amount of available energy in water is determined by the flow of the water
and the fall of the water. This is one of the oldest sources of harnessing a source of energy
by humans. In fact, water wheels were used over 2000 years ago. Electrical power can
be generated from the oceans in the forms of tidal power, wave power, ocean thermal
conversion, ocean currents, ocean winds, and salinity gradients. Most of these have a
disadvantage. Specific to note are the river -based hydroelectric dams that have been
known to upset the natural wildlife of the region. Tidal-based hydroelectric plants can
cause widespread wildlife problems as the time span between low and high tides is
disrupted, and boats are left stranded in low tides.
 Geothermal Energy: Geothermal energy, heat from the earth, is used as an efficient
heat source in small applications like greenhouses. This heat energy can be found almost
anywhere from the dirt in our own backyards to remote wells in countries like Indonesia.
In most cases, mineral water is heated from the earth. Using geothermal energy is
affordable, sustainable, and a good choice for the environment.

Answer the following

1. What causes Wind?
2. Give some examples for sustainable energy sources.
3. Fossil fuels are not renewable energy sources. True or False
4. What is photovoltaic?
5. What are the drawbacks of solar energy?
6. How wind is produced?
7. Wind turbines are capable of generating from power output.
8. What is Biomass?
9. What is photosynthesis?
10. What is Hydropower?
11. What is Geothermal energy?
 TYPES OF ROCKS

Mount Rushmore is an amazing sight, with the faces of four presidents carved into
a giant rock mountain. But even a small rock you find in your yard is pretty amazing. After
all, most rocks have been around for millions of years. Some are billions of years old!

Rocks come in many sizes. A grain of sand can be considered a very tiny rock. Small,
smooth rocks you can hold in your hand are called pebbles. A boulder is a very large
rock that is detached, or separate from, other rocks. Some boulders are so big you can
climb on them.
 A scientist who studies rocks is called a geologist. Geologists will tell you that there are
three main kinds of rocks on earth, and each kind started in a different way. The three types
have long names that are a little difficult to say. The first type of rock is igneous, which you
pronounce “ig-knee-us.” Igneous means “fire rocks,” which is a good description of how
they were formed. Most come from deep inside the earth’s core where it is so hot that
rocks are in a liquid form called magma. Magma that cools very slowly inside earth’s
crust creates one kind of igneous rock. Another kind of igneous rock forms after a
volcano erupts. Liquid magma is called lava when it reaches the earth’s surface and blasts out
of a volcano. When the lava cools, it creates igneous rock.
About a quarter of the rocks on earth are igneous. The most common type is granite.
Granite has big clumps of crystals that are either gray, white, pink, or red. Granite is often
used as a building material, and can be found in everything from kitchen counters to
bridges. Another kind of igneous rock is obsidian, which you pronounce “ub-sid-ee-un.”
This is a shiny black volcanic rock with sharp edges that was often used for knife blades and
arrowheads.
The second major type of rock is sedimentary, pronounced “said-uh-men- tare-ee.” It
means “sitting rock.” This type of rock is formed from igneous rocks that break down
into smaller pieces and fall to the ground or to the bottom of a lake or river. After many
years, layers of these tiny pieces of rock pile on top of one another.
 The layers eventually cement together to form sedimentary rock. Sedimentary rock
also can be created from the shells of tiny sea creatures that fall to the bottom of the ocean
and get smashed together under the weight of the water. Sedimentary rocks formed close to
the shore have mostly sand in them, such as sandstone. Sedimentary rocks formed
farther from the shore have more clay in them, such as shale or limestone. Just as they did
billions of years ago, sedimentary rocks still form in the same way today. The third major type
of rock is metamorphic, pronounced “met-uh- more-fic.” metamorphic means “changed
form,” and that is exactly what these rocks are. They start out as either igneous or
sedimentary, but over time extreme heat or pressure causes them to change into a different
kind of rock. For example, limestone eventually can turn into marble.
Metamorphic is the least common type of rock.
Answer the following questions

1. Why Mount Rushmore is famous?

2. What is a boulder?
3. A scientist who studies rocks is called _.
4. There are main kinds of rocks on earth.
5. Igneous means .
6. What is Lava?
7. An example for Igneous rock is .
8. Sedimentary means .
9. An example for Sedimentary rock is .
10. Metamorphic means .
11. An example for Metamorphic rocks is .
EIGHT PARTS OF SPEECH

 Nouns

 Verbs

 Pronouns

 Adjectives

 Adverbs

 Prepositions

 Conjunctions

 Interjections
The Noun

A noun is the name of a Person, an Animal, a Place, a Thing, an

Idea.

Kinds of Nouns

1. Common Nouns
Eg. Girl, Boy
2. Proper Nouns
Eg. John, Mary
3. Singular Nouns
Eg. Boy, Girl
4. Plural Nouns
Eg. Boys, Girls
5. Singular possessive

Eg. Boy’s, Girl’s

6. Plural possessive
Eg. Boys’, Girls’
The Verb
A word that expresses action or otherwise helps to make a statement There are two types
of verbs:
Action Verbs : Action verbs are words that express action (give, eat walk, etc.) or
possession ( have, own, etc.).
Eg. He rode the horse to victory.
Linking Verbs : A linking verb connects the subject of a sentence to a noun or
adjective that renames or describes the subject.
Eg. Jason became a business major.
The Pronoun

The pronoun is a word used in place of one or more nouns. It may stand for a person,
place, thing, or idea.

Types of Pronouns

1. Personal pronouns

I, me, mine, you, your, yours, she, her, hers, it, its, we, us, our, ours, they, them, their, theirs,
myself, yourself

2. Indefinite Pronouns

Anybody, each, either, none, someone, one, etc.

3. Demonstrative pronouns

This, that, these, those

4. Interrogative pronouns
Who, whom, what, which, whose
The Adjective
Modifies or describes a noun or
pronoun Adjective answers these
questions:
 Which? Did you lose your address
book?
What kind? Is that a wool sweater?

How Just give me five

many? minutes.
The Adverb

Modifies or describes a verb, an adjective, or another

adverb. Adverb answers these questions:

How? He ran quickly.

When? She left

yesterday.
Where? We went
there.
To what degree or how It was too
much? hot!
The Prepositions

Prepositions: are words that we can use to indicate time, place and space.

 Period/point of time Eg. During,

throughout, at
 Position
Eg. In, under, over, beside,
between, opposite, among
 Direction
Eg. Towards, past, around
 Some Common Prepositions

aboard behind throughout

about below to from
above beneath toward in into
across beside under like
after between Uunderneath of
against beyond until off
along by up on
among down upon over
around during with past
at except within since
before for without through
The Conjunction

A conjunction is a word that joins words or groups of words.

 And

 Or

 Either/or

 Neither/nor

 But
The Interjection

Interjection is an exclamatory word that expresses

emotion.

Goodness! What a cute

baby! Wow! Look at

thatsunset!
THE NOUN – GENDER

1. Masculine Gender

A noun that indicates a

male. Eg: boy, lion, hero,

bull, son
2. Feminine Gender

A noun that indicates a female.

Eg: girl, lioness, heroine, cow, daughter.

3. Common Gender

A noun that indicates either a male or a female.

Eg: parent, child, friend, pupil, servant, thief, enemy.

4.Neuter Gender

A noun that indicates a thing that is neither male nor female. Eg: book, pen, room, tree,

door
Masculine Feminine

Author Authoress

Bachelor Maid,Spinster

Bridegroom Bride

Prince Princess

Emperor Empress

Executor Executrix
Brother Sister
Gentleman Lady
Boy Girl
Son Daughter
Exercise

Find the gender of following words

1. Husband
2. Actor
3. King
4. Cock
5. Nephew
6. Poet
7. Horse
8. Tiger
9. Waiter
10. Uncle
 THE NOUN – NUMBERS

• Singular
•A noun that indicates one person or thing is said to be in singular
number Eg: Mohan, Radha , He, She, it, book, pen.
• Plural
•A noun that indicates more than one person or thing is said to be in
plural number.

Rules for Plurals

s ss sh ch (add es) vowel + ‘y’ add ‘s’ consonant + ‘y’ change to ‘ies’

•Eg: Mohan and Radha ,He and She, They, books, pens.
 SINGULAR PLURAL
Boy Boys
Girl Girls

Man Men
Woman Women
Wife Wives
Policy Policies
Foot Feet
Tooth Teeth
Datum Data
Child Children
Exercise
Find out the plural
1. Leaf
2. Medium
3. Country
4. Formula
5. Phenomenon
6. Memorandum
7. Thief
8. Mouse
9. Criterion
10.Bus
VERB TENSES
The Tense of a verb shows the time of action or event. There are three main Tenses:

PRESENT (it’s happening NOW.)

PAST (it’s ALREADY happened.)

FUTURE (it’s ABOUT to happen.)

Simple Present Tense

A verb that refers to present time is said to be in the Present Tense.

Subject + Verb + s/es in the third person + Object
Example:

You speak English.

Do you speak English?

You do not speak English.
Use of simple present tense

1. Repeated Action : Simple present tense is used to express the idea that an
action is repeated or usual. The action can be a habit ,a hobby, a daily event , a
scheduled event or something that often happens.

Example

• I play tennis.
• The train leaves every morning at 8 A M.
• She always forgets her purse.
2. Facts or Generalizations :
Example
• Cats like milk.
• California is in America.

3. Scheduled events in the near future :

Example
• The train leaves tonight 7 PM.
• The party starts at 8 o’clock.
4. Now(Non-continuous verbs) :
Example
• I am here now.
• He needs help right now.

Simple Past Tense

Subject + verb+ed or
irregular verbs

1. Completed action in the past: Simple past tense is used to express the idea that an
action started and finished at a specific time in the past.
Example
• I saw a movie yesterday.
• She washed her car.
2. A series of completed action :

Example

• I finished work, walked to the beach and played volleyball.

3.Duration in past : Simple past can be used with a duration which starts and stops in the
past.A duration is a longer action often indicated by expressions such as:for two years, for five
minutes, all day, all year etc.

Example
• I lived in Brazil for two years.
• We waited for one hour.
4. Habits in the past : The simple past can also be used to describe a habit which stopped in
the past.

Example

• I studied French when I was a child.

Simple Future Tense

Subject +will/shall + verb

Example
• I will help him later. (Will form)
• I am going to meet Suresh tonight. (Going to form)
HOW USE

1. “Will” to express a voluntary action:

I will send you the information when I get it.

2. “Will” to express a promise :

I will call you when I arrive.

3. “Be going to” to express a plan :

He is going to spend his vacation in London. I am going to be an actor when I grow
up.

4. “Will” or “Be going to” to express a prediction :

The year 2012 will be a very interesting year. John will be the next President.
Exercises
Fill in the blanks with the correct form of words given Present tense

1. He (writes) a letter.

2. John (work) eight hours a day.

3. The children (leave) for school at 8 o’clock.

4. My wife (like) coffee for breakfast.

5. What will you do if she _(come) late. Past Tense

6. She to France two years ago.

7. John (buy) a dictionary yesterday.

8. Lily (write) a letter to her friend last month

and (get)the reply yesterday.
Change the verbs in the following sentence into past tense

1. Yesterday, I go to the restaurant with a client.

2. When we arrive at the restaurant ,the place is full. Future tense

3. I promise, I _(call) you as soon as I have any news.

4. If you look at this map you (see) where the islands are.
ACTIVE & PASSIVE VOICES
There are two special forms for verbs called
voice:
 Active voice
 Passive voice

Active Voice
In active voice, the subject performs the action of the verb and object
receives the action of the verb:
Passive Voice
The object of the active verb becomes the subject of the passive
verb:
Active Passive
I Me

We Us

He Him

She Her

They Them

You You

It It
 Simple Present Tense

Active Passive

I watch movies every week Movies are watched by me every week

We watch movies every week. Movies are watched by us every week

You watch movies every week Movies are watched by you every week

He watches movies every week Movies are watched by him every week

She watches movies every Movies are watched by her every week.
week.
 Simple Past Tense
Active Passive

I watched a movie yesterday. A movie was watched by me yesterday

We watched a movie yesterday A movie was watched by us yesterday

You watched a movie yesterday A movie was watched by you yesterday

He watched a movie yesterday A movie was watched by him yesterday

She watched a movie yesterday A movie was watched by you yesterday

Simple Future Tense

Active Passive

I will watch a movie tomorrow A movie will be watched by me tomorrow

We will watch a movie A movie will be watched by us tomorrow

tomorrow

You will watch a movie A movie will be watched by you tomorrow

tomorrow

He will watch a movie A movie will be watched by him tomorrow

tomorrow

She will watch a movie A movie will be watched by her tomorrow

tomorrow
Change the sentences into Passive voice

1. The waiter dropped the tray of food

2. Jill kicked Jack.

3. The service team collected the parts.

4. She does the house work.

5. The policemen helped the children.

6. He writes the messages.

7. I can answer the question.

8. You should open the window.

9. Will the teacher test our English?

10.Could Jenny lock the door?

Change the sentences into Active voice

1. The tray of food was dropped by the waiter

2. Jack was kicked by Jill.

3. The parts were collected by the service team.

4. The housework is done by her.

5. The children are helped by the policemen.

6. The messages are written by him.

7. The question can be answered by me.

8. The window should be opened by you.

9. Will our English be tested by the teacher ?

10. Could the door be locked by Jenny?

SENTENCES
A sentence is a group words which contains a subject and a predicate.
Sentence = Subject + Predicate

Usually subject is a noun(person , place ,animal or thing) and predicate follows

the subject and identifies an action or a state of being.

Eg. The baby cried.

In the above example “baby” is the subject and “cried” is the predicate.
Exercise

Identify the subject and predicate

1. The dog shivered.

2. The moon disappeared behind the clouds.

3. Our hearts beat faster.

4. The blue whale dove to the bottom of the

ocean.

5. The hunter caught the hare.

6. The girl plays the piano well.

SYNONYMS & ANTONYMS
Synonyms
Definition : A word that means the same , or almost same, as another
word.

Example
Avoid : ignore, shun
Blend : combine, mix
Label : brand, classify
Pain : ache,
discomfort
Antonyms

Definition: A word that means the opposite of another word I love the rain!
I hate the rain!

Good : Bad

Small : Big

Soft : Hard
Up : Down
 Exercise
Choose the best synonym for the following words:

1. Kind : _( Nice , Wild , Funny , Best)

2. Glad : (Broken , Happy , Open , Round)

3. Fast : (Clear , Main , Clean , Quick)

4. Shiny : (Extra , Careful , Bright , Angry)

5. Noisy : (First , Loud , Afraid , Small)

6. Weird : (Strange, Great , Unhealthy , Typical)

7. Scared : (Happy , Sad , Angry , Afraid)

8. Huge : (Light , Determined , Tiny , Giant)

9. Entire : _(Half , Whole , Most , Pure , Funny)

10. Apart : (Joined , Separate, Moving , Together , congruous)

 Choose the antonym for the following words:

1. Loose : (Super , Tight , Sticky ,

Strong)
2. Yell
: _(Cry , Shout , Whisper ,
3. Hide
Scream)
4. Escape : (Hurt , Dodge, Jump ,
: (Play , Win , Seek , Run)
Capture)
5. Able : (Real, Sure, Helpless, Certain)
6. Lift : (Hold, Pull, Grab, Drop)
7. Put : (Give, Place, Handle, Take)
8. Trust : (Think , Doubt , Understand ,
Believe)
9. Reject
: (Choose , Say , Accept , Refer)
10. Arrive : (Come, Hug , Leave , Greet)
11. Reality : (Channel, Play, Reaction ,
Fantasy)
12. Takeoff : (Cruise , Gear , Landing , Approach)
 Technical Report writing

INTRODUCTION

The purpose of a technical report is to completely and clearly describe technical work, why
it was done, results obtained and implications of those results. The technical report serves as a
means of communicating the work to others and possibly providing useful information about
that work at some later date. A well‐written report allows the reader to quickly understand
what has been accomplished. The report also provides sufficient detail to allow the reader to
recreate the results although the level of detail provided depends heavily on the report’s
audience and any proprietary nature of the work.
Clear presentation of results is at least as important as the results themselves; therefore,
writing a report is an exercise in effective communication of technical information.

Results, such as numerical values, designed systems or graphs by themselves are not very
useful. To be meaningful to others, results must be supported by a written explanation
describing how results were obtained and what significance they hold, or how a designed
system actually functions.

Although the person reading the report may have a technical background, the author
should assume unfamiliarity with related theory and procedures. The author must therefore
supply details that may appear obvious or unnecessary. With practice, the technical report
writer learns which details to include.
REPORT FORMAT

The pages of the report are to be assembled in the following order. This is
the
recommended order, however, certain reports may lend themselves to
either reordering sections and/or excluding sections.

 Title Page

 Abstract

 Table Of Contents

 Introduction

 Background Theory

 Design / Theoretical Analysis

 Procedure
TITLE PAGE
The format for this page may vary, however, the following information is always included:
report title, whom the report was prepared for, whom the report was prepared by, and
the date of submission.

ABSTRACT
An abstract is a concise description of the report including its purpose and most important
results. An abstract must not be longer than half a page and must not contain figures or
make reference to them. The results may be summarized in the abstract but qualitatively,
not quantitatively.
TABLE OF CONTENTS

Include all the report sections, subsections, and appendices.

INTRODUCTION

Give the objective of the work, a brief description of the problem, and how it is to be attacked.
This section should provide the reader with an overview of why the work was performed, how
the work was performed, and the most interesting results. This can usually be accomplished
with ease if the work has clearly stated objectives. After introducing the problem, indicate how
those objectives are met. The length of this section depends on the purpose but the author
should strive for brevity, clarity, and interest.
BACKGROUND THEORY
Include, if necessary, a discussion of relevant background theory. For example, if the phase
shift of an RC circuit is to be measured, give the derivation of the theoretical phase shift.
Include any preparation specified in the lab manual. In deciding what should or not should be
included as background theory, consider presenting any material specific to the lab that you
had to learn prior to performing the lab. This section may be divided into subsections if
appropriate. Keep the discussion brief and refer the reader to outside sources of information
where appropriate. The proper method of providing references and making citations within
the report is provided in Appendix A.
DESIGN / THEORETICAL ANALYSIS
Give the details of your design procedure. Be sure to introduce and describe your design
work using sentences, equations alone are not sufficient. Use citations if you wish to refer
the reader to reference material. Divide this section into subsections where appropriate.
For example, a lab design may consist of designing several circuits that are subsequently
interconnected; you may choose to treat each circuit design in its own subsection. Keep
this section as general as possible, only applying specific numbers after the design is
explained.
PROCEDURE
This section varies depending on requirements of the one who assigned the work and the
audience. At a minimum, the author discusses the procedure by describing the method used
to test a theory, verify a design or conduct a process. Presentation of the procedure may vary
significantly for different fields and different audiences, however, for all fields, the author
should BE BRIEF and get to the point. Like with any written work, if it is unnecessarily wordy,
the reader becomes bored and the author no longer has an audience.
Also, the procedure section should never include specific measurements/results, discussion of
results, or explanation of possible error sources. Make sure all diagrams provided are
numbered, titled, and clearly labelled.
RESULTS AND DISCUSSION
Present the results of the work performed using neatly organized and completely
labeled tables and/or graphs whenever possible. When comparative data is
available, present the data in a way that facilitates the comparison. For example, if
theoretical and experimental values are available, present the values alongside one
another accompanied by percent error. If it would help the reader understand the
results, include a few sample calculations but put lengthy calculations in an
appendix.
CONCLUSION
In this final section of the body of the report, the author should briefly bring everything
together. It is similar to the abstract except that now the results are concluded upon in a
quantitative way. Therefore, the conclusion should be a concise description of the report
including its purpose and most important results providing specific quantitative information.
The conclusion should not contain figures or make reference to them. As with the abstract,
the reader should be able to read this section on its own which means that there should be
no specific technical jargon, abbreviations, or acronyms used.
THANK YOU ALL