Module II

Special Techniques in Technical Writing

Overview of the Module:

Special techniques in technical writing involves the mastery or specialization of
definition, the description of a mechanism or a static object, the description of a
process, the classification and partition and interpretation.
As technical writer, you have to know basics of technical terms. In this module, it will
teach you how to write with consistency, conciseness, effectivity, brilliant technicality
that would make your reader understand what you are trying to explain or describe.
Utilizing the concepts in this module in writing technical report will result to an
effective report.

Learning Outcomes:
1. Make use of special techniques to communicate information effectively
2. Define jargon terms correctly using different special technique to convey
information effectively
3. Identify aspects of mechanisms
4. Discern how to adapt the description of a reader by using illustrations
5. Identify the guidelines of describing a process
6. Interpret different figures
7. Create a brochure that would represent the concepts learned in this module

Topics/Focal Points:
1. Definition
2. Description of a Mechanism or s Static Object
3. Description of a Process
4. Classification and Partition
5. Interpretation

Self-Learning Activity Report (SLAR):

Create a brochure about an object which shows the description, use, diagram and
interpretation. Assume that this object is your original innovation. The target reader is a
layman who does not know about your jargon. Choose an object below.
Digital whiteboard Automatic screwdriver
Flying bicycle Others:(create your own)

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English 6
Module II
Lesson 1. DEFINITION

Technical writing makes use of special techniques in its effort to communicate

information effectively. These techniques are definition, description, classification,
partition and interpretation.
Definition has become very important in this age of specialization. Each field has a
specialized vocabulary, a collection of words that are not familiar to people outside the
field. For example, a civil engineer would not understand certain terms that are
particular to electronics. A management executive would not understand technical terms
used in a chemical laboratory and so on. The number of specializations has so
multiplied that it is not possible for anybody to keep up with all of them.
In writing about technical subjects, the writer will find that in order toexpress his
ideas clearly, he must use a term that calls for definition. Thus definition is a most
important technique used in technical writing, for it bridges the gap between the
specialist and the intelligent but uninformed reader. The problem of having to define,
however, may be avoided by using words that do not need to be defined. When it is
necessary, then, there are two techniques that can be employed: the informal and
formal. The second technique takes two forms – the sentence definition and the
amplified or expanded definition.

The Informal Definition

Informal definition, essentially, is the substitution of a familiar word or phrase for the
unfamiliar term used. The writer must be certain that the term alone and not the referent
(the thing which the word stands for) is unfamiliar to the reader. "Dielectric" might be
simply explained as a non-conductor, or "eosin" as dye.
Instead of a single-word substitution, a phrase or clause, or even a sentence may be
used in an informal definition. Thus: "Dielectric" – a non-conducting material placed between the
plates of a condenser.
An informal definition, however, in many cases are partial, not complete definitions.
But because of their informality, such kinds of definitions fit smoothly into a discussion in
the next without appearing to be a serious interruption. This informal method is often
called the "in other words" technique and is often used in conversation to help achieve
clearness.

The Formal Sentence Definition

A good sentence definition must be based on a clear understanding of the essential
nature of the object (referent) for which the term stands. A formal sentence definition is

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composed of three principal parts.
1. The species (term) is the subject of the definition.
2. The genus (class) is familyto which the species belongs.
3. The differentia are the species' distinguishing traits or qualities that set it apart
from other members comprising the genus.
Examples:
1. A network (species)is a complex system (genus)of electrical wire channels that interlace or
cross like the fabric of a net (differentia).
2. A microscope (species)is an optical instrument (genus)consisting of a lens or combination of
lenses for making enlarged or magnified images of objects (differentia).

The Expanded or Amplified Definition

A one-sentence formal definition usually serves as a topic sentence for a more
extensive explanation of a topic. Though a well-written sentence definition, it is often
necessary to expand the sentence definition if the reader is to realize all its implications
and find answers to questions that may come to his mind when he reads it.
There is no single way to go about expanding a definition. More, often, a
combination of two or more methods completes the definition more thoroughly.
Methods:
1. Further definitions. Sometimes the sentence definition may be expanded by
means of additional definitions, which make clear the meanings of words it
contains.
2. Concrete examples/instances. "Decible" – a unit used to measure the relative power
of two sounds...
3. Comparison. examples from daily life for comparisons give the reader a
bridge to the new term.
4. Contrast. "Stars and planets are both heavenly bodies which may be seen through a
telescope... Two basic differences, however, help the layman to distinguish these heavenly
bodies. First, a star keeps the same position in relation to other stars.”
5. Word Derivation. The origin of the term defined often reveals interesting
things that may help in the definition to be clearer.
"Paper is a substance composed chiefly of cellulose fibers matted or felted into thin sheets."
The name 'paper,' is derived from papyrus, a Latin word, applied to a writing material prepared
from a tall reed growing along the Nile River known as papyrus..."
6. Negative Statement. Sometimes this method is called "elimination."
Expanding a sentence definition by elimination is a process in which the writer
clarifies the understanding of the term by pointing out what it might seem to

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 include but does not. For example, in defining insanity, it is necessary to
mention that this condition does not include feeblemindedness, imbecibility, or
any other condition of mental deficiency. Elimination makes it easier to see
the limits of its meaning.
7. Analysis. This technique is applicable to many subjects: a breakdown of a
thing or idea permits the reader to think of it a little at a time, which is much
easier than trying to grasp the whole at once.
8. Cause and Effect. Magnetism may be defined in terms of its effects or
causes. Example: The thicker the wire conductor, the shorter it is, and the lower its
temperature, the easier it is for an electric current to pass through it.
The above-mentioned techniques, are just some methods for amplifying sentence-
definitions. Any thing you can say that will help the reader comprehend a term or
concept is legitimate.
The methods mentioned for expanding a sentence definition may be used separately
or in any combination. The following example shows how a sentence definition can be
made easier to grasp by being amplified.
The term cyclone, when used with precision, means a storm that may range from 50 to 900 miles
in diameter and that is characterized by winds of 90 to 130 miles per hour blowing in a circle –
counterclockwise in the northern hemisphere – around a calm center of low atmospheric pressure while
the storm itself moves from 20 to 30 miles an hour. [details given] This definition of cyclone includes the
terms hurricane and typhoons ...[breakdown of the term]. A tornado, however, is not a cyclone.
[contrast] Though it consists of whirling winds, it is much smaller in diameter...
Though the writer does his best to insure a good definition, sometimes defective
definitions can result from well-meaning uses of the methods. Examples of such kinds
of defective definitions are the following:
1. Circular definition. This results from not supplying the proper class or genus
but instead uses a derivative of the term being defined. "Permeability is the quality
of being permeable."
2. Single-instance definitions. Here the writer uses the expressions "is when" or
"is where" or "is what" to take the place of the class or genus. Tempering is what
is done to make a metal hard. (is a process...) Vacation is when there are no classes. (is a
time...)
3. Using unfamiliar language. "A network is anything reticulated or decussated, at equal
distances, with interstices between intersections."
4. Inadequate differentia. This violates the principle of appropriate inclusion and
exclusion. "A bird is a warm-blooded animal that flies through the air." – excludes the
ostrich which is a bird but cannot fly; includes the bat which can fly but is a
mammal.

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The Point of View and Purpose in Definition
Defining a term adequately depends a lot on the context in which it is used. For
example, when a lawyer uses the term "insanity" in the court he refers to "legal insanity"
and intends to convey a meaning not usually known by a non-lawyer person. A
psychologist's definition of the term "normal human being" would differ from the
definition offered by a psychologist or a sociologist. In technical writing, concerned with
a specialized subject matter, there is a need to consider a special point of view
frequently occurs.
In particular, the difference between the scientific and the popular meaning of many
terms should not be overlooked.

General Suggestions in Making Definitions

1. Do not base your definition of a term on any word that comes from the same root as
the term itself (derivatives).
2. Be sure that a definition includes everything that should be included; exclude
everything that should not be excluded.
3. In writing a sentence definition try to avoid language with which the reader is likely to
be unfamiliar.
4. In an expanded definition, be sure to point out how the term you are defining differs
in meaning from any other term with which it can be compared.
5. Do not forget that you can sometimes make a definition easier to grasp if you
mention the root from which the term is derived (origin).
One more problem in definition to be resolved has to do with where definitions can
be placed. The proper location of definitions depends upon how important they are to
the text and on the probable knowledge of the readers. Definitions may be placed:
1. in the text itself – when the terms to be defined are not many and
synonymous, or appositives will suffice to make their meanings clear;
2. in the footnote – when the report is to be read by a mixed group of readers,
some of whom may know and some may not know the terms used in the text;
3. in a special section in the introduction – when the terms are of critical
importance in understanding the text of the report; and
4. in the glossary at the end of the report – when the inclusion of too many
definitions in the text itself would cause repeated interruptions, thereby
causing the reader to lose track of the topic being discussed.

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English 6
Module II, Lesson 1
SELF-PROGRESS CHECK TEST

The following is a partial list of words often used to introduce the class or genus of a
term being defined. Complete each of the definitions below by supplying the appropriate
term :
form category condition
species aspect system
class typ e characteristics attribute
process member instrument
kind property
_____ 1. Broiling is a (___) of cooking by direct heat, as on a GRIDIRON or in an
oven broiler.
_____ 2. A monkey is any (___) of the mammalian order. Primates, except man, the
anthropoidapes, and usually, the lemurs.
_____ 3. Phosphorescence is the (___) of being luminous at temperatures below
incandescence, as from slow oxidation.
_____ 4. Crop rotation is the (___) of varying, indefinite order, the crops grown on
the same ground.
_____ 5. Democracy is a (___) of government in which the supreme power is
vested in the people and exercised by them or by their elected agents
under a free electoral system.

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English 6
Module II
Lesson 2. DESCRIPTION OF A MECHANISM OR A STATIC OBJECT

Skill in writing technical descriptions is useful to students in science and technology

because it has practical applications in their field. Students get practice in
understanding and using technical vocabulary in their respective fields. More important,
they get discipline in proper organization. Description, like the rest of the techniques
discussed in this module, is not a type of report but description is always a part of every
report.
The outline that follows indicates in a general way the organization of a description
of a mechanism (Siegel, 1981).
1. Introduction
1.1 Identification: definition of the object purpose of the object
1.2 General appearance: physical characteristics size, shape, color, material
1.3 Orientation: position of the object writer's point of view
1.4 Analysis: listing of the major parts
2. Description of the parts
2.1 First major parts
2.1.1 Purpose
2.1.2 Location in relation to other parts
2.1.3 Detailed description of shape, size, material, methods of attachment
2.2 Second major part

Let me explain in parts of the outline. The introduction gives an overview of the
object or mechanism. The purpose of the introduction is to provide the reader with
enough general information to understand the specifics of the mechanism. The
introduction is the key to understanding the whole description.
The introduction begins with a formal definition of the object. What is it? What is it
used for? What does it look like?
A photograph or a drawing may be used to aid in the understanding of the general
appearance of the object. Simple comparisons like pencil-shaped or T-shaped are
useful.
Orientation means the position of the object from the writer's point of view. Some
objects have a natural orientation. A chair stands upright. The same is true with a
jeepney. The orientation has to be explained clearly.
The listing of the major parts controls the organization of the body of the report.
Each of the major parts of the mechanism is described in the same order given in the

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list. What order will be followed in the listing? From the inside to the outside? From the
outside to the inside? The order will depend on the particular mechanism. In other
words, the mechanism as a whole is progressively broken down into smaller and
smaller units until each of these small units is described in detail. "Described in detail"
means careful attention to the following aspects of the mechanism:
Shape relationship to other parts
Size methods of attachment
Materials finish
Which aspect needs attention? The kind of attention depends upon the reader and
the subject.
A detailed description of each part of the object makes up the body of the paper.
After each main part has been described in detail, the reader gets a detailed description
of the whole mechanism. The conclusion fulfills the last principal function of the
description of a mechanism – that is, to let the reader know how it works, or how it is
used, if this hasn't been done in the general introduction. Emphasis should naturally fall
upon the action of the parts in relation to one another.
The A and J Paring Knife

Figure 1.
The A & J paring knife.
(Top) A: blade; B: handle; C: tang; a:rounded tip; b: slit; c: handle stop attachment; d:
shank; e: "ears"; f: outer head.
(Middle) Cross section at AA showing angle at which edges are ground.
(Bottom) Photograph showing rounded end of blade and prongs or stops on handle.

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 One of the handiest knives to have around in the kitchen is a patented paring knife... It is much like any
paring knife in size and shape but novel in both design and construction. In spite of its novelty, it is made up
of three parts common to almost any kitchen knife: blade, tang, and handle. (organization statement)
The blade is designed to remove a uniformly thin peeling as from an apple, without the need of any
special care to keep the peeling thin or to prevent the blade from cutting too deeply into the fruit. For this
purpose the blade is rounded, as if a piece of 3/8 in [1 cm] tubing had been cut in halves lengthwise and
the blade made out of one of the halves.
There are two cutting edges, but one of the novelties of this knife is that they are not outside edges of
the blade. Instead, they are the inner edges of the slit that had been cut lengthwise in the blade. When the
convex side of the blade is moved along the surface of a fruit or vegetable, one or the other of these sharp
edges peels the rind away...The end of the blade has been rounded up into a shape resembling the tip of a
very small spoon. The shank which serves to fasten the blade to the tang has been formed by rolling the
end of the blade around the tang and securing it with a friction fit.
The tang is simply a slender steel rod. It is free to rotate within the handle, and is held in place by a
head at the end outside the handle and two "ears" stamped into it just inside the handle.
The handle actually serves three purposes. In addition to its normal function as a handle, it provides a
frame within which the blade and tang assembly can rotate, and also provides stops to limit the rotation to
90 degrees...
For removing the rind, or outer layer, from fruits or vegetables, this knife can be used with rapidly that
would be impossible with a conventional knife. Whichever cutting edge is being employed, it is prevented
from slicing in too deeply because the opposite side of the blade is passing over the surface ahead of the
cutting edge and limiting the angle of attack. The freedom of the blade to rotate permits an automatic
adjustment to irregularities in the surface. The stops inhibit any tendency of the blade to "roll" and permit
the application of some twisting force on the blade if that is necessary to help the edge bite in, as at the
beginning of a cut...(condensed from Technical Writing by Mills & Walter, pp. 115 -117).

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English 6
Module II, Lesson 2
SELF-PROGRESS CHECK TEST

Identification.
_____ 1. The introduction part of the description of a mechanism gives an (___) of
the object or mechanism.
_____ 2. A description of the mechanism opens with a (___) statement of the object
to be described.
_____ 3. The organization of the description is controlled by the (___).
_____ 4. Describing in detail the parts of the object pertains to giving careful
attention to the
_____ 5.
_____ 6.
_____ 7.
_____ 8.
_____ 9.
_____ 10. The function of the conclusion in the description is to show how a
mechanism (___).

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English 6
Module II
Lesson 3. DESCRIPTION OF A PROCESS

A process is a series of actions, and describing a process is describing action. The

action to be described may consist of either of the two types of processes: one is that
when attention is focused on the performance of the action by a person (how-to-do-it-
type); the other is that which involves action in which a person is not directly or
conspicuously involved (how-it-is-done-type). An example of the first type is the process
of baking a cake. The reader is directly involved as he performs the steps as listed in
the cake recipe, or as in learning to drive a car, the instructions given in a manual. On
the other hand, the second type is read mainly to gain knowledge about a particular set
of actions, not really to perform the actions, such as the operation of some large
manufacture processes.
There are three problems that have to be considered in describing a process (first or
second type).
1. The adaptation of the description to the reader.
2. The overall organization.
3. The use of illustrations.
Adapting the description to the reader depends, as always, upon the analysis of the
reader's needs. The fundamental organization of a process description is simple,
consisting of an introduction, followed by a description of the steps. Unlike a mechanism
description, which has only three parts, a process description has four parts to it, for a
discussion of the equipment and materials used in the process is necessary. A process
description is organized as follows:
1. Introduction
2. Equipment and materials
3. Step-by-step description of the action
4. Conclusion (optional)
There are basically two ways of incorporating the discussion of equipment and
materials into the description as a whole. One way is to put it all together as a section
near the beginning. The other way is to introduce each piece of equipment and each bit
of material, as it happens to come up in the explanation of the steps in the process. The
first method of confining the description of equipment and materials at the beginning
has the advantage of not interrupting the steps in the action itself. This is feasible, too, if
the equipment and materials are not numerous. The second way is preferable if the
equipment and materials are so numerous or so complex that the reader might have
difficulty in remembering them. Also, the second method is by far the more commonly
used.
The introduction to a process description is a comprehensive answer to the question

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"What are you doing?" The rest of the description is largely an answer to the question
"How do you do it?" A process is a kind of narrative in which the plot is a series of
casual links (steps) that make up the process.

GUIDELINES IN DESCRIBING A PROCESS (EISENBERG, P. 55)

1. Begin with an overview. Use the opening paragraphs to define essential terms and
to establish a general description of form and function. What does an overview
consist of? A combination of definition + form + function gives the reader an
overview or general introduction to the process. The form gives necessary details,
using accurate language that will help the reader picture what is being described.
Use illustrations and caption them so that they complement the text.
2. Maintain chronological order. Use either narrative prose, listing format, or flow charts
and diagrams.
3. For longer descriptions, use lead sentences that clearly indicate your pattern of
organization. For example, in the introduction section, an organization statement
should be included.
4. Introduce details within this pattern. Once the scheme of organization is indicated,
introduce details within it.

TECHNIQUES IN PROCESS DESCRIPTION

First: Use transitional words and phrases

Some transitional words and phrases are first, second, therefore, etc.
There are two types of transitional words that are particularly useful in describing
processes – spatial transitional words and time-order transitional words.
Spatial words are those that help the reader follow an extended physical description.
Example include on the left, on the right, above, below, next.
Time-order words are those that help the reader follow a chronological description.
They include first, soon, then, afterward, later.
If the writer writes a description of a process in narrative form, he will make the
systematic use of transitional words invaluable.
Sample Paragraph (using transitional words):
Production of Synthetic Oil
The process involves draining the muskeg swamp and removing vegetation and soil covering from
the tar sands. Then the deposits are mined with a bucket-wheel excavator and carried to the extraction
plant on conveyor belts. At the plant, the material is mixed with hot alkaline water, rendering the tar less

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 dense so that it separates from the sand and floats to the surface. The tar is then fed to a refinery
where the large organic molecules are broken down, and the resulting mixture distilled to make
kerosene and other petroleum "fractions." After treating to remove sulfur, some components are
blended to make a synthetic crude oil that is piped to conventional refineries further south. Other
components are burned to generate power for the mining operation. – From Science 80
Second:Emphasize cause and effect.
Describing a process is essentially describing a chain of causes and effects.
Underscore the relationship by the use of words that make the causes and their effects
clear to the reader. Use such phrases as consequently, as a result, therefore, because
of this, for this reason. They help direct reader's attention to the important link sin the
causal chain being described.
Third: Use a sequence of captioned pictures.
Use illustrations and caption them so that he stages in the process are shown.
Coordinate references in the text so that prose and illustrations agree.

The Conclusion in a Process Description

Often times a process description may not need a conclusion – especially when the
process was performed on some specific occasion and the description is part of a
longer paper. But if the writer feels that a conclusion is desirable, then he can add one.
The conclusion might summarize the process, perhaps restating the main steps so that
the reader's final impression will include the process as a whole rather than one small
part. The conclusion might evaluate the process or the results of the process. It might
comment on why the process is important. Whatever the reason will be, the description
should end with the final remarks about the last action performed.

WRITING INSTRUCTIONS

Instructions are a type of process writing. Instructions can be given in narrative form
or as a set of instructions. The content is the same but the position of the writer in
relation to the reader will shift. Consider this example (Eisenberg, pp. 65-66).
The outline for describing a process follows:
1. Introduction
1.1 Definition of process, including general information about process
1.2 Equipment and materials
1.3 Major steps or process (organization statement)
2. Descriptions of process
2.1 First step
2.1.1 Operational definition of the first step

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 2.1.2 Detailed descriptions of action
2.2 Second step (same as for step 1), etc.
Narrative
The badges are activated by removing them from a protective outer envelope. After real or suspected
exposure, the reagent seals are broken in the proper sequence, and the contents of the envelope mixed
thoroughly.
Instruction Set
HOW TO ACTIVATE A BADGE
1. Remove the badge from its outer envelope.
2. Break the reagent seals in proper sequence and mix contents of envelope.
In instructions set, the writer addresses the reader directly, not indirectly. It is
assumed that the reader will perform the steps actually. You see another example in a
public pay-telephone booth, or pasted on some mechanisms like a fire extinguisher.
The test of any set of instructions is its comprehensibility. Clarity, accuracy and
completeness are very important in this piece of writing. Just imagine what a reader will
do when two or three steps are omitted from the instructions.

GRAMMAR IN PROCESS DESCRIPTION

The grammatical structure for a process description is usually described in the active
voice and indicative mood ("The solderer holds the iron..."). The passive voice and indicative
mood ("The iron is held...") or the active voice and imperative mood ("Hold the iron...").
Point of View Effective Use Advantages Disadvantages
Active voice, indicative 1. Process is performed Makes it easy for the Likely to become
mood by one person. reader to visualize the monotonous unless
She closes the door. 2. Intended for general action done skillfully.
You close the door. information.
3. Readers know little
about the process.
Passive voice, Process in which No problem in handling Difficulty for reader to
indicative mood the operator is not the supposed operator. visualize someone
The door is closed by directly concerned of or actually performing
her. is not important. theaction.
Active voice, Giving instructions or Easy to write. Weak in promoting
imperative mood practical guide. Satisfactory guide for understanding the
Close the door. immediate action. process.
Active voice, Useful in emphasizing a Seldom used.
subjunctive mood point or in giving a
You should close the warning.
door.

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Passive voice, Useful in emphasizing a Seldom used.
subjunctive mood point or in giving a
The door should be warning.
closed.

Example 1.
SHORT COURSE IN SCREEN REPAIR
Just one fly or mosquito that squeezes through a hole in a screen can be terribly annoying. Once your
patience runs you will try to fix the screen. The question is how?
Usually it is easier to make a repair if the screen is accessible from both front and back. If not,
removing it from its track will facilitate matters.
For a temporary makeshift repair, apply transparent tape over the opening on both sides of the screen.
The gummy undersides of the tape will stick to each other to form a bond. If the puncture is small, it can be
woven closed with a needle and fine wire or synthetic thread. Maneuver the needle over and under until the
hole is closed.
A larger hole in a metal screen can be repaired with a patch. Trim the area clean with an old scissors or
tin snips. Cut a piece of screen 1 inch larger (in length and width) than the opening. Remove 3 wires from
each edge of the patch. Place the patch, one frayed side, overhanging the edge of a table or countertop.
Bend down, in turn, each side of the frayed wire to form a 90-degree angle. (The final patch shape will look
like a shallow box). Situate the patch over the hole - thread the fringes through the grid and bend them
inward toward the center of the hole until they lay flat against the backside.
Repairing plastic mesh is simple. Follow the above instructions for trimming the hole and cutting a
patch, but do not remove any wire. Run a bead of any type of clear adhesive around the hole to affix the
patch. Hold it in position a few minutes until the cement sets.
Once the screen has too many holes you have no alternatives but to replace the entire piece. Remove
the metal frame from the door or window and lay it down on a table. The spline (the rubber, plastic, or metal
strip that keeps the mesh in position) must be removed by prying it out. Cut a new piece of material that is
at least the perimeter size of the frame. Set the mesh directly over the frame. Trim off the corners at a 45-
degree angle – starting and finishing the cut about 1 inch from the corner. Run the convex end of a spline
installation tool along one side of the frame; the screen will pull in and drop into the spline track. Repeat the
process on the opposite end; then on the other two sides. Now place the spline in the track. Roll around the
entire track with the concave to secure the spline into the channel and to draw up the screen to tighten it. If
excess mesh remains over frame, cut it with a utility knife.
Technical Illustrations (Illustrated & Captioned), From Effective Technical Communication by Anne
Eisenberg, pp. 70-72

Example 2.
HOW TO TIE A NECKTIE

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 The following steps will instruct the reader on how to tie a necktie.
1. Put on shirt, button the collar button, and turn up the collar.
2. Place the tie around your collar, with the seam toward you, and let it lie in front of you. Put the wider
side on your left side. Pull the wider slide down so that it's twice as long as the thinner side.
3. Cross the wider side over the thinner side. See Figure 1. Switch hands so that your right is now holding
the wider end.
4. While holding the crossing point with your left index finger and thumb, grasp the wider side about 3
inches from the crossing point and push the tie toward the left under the crossing point. Take your right
hand over the point, grab the wider side, and push it totally through the hole above the point. See
Figure 2. Take your left fingers out of the knot just made.
5. Now while holding the tie knot with your right index finger and thumb, hold the wider side about 4
inches from the knot and pull it across the knot and into the space above the knot. (See Figure 3).
6. With your right index finger open the gap between the part of the tie over the knot, and knot itself. Tuck
the wider piece totally through the gap. (See Figure 4).
7. Hold the sides of the tie knot with your right index finger and thumb and adjust the tie by pulling the
narrower end until the tie lies snugly against the collar. Pull down the collar. (See Figure 5).

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English 6
Module II, Lesson 3
SELF-PROGRESS CHECK TEST

Fill in the blanks,

_____ 1. A (___) is a series of actions consisting of steps to be performed in
chronological order.
_____ 2. There are two types, one of which the reader performs the action, (___)
type.
_____ 3. The fundamental organization of a process description has four steps or
chronological order:
_____ 4.
_____ 5.
_____ 6.
_____ 7. The (___) part of a process description answers the question "What are
you doing?"
_____ 8. The rest of the description is a kind of narrative in which the plot is a
series of (___) that make up the process.
_____ 9. In describing a process, the writer begins with the (___), a combination of
definition, form, and function.
_____ 10. One technique useful in process description uses (___) transitional words
that help the reader extend the physical description.
_____ 11. The other group of transitional words (___) help follow a chronological
description.
_____ 12. Describing a process is essentially describing a chain of (___).
_____ 13. The (___) part of the process description if included, might evaluate the
process or the results of the process.
_____ 14. Instructions, as a type of process writing can be given in (___) form or as
a set of instructions.
_____ 15. The test of any set of instructions is its (___).

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English 6
Module II
Lesson 4. CLASSIFICATION AND PARTITION

Classification and Partition are two of the special techniques, which are often used in
technical writing. You have employed both in your daily life, although you do so
automatically. You have grouped persons you know as intimate friends, casual friends,
nodding acquaintances. In doing so, you have used a basis. It could be the degree of
trust you have for them. You may have referred to them as Tagalogs, Visayans,
Ilocanos, etc. What is your basis?

CLASSIFICATION

Classification is the orderly systematic arrangement of related things in accordance

with a governing principle or basis (Mills & Walter, p. 153). The classifier notes the
structural and functional relationship among things that constitute a class. As a
technique of exposition, classification is useful when there is a number of like things to
discuss, among which there are points of similarity and differences that are important for
the reader to understand. The relationship among the things classified must be a
significant one.
To make an effective and clear presentation of the related facts, there are some
suggestions that would be helpful in classification. These are simply common sense
suggestions for clarity (Mills and Walter, p. 157).
1. Make clear what is being classified.
Making clear what is being classified requires a definition of the subject if the reader
is not familiar with it. The grouping of related members of a class will mean little to the
reader who does not know what the writer is talking about.
2. Choose and state a significant useful basis or guiding principle for the
grouping.
The basis governs the grouping. If the subject for classification is "students of a
certain school," one basis could be courses taken by the student. Thus, classes would
be "engineering student," "business students," "nursing students," etc. The basis should
be clearly and definitely stated preliminary to starting the grouping.
3. Limit yourself to one basis at a time in listing members of a class.
Going back to the #2 principle using "students" as the subject; all the students listed
should be grouped according to a common characteristic possessed by each one like
this student is taking nursing, so would fall into the nursing group, and so on. All the
students then must be distributed into their particular groups. Then if further grouping is
to be made, another basis can be use and applied uniformly to all the members of one

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group. For example, the nursing students can then be reclassified on the basis of sex;
male – female.
4. Make sure that each species is separate and distinct – there is no
overlapping.
Classification of reports, for example, into research, information, recommendation,
and so on is obviously erroneous, for not any one of these types excludes the others. In
a research report, the writer makes recommendations, thus making the research report
a recommendation report, too.
The following is a partial list of some vocabulary you will find useful when writing a
classification piece.
according to sources
with respect to characteristic
main factors
major periods
basic classes
main types categories
qualities methods
general groups subdivisions; classifications
Examples:
1. Clouds are classified by altitude into four main types.
2. The regions of the earth are classified as frigid, temperate, or torrid with respect to climate.
Sample Classification (an excerpt from an article on musical instruments)
Musical Instruments
...Musical instruments are grouped in a general way for the sounds they produce, even though
woodwind instruments are not necessarily made of wood, nor are brass instruments always made of metal.
Instruments for producing musical sounds have long been classified as woodwinds, brass, percussion,
or strings: to these must be added electrical and electronic instruments...
Woodwind Instruments. Woodwind instruments are distinguished primarily by the fact that the
effective length of the vibrating air column is shortwind by opening lateral holes in succession...
Brass Instruments. In brass instruments the puffs of air are introduced via the vibrating lips of the
player that are stretched across the cup-shaped mouthpiece...For a given length of tubing, different tones
are produced by tensioning the lips to excite different modes of vibration.
Percussion Instruments. Instruments, like the timpani (kettle drums) and xylophone, are called
percussion instruments because, the sound is initiated by a blow... Some percussion instruments give a
well-defined sound that excites a sensation of definite pitch such as a church bell; others such as drums,
cymbals, and triangles are useful primarily for rhythm effects.

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 Stringed Instruments. The harp and guitar strings are set into vibration by plucking. A resonator or
soundboard of some kind is attached to help radiate sound to the surrounding air...
Keyboard Instruments. Instruments such as the celesta, pipe organ, accordion, and piano are usually
put in this group because the respective vibrating bars, pipes, reeds, and strings in these instruments are
selected by use of keys in a keyboard.
Electrical and Electronic Types. Musical instruments of the kinds already described become quasi-
electrical instruments by the addition of a microphone to pick up the airborne sound, an amplifier, and a
loudspeaker...

PARTITION

While classification groups plural items, which are in some ways related, partition
divides a single unit into its components or parts. It may be a complex mechanism. It
may be a puzzling idea. Partition serves to reduce complexity to simplicity, thus, making
it easier for the reader to understand. Below is a partial list of words or word groups you
will find useful in completing statements of partition.
major parts of divisions
main functions of roles
essential elements of articles
on the basis of sections
portions of constituents
components subsidiaries
groups subdivisions
branches composed of
Examples:
The components of water are hydrogen and oxygen.
The Filipino people are composed of different ethnic groups.
As there is a basis for classification, there is also a single, common basis for
partition. Players from different basketball teams are classified as "clean"' "dirty", etc.
using as basis, their ethics in the court. On the other hand, a basketball team is
considered a unit and it can be partitioned into center, forward, guard, etc. Basis for the
partition is the role assigned to the player during a game.
Your ballpen, is partitioned into cap, barrel, plug, ink, cartridge, ball point. The basis
of partition is its components parts. The Philippines is divided into Luzon, Visayas,
Mindanao. The basis is geography. Luzon is in the north. Mindanao is in the south,
Visayas is in between.
Technical descriptions make use of partition. A mechanism is partitioned into its
component parts and each part is then described in detail. A short example follows:

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 The refill is a 1mm long brass cylinder with a diameter of 3 mm for 99 mm of its length. The left
hand part has a diameter of 1.5 mm for 5 mm. The left end terminates in a tapered 1 mm section which
contains the ball bearing with a diameter of approximately 0.5mm. The refill has been crimped 74 mm
from the right and to form a projection on the surface.
The sleeve is a hollow cylinder made of 0.2 mm thick stainless steel. It has a decorative purpose,
covering the joint of the upper and lower casing. It has a length of 10 mm and an external diameter of 9
mm.

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English 6
Module II, Lesson 4
SELF-PROGRESS CHECK TEST

True or False.
_____ 1. The governing principle in classification is first determine a basis for the
grouping.
_____ 2. One cannot classify things when there are points of similarity and
differences.
_____ 3. The relationship among things to be classified must be a significant one.
_____ 4. Students, for example, can be classified on the basis of their "vital
statistics."
_____ 5. Defining the subject in classification is unnecessary before actually
grouping of items.
_____ 6. It is all right to use as many bases of classification, at one time especially
if the items are numerous.
_____ 7. In classifying items, the groups should not overlap.
_____ 8. Research reports, information reports, recommendation reports constitute
an ideal way of classifying reports.
_____ 9. The similarity between classification and partition is that both methods use
one bases at a time.
_____ 10. The difference between partition and classification lies in the fact that the
first method deals with the parts of one unit while the latter deals with
several units.

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English 6
Module II
Lesson 5. INTERPRETATION

Interpretation is the art of establishing a meaningful pattern of relationship among a

group of facts (Mills & Walter, p. 127). It differs from formal analysis; nevertheless, it is
rigorously logical. What is more is that formal analysis naturally enters into
interpretation. Practical decisions are the result of interpretation of a body of facts.
Newton's law of motion is one example. Interpretation is a creative activity requiring
both knowledge and imagination.
From one point of view, interpretation is simply the study of logic. From another point
of view the study of interpretation is a study of the art of communication, communicating
to other people what one has found out through the application of logic to a certain
group of facts. The type of report that embodies the interpretation is the
"recommendation report" (Mills & Walter, 172-173).
How is an interpretation of a group of facts organized and presented? The three
points to be considered in organization are answers to the following questions.
1. What is to be found out?
2. How was evidence obtained?
3. How will the interpretation be organized?
The first job in writing a technical interpretation is to make clear a statement of what
problem is to be discussed. This statement will have two parts: first, a statement of the
problem in concise form, and second, in an expanded form. The nature of the expanded
form will depend on whether the objective of the interpretation is just to explain a certain
body of facts or data, or to present a decision about action to be taken. In this latter
case, the subordinate problems (expanded form of the problem) are converted into a
special form called "standards of judgment."
Stating the problem in concise form is not always easy. Let's take a brief example.
Consider the problem faced by a medical representative whose work is to travel to
places to market drugs. He has to be mobile, for he goes from place to place calling on
all the doctors in the area, be they public or private practitioners. His problem in concise
form is deciding what car to buy. His choice would be dependent on what he wants in a
car; in other words, what he wants become subordinate problems such as:
1. There should be adequate luggage space for the samples he brings with him.
2. Operating costs should be low.
3. Performance should be good.
4. Maintenance should be easy, especially availability of spare parts.
5. Appearance must suit his individual preference in color, size, type.
He now narrows his choice to 4 possible choices: Car A, Car B, Car C, Car D. What

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he wants in a car constitutes the expanded form of his problem, the six points
enumerated above. These subordinate problems are converted into what we call
"standards of judgment." Car A meets the standards nos. 1, 2, 5, 6 but unfortunately the
cost is prohibitive, so car B comes into consideration. This process is applied to all the
other possible choices. Finally, he ends up choosing Car C, which perhaps meets most
of the standards he has set in making a choice. A decision is made based on the
conclusion that Car A is the best choice as it meets the standards. He buys Car A.
A valid interpretation is very much dependent on the data on which it is based. So
the question comes up: "How was evidence (data) obtained?" This now requires a
provision in the interpretation that is an explanation about how the data was obtained. A
statement of probable reliability is made. The principle to remember is that the reader
should have enough information about the data to be able to make an independent
evaluation of the validity of the conclusions.

Organization of the Interpretation

There are four major factors that have to be included in the organization of an
interpretation.
1. The statement of the problem in a concise form.
2. The statement about the source and reliability of the data.
3. The statement of the subordinate problems or the standards of judgment.
4. The presentation and interpretation of the data.
Example:
I. Introduction
A. Statement of the Problem
1. Discussion of the need for a recommendation.
2. Concise statement of the problem.
3. Concise statement of the standards of judgment.
B. Comments on sources and reliability of data.
II. Judgment according to the first standard.
A. Explanation of the standard
(Like in the choice of a car for the salesman, the first standard being a large luggage space
for the samples, questions like how large? What shape?)
B. Judgment of Car A
1. Presentation of data
2. Interpretation of data
(Car A has a large trunk, roomy enough for all the samples he needs to take along with
him, so Car A gains 1 point in its favor)
C. Judgment of Car B

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 1. Presentation of data
2. Interpretation of data
D. Judgment of Car C
1. Presentation of data
2. Interpretation of data
E. Judgment of Car D
1. Presentation of data
2. Interpretation of data
III. Judgment according to the second standard
(same points taken up in II. This goes for all the standards set up for choosing the car).
IV, V, VI
VII. Summary of conclusion
VIII. Final choice
Graphic aids provide a tremendous range of possibility for presenting or illustrating
factual material for interpretation. But some "dont's" in interpretation are of particular
importance (Mills & Walter, p. 188).
1. Don't put into writing the kind of information that is easier to grasp in tabular
or graphic form.
2. Don't restate all the facts that have been put into tabulate or graphic form.
3. Don't assume that having a table or graph, nothing need be said about it. A
little explanation may be needed to point out the significant relationships
found in the graph.
In conclusion a few more points have to be considered. When a choice is to be
made among a number of possibilities, early elimination of some of them should be
done to speed up the process of interpreting. Conclusions should be stated as they are
reached in the body of the interpretation, and then summarized towards the end. A very
important point to be remembered is that the attitude of the writer should be impartial
and objective, but tempered with a little human consideration for the reader.

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English 6
Module II, Lesson 5
SELF-PROGRESS CHECK TEST

Multiple Choice.
_____ 1. Interpretation as a technique concerns
a. a formal analysis of a group of facts.
b. establishes a pattern of relationship among a group of facts.
c. creative activity.
d. a study of logic.
_____ 2. Interpretation is a study of
a. Newton's law of motion.
b. both logic and communication art.
c. the evidence concerning the subject facts.
d. none of the above.
_____ 3. Interpretation as a creative activity requires
a. knowledge c. knowledge and imagination
b. imagination d. standards of judgment
_____ 4. Interpretation concerns first of all:
a. determining the main problem
b. determining the subordinate problems
c. determining the main data
d. determining the reliability of use
_____ 5. The expanded form of the problem refers to
a. evidences to be used in resolving the problem
b. standards of judgment
c. decisions made on the basis of results of interpretation
_____ 6. A valid interpretation is dependent on
a. presenting numerous evidences.
b. reliability of method in securing evidence.
c. independent evaluating of the conclusions.
_____ 7. Organizing an interpretation composition starts with
a. comments on sources and reliability of data.
b. concise statement of the standards of judgment.
c. concise statement of the problem.
_____ 8. In interpretation one effective method of presenting factual data, especially
figures, is the use of
a. an organizational outline.
b. graphic aids.
c. conversion of subordinate problems into standards of judgment.

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English 6
Module II
ANSWER KEYS TO SELF-PROGRESS CHECK TESTS

LESSON 1

1. process 2. member 3. property 4. system 5. form

LESSON 2

1. overview 6. methods of attachment

2. definition 7. materials
3. listing of major parts 8. finish
4. size 9. relationship to parts
5. shape 10. works/operates

LESSON 3

1. process 6. conclusion 12. causes and effects

2. "how to do it" 7. introduction 13. conclusion
3. introduction 8. causal links 14. narrative
4. equipment and 9. overview 15. comprehensibility
materials 10. spatial
5. step-by-step 11. time-order
description

LESSON 4

1. T 2. F 3. T 4. F 5. F 6. F 7. T 8. F 9. T 10. T

LESSON 5

1. A 2. B 3. C 4. A 5. B 6. B 7. C 8. B

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 ENGLISH 6:
Technical Writing
Module Test II
Name: DLC: Score:

I. Identification.
_____ 1. (___) is one form of a definition technique which is essentially the
substitution of a word or phrase for the term being defined.
_____ 2. One method of expanding a definition is using the expository method
(___), which gives an illustration opposite to that of the term.
_____ 3. Another expository method for expanding a definition is the (___), which
gives the origin of the term being defined.
_____ 4. The (___) method points out what term is not and closing it with what it is.
_____ 5. The (___) method for expanded definition breaks down the term being
defined to its component parts.
_____ 6. In describing a mechanism, the (___) part of the description of the object
being described.
_____ 7. (___) in a mechanism description refers to the position of the object from
the writer's viewpoint.
_____ 8. The (___) part of a mechanism description fulfills the function of letting the
reader know how to the mechanism operates.
_____ 9. Added to the three main parts of a process description is a fourth item, the
(___)
_____ 10. (___) is a kind of defective definition that uses a derivative of the term
being defined.
_____ 11. (___) is another kind of defective definition that uses the expressions "is
when" or "is where" to take the place of the genus or class in a formal
definition.
_____ 12. (___) is the orderly, systematic arrangement of related things in
accordance with a governing principle or basis for two or more units.
_____ 13. In contrast, (___) deals with the parts of the unit.
_____ 14. Interpretation is a (___) activity requiring both knowledge and imagination.
_____ 15. In interpretation, after stating the problem in concise form, the subordinate
problems are determined and later converted into a special form called
(___).

II. MATCHING TYPE

Given below are sentences, each one corresponding to a description of a part of a

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wooded lead pencil. Fill the blanks provided before each part of the description format
for a wooden lean pencil with the letter of the sentence that corresponds to what is
asked for.
a. Typically, a wooden lead pencil is a writing device about 0.8 cm in diameter and
about 19 cm long.
b. The wooden case is the second part of the wooden lead pencil.
c. A wooden lead pencil is a device for drawing or writing on a suitable medium.
d. The ferrule is the fourth main part of the wooden lead pencil.
e. The purpose of the wooden case is to make the pencil comfortable to hold and
provide rigidity.
f. The case is composed of two parts divided lengthwise with semicircular grooves to
hold the graphite in place.
g. The graphite is usually in the form of a cylinder about 0.3 cm in diameter and is the
same length as the case.
h. As the graphite wears away in use, the pencil must be resharpened.
i. The eraser is the third part of the wooden lead pencil.
j. The purpose of the ferrule is to attach the eraser to the case.
k. It is typically a rubber cylinder about 1.5 cm in length, which will fit tightly inside the
ferrule and is often made of colored rubber.
l. The purpose of the eraser is to remove unwanted marks from the medium being
written upon.
m. It is made up of four parts: the graphite, the wooden case, an eraser, and a ferrule
by which the eraser is attached.
n. The graphite is the first part of the mechanism.
o. The ferrule is a simple piece of tubing often painted to harmonize with the case an
eraser.
p. Before it can be used, a wooden lead pencil must be sharpened: wood must be
sawed off the end opposite the eraser.
q. In appearance, the ferrule is about 1.5 cm long and 0.8 cm in diameter tubing into
which the eraser and the case are inserted in opposite ends.
r. The eraser is a rubber cylinder inserted into one end of the ferrule and fitted tightly
by means of indentions in the ferrule.
s. The function of the graphite is to make marks on the paper or other medium.
t. The graphite is the lead pencil enclosed by the wooden case.
u. Each half of the case contains semicircular grooves to receive the graphite and each
has a slightly diminished cross-sectional at one end.
v. The shape of a wooden lead pencil resembles that of a piece of dowel, or the shaft
of an arrow.

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 A Wooden Lead Pencil
I. Introduction
_____ 1. A. What the mechanism is
_____ 2. B. Purpose
_____ 3. C. General Appearance
_____ 4. D. Statement of Organization
II. Part-by-part description
_____ 5. A. Part no. 1
_____ 6. 1. What the part is
_____ 7. 2. Purpose
_____ 8. 3. Appearance
_____ 9. B. Part no. 2
_____ 10. 1. What the part is
_____ 11. 2. Purpose
_____ 12. 3. Appearance
_____ 13. C. Part no. 3
_____ 14. 1. What the part is
_____ 15. 2. Purpose
_____ 16. 3. Appearance
_____ 17. D. Part no. 4
_____ 18. 1. What the part is
_____ 19. 2. Purpose
_____ 20. 3. Appearance
III. Conclusion – mechanism in operation
_____ 21. A.
_____ 22. B.

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