Journal articles: 'Engineers’ writing'

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Turk, W. "Writing requirements for engineers [good requirement writing]." Engineering Management 16, no. 3 (June 1, 2006): 20–23. http://dx.doi.org/10.1049/em:20060304.

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Wadood Khan, Abdul. "The Engineers’ Guide to Technical Writing: Insights for Budding Engineers." Advances in Language and Literary Studies 10, no. 4 (August 31, 2019): 80. http://dx.doi.org/10.7575/aiac.alls.v.10n.4p.80.

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Engineers, being hands-on experts, need to produce technical documents that are convincing to colleagues, executives, and clients. This study analyzes different technical documents written by engineers and offers instruction on how to approach the task of technical writing. The quantitative part of the study involved gathering statistics on the types of documents most frequently written by engineers and the importance engineers assign to technical writing in their career. The study participants consisted of 60 engineers selected through a snowball sampling method. Data was collected through the use of a questionnaire. The results of the data are presented in frequencies and percentages. An analysis of the data reveals that engineers currently practicing in Saudi Arabia believe writing to be important in their field. In total, 66.7% believe writing to be “very important,” whereas the remaining 33.3% believe it to be “important”; none of the respondents believe writing to be only “slightly important” or “not important.” When asked whether their background education in the engineering field adequately prepared them for writing on the job, only 30 (50%) were confident of their writing abilities following their engineering degrees. The other 30 (50%), although they found their skills in technical writing to be useful, were not confident of its adequacy in the workplace. Given the option of selecting more than one answer, respondents recorded the following frequencies for the type of writing they usually do at work: 40 out of 60 respondents (6.7%) stated that they frequently write interim or progress reports; 30 (50%) stated that they write final or recommendation reports. However, only 10 (16.7%) of the respondents revealed that they often write more focused reports, such laboratory reports. Engineers also write a fair number of non-report documents, including memos, emails, and logbook entries.

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Freedman, Aviva, and Natasha Artemeva. "Learning to Teach Writing to Engineers." Canadian Journal for Studies in Discourse and Writing/Rédactologie 14, no. 1 (April 1, 1998): 20—Jan. http://dx.doi.org/10.31468/cjsdwr.420.

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Berthouex, P. M. "Honing the Writing Skills of Engineers." Journal of Professional Issues in Engineering Education and Practice 122, no. 3 (July 1996): 107–10. http://dx.doi.org/10.1061/(asce)1052-3928(1996)122:3(107).

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Schillaci, William C. "Training Engineers to Write: Old Assumptions and New Directions." Journal of Technical Writing and Communication 26, no. 3 (July 1996): 325–33. http://dx.doi.org/10.2190/4l3t-yaxc-q0gv-wthu.

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Consulting engineering firms that produce reports for clients benefit from having engineers who can write clear, well-organized, grammatically correct descriptions of the work they perform. Despite the obvious value gained through engineers who can write well, universities and the firms themselves do not as a rule train engineers in business technical writing. A typical program a firm can institute to promote writing skills would include developing a house style guide as well as concise examples of writing engineers should emulate and screening and practice exercises. The ability to first organize material in an outline is critical to efficient composition. Engineers with limited English skills can be instructed in building clear, logical lists that can be efficiently converted into narrative form by an editor.

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Kemp, A. W., D. C. Woolston, P. A. Robinson, G. Kutzbach, R. A. Day, and L. Gillman. "Effective Writing Strategies for Engineers and Scientists." Biometrics 46, no. 2 (June 1990): 548. http://dx.doi.org/10.2307/2531474.

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Stevenson, L. Harold, Donald C. Woolston, Patricia A. Robinson, and Gisela Kutzbach. "Effective Writing Strategies for Engineers and Scientists." Estuaries 12, no. 2 (June 1989): 126. http://dx.doi.org/10.2307/1351507.

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Wright, C. H. G. "Technical Writing Tools for Engineers and Scientists." Computing in Science & Engineering 12, no. 5 (September 2010): 98–103. http://dx.doi.org/10.1109/mcse.2010.115.

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Clayton, Terry. "Argument against Separate Writing Courses for Engineers." Journal of Professional Issues in Engineering Education and Practice 122, no. 3 (July 1996): 111–13. http://dx.doi.org/10.1061/(asce)1052-3928(1996)122:3(111).

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Moorhead, Alice E. "The conference approach to engineers' report writing." IEEE Transactions on Professional Communication PC-28, no. 3 (1985): 13–16. http://dx.doi.org/10.1109/tpc.1985.6448822.

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Silyn-Roberts, Heather. "Using Engineers' Characteristics to Improve Report Writing Instruction." Journal of Professional Issues in Engineering Education and Practice 124, no. 1 (January 1998): 12–16. http://dx.doi.org/10.1061/(asce)1052-3928(1998)124:1(12).

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Hodges, Amy, and Leslie Seawright. "Writing in Transnational Workplaces: Teaching Strategies for Multilingual Engineers." IEEE Transactions on Professional Communication 62, no. 3 (September 2019): 298–309. http://dx.doi.org/10.1109/tpc.2019.2930178.

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Kramberg-Walker, C. "The need to provide writing support for academic engineers." IEEE Transactions on Professional Communication 36, no. 3 (1993): 130–36. http://dx.doi.org/10.1109/47.238053.

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Robinson, P. A., and S. S. Courter. "A new kind of internship: technical writing for engineers." IEEE Transactions on Professional Communication 32, no. 3 (1989): 150–53. http://dx.doi.org/10.1109/47.31621.

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Cunningham, Don, and Jill Stewart. "Perceptions and Practices: A Survey of Professional Engineers and Architects." ISRN Education 2012 (March 28, 2012): 1–10. http://dx.doi.org/10.5402/2012/617137.

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This descriptive cross-sectional research study examines perceptions of time spent by architects and professional engineers on reading, writing, and evaluating various information products, as well as their perspectives of specific quality characteristics and the relative significance in meeting work goals. Professional engineers and architects were surveyed at seminars held at eight locations in seven states. Descriptive statistics were then used to investigate perceptions and relationships. Findings indicate architects and professional engineers spend the most amount of time reading correspondence and the least amount of time reading management reports. Respondents considered correspondence to be the most important reading activity. Participants also spend the most amount of time writing correspondence, closely followed by nearly equal time spent writing and editing technical reports and proposals. Finally, participants rated organization, comprehensiveness, and accuracy as the most important aspects while indicating mechanical issues such as grammar and spelling as the least important aspects of technical documents.

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Fisher, R. F. "Fine-tuning your writing—advanced writing techniques for scientists, engineers, physicians, and other professionals." Forest Ecology and Management 167, no. 1-3 (August 2002): 315. http://dx.doi.org/10.1016/s0378-1127(01)00696-x.

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Cargill, Margaret. "Fine-tuning Your Writing: Advanced Writing Techniques for Scientists, Engineers, Physicians, and Other Professionals." Agriculture, Ecosystems & Environment 90, no. 1 (June 2002): 105–6. http://dx.doi.org/10.1016/s0167-8809(02)00011-7.

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Simpson-Smith, Claire. "Writing for engineering." Australian Review of Applied Linguistics 43, no. 1 (January 13, 2020): 79–99. http://dx.doi.org/10.1075/aral.19009.sim.

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Abstract Professional engineers must move easily between concretization and abstraction in written communication, while remaining rooted in the context of the particular engineering problem to be solved. Engineering programmes often seek to use a replicated professional situation in order to prepare students for the workplace; however, there are questions as to how a decontextualized task prepares students for the language and knowledge requirements of the field. This paper reports on the findings of a Master’s research project, which investigated this issue through a comparison of two sets of engineering feasibility studies: publicly available industry texts and English as an Additional Language (EAL) student texts from a Master’s engineering program. The findings show that while the corpora have some similarities, there are differences that suggest that the student texts are less bound to the concrete reality of their project, which has implications for those working in disciplinary and professional literacies.

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Varrasi, John. "The Computer Assist." Mechanical Engineering 127, no. 10 (October 1, 2005): 44–46. http://dx.doi.org/10.1115/1.2005-oct-3.

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This article discusses in less than 40 years, a novelty has grown into a mainstay of engineering practice. Only a few forward-looking technology companies invested in computers, primarily mainframe systems. While bringing the benefits of data management and real-time processing to engineering, the mainframes were also a headache. Engineers spent countless hours correcting functional problems and writing programs. The programs, particularly large-scale ones involving difficult computations, were executed in batch processing mode, meaning that the engineer had only one attempt each day to run the programs. The engineering community must advance computer technology to the level where engineers can validate a structure completely using computational tools, without having to develop physical models and prototypes. The next step is cognitive information processing using the computer to actually mimic the attributes of the human brain.

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Wiederkehr, Ruth, and Marie-Thérèse Rudolf von Rohr. "Technical writing as part of project management for engineers: using a writing-process approach to teach disciplinary writing requirements." Journal of Academic Writing 10, no. 1 (December 18, 2020): 136–45. http://dx.doi.org/10.18552/joaw.v10i1.599.

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This article focuses on how formative feedback can be used to help engineering students write precise and coherent management summaries that appeal to a mixed audience. Management summaries are especially challenging to master as students must strive for a balance between adhering to scientific standards and being intelligible for a wider non-expert readership. Students of Energy and Environmental Technology at the school of engineering (FHNW) in Switzerland write a total of six technical reports about their project work (mostly in German). By analysing two management summaries, the focus is laid on the lecturers’ approach of relying on formative feedback which supports and accompanies the students’ iterative writing processes. It is shown how in early semesters lecturers provide hands-on guidance, such as suggesting discourse markers or pinpointing vague references to sharpen students’ awareness of the need to write as concisely as possible for mixed audiences.

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Winsor, Dorothy. "Using Writing to Structure Agency: An Examination of Engineers' Practice." Technical Communication Quarterly 15, no. 4 (October 2006): 411–30. http://dx.doi.org/10.1207/s15427625tcq1504_1.

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McKENNA, B. "How Engineers Write: An Empirical Study of Engineering Report Writing." Applied Linguistics 18, no. 2 (June 1, 1997): 189–211. http://dx.doi.org/10.1093/applin/18.2.189.

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Braun, Miriam, and Judith Rosenhouse. "Breaking Communication and Linguistic Barriers: Designing a Course of Technical Writing in Hebrew." Journal of Technical Writing and Communication 17, no. 1 (January 1987): 79–92. http://dx.doi.org/10.2190/6dpd-0abc-yw76-bfl3.

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Scientists and engineers have to present technical information effectively. But when they do it, they face language difficulties which are beyond formal grammar as taught at school. To overcome this problem, we designed a systematic course for technical writing aimed at breaking such language barriers by planned channeling of the scientific message. The course was designed to improve the communication skills of scientists and engineers. In keeping with this goal effective writing criteria were defined and formal presentation conventions were described. Because Hebrew is the common language in Israel, problems of Hebrew structures were presented. The massive infiltration of vocabulary and syntactic elements from foreign languages into scientists' Hebrew style were addressed. An evaluation apparatus was also applied and future prospects of the course were discussed.

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Woelfle-Erskine, Cleo Assan. "The watershed body: Transgressing frontiers in riverine sciences, planning stochastic multispecies worlds." Catalyst: Feminism, Theory, Technoscience 3, no. 2 (October 19, 2017): 1–32. http://dx.doi.org/10.28968/cftt.v3i2.28840.

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In conversation with Eva Hayward’s writing on transgender embodiment, this paper explores how beaver modify landscapes differently than human engineers, and how human engineering might be transformed through riverine collaborations with beavers. Considering the body variously as a body of water — a river, which draws together all of the above and underground water in a watershed — as like our own trans bodies, and as a slippery double for the psyche of an Anthropocene engineer, July Cole and I argued that thinking with beaver as stochastic transgressors against Manifest Destiny engineering projects could transfigure engineers approaches to their work and river restoration more broadly. What if, rather than trapping beavers into service as “ecosystem engineers,” we assert that humans should engineer as beavers do, in ways that create porous boundaries between land and water and up- and downstream, by way of stick-and-mud, leaky, temporary dams? Here, I theorize a transfigured watershed body through human-beaver-salmon encounters at three salmon recovery sites in the Pacific west: a Karuk-led project on the Klamath river, agency-led beaver relocation projects in the Methow and Yakima watershed, and a citizen science-agency collaborative project in the beaverless Salmon Creek and Russian River watersheds. All three stories concern river and salmon recovery in the Pacific West, where either humans or beavers have initiated collaborative projects to raise water tables, keep rivers from going dry, and improve salmon habitat. These scientists and local knowledge holders’ encounters with beavers and their ponds thick with salmon are inspiring them to change how they undertake habitat restoration projects and also spurring some to reconsider the proper task of human ecologists and engineers, into a mode inspired by beavers themselves.

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Chu, Narisa. "Advanced Technical Writing and Presentation Skills for ESL Engineers [Society News]." IEEE Consumer Electronics Magazine 5, no. 3 (July 2016): 12–14. http://dx.doi.org/10.1109/mce.2016.2556823.

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KYOUNO, Noboru. "English Skills for Engineers Required by the English Technical Writing Test." Journal of JSEE 58, no. 3 (2010): 18–21. http://dx.doi.org/10.4307/jsee.58.3_18.

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Molina-Plaza, Silvia. "Blogs for Women Engineers: a Multimodal Study." Feminismo/s, no. 38 (July 13, 2021): 85. http://dx.doi.org/10.14198/fem.2021.38.04.

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This chapter examines thirty blogs for women engineers from a multimodal perspective, offering new ways of analysing their content and communicative strategies. The qualitative study focuses on how the interplay of different modes such as image, writing, typography and colour can be handled and how interpersonal and ideational realizations are construed. The final aim is to unravel relevant meaning-making practices used in these blogs, which want to achieve different objectives: overcome the limitations women still face in engineering by showcasing opportunities, change the perception of women engineers in society and redress the gender imbalance in engineering companies.

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Ali, M. Solaiman, and Dheya Al-Othmany. "How to be an Effective Technical Writer?" International Journal of Engineering Pedagogy (iJEP) 2, no. 3 (July 6, 2012): 4. http://dx.doi.org/10.3991/ijep.v2i3.2094.

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Abstract--This paper has focused on technical writing as a skill for engineers. It has sought to define technical writing and throw light on the content and technique of writing the various components of successful technical reports (for example, articles, papers, or research reports, such as theses and dissertations). Then, it has highlighted other special features and principles of effective technical writing. The material in this paper is divided into seven major parts. Part 1 (Technical writing for engineers) stresses that a successful engineering career requires strong writing skills. Part 2 (How to write the major sections or elements of a report) describes the techniques of writing the abstract, introduction, literature review, procedure/methods & materials, results, discussion, conclusion, and recommendations. Part 3 (Special features of technical writing) brings into focus some of the special features of technical writing such as tables & graphs in the text, graphics in instructions, team writing, ethics (plagiarism), document sources, three citation styles and IEEE reference style. Part 4 (Technical usage) deals with writing abbreviations, initialisms and acronyms, numbers, units of measurement, and equations.Part 5 (Technical style) highlights the imperative writing style and other features of technical writing such as the use of active and passive voices, plain vs. complex syntax, avoiding redundant or superfluous expressions, and vague generalities, using words or expressions with visual impact, the past tense to describe experimental work, the present tense to describe hypotheses, principles, theories and truths, and breaking up the text of the report into short sections. Part 6 (Document specifications) emphasizes the technical writer’s need to conform to such document specifications as word count, format, font, number of words per line of text imposed. Part 7 (Reader-friendly technical writing) suggests choosing the varied writing modes (patterns of organization of information) to suit the technical writing task, checking for technical accuracy and following three levels of editing to help increase the readability of a technical text. Finally, in part 8 (Ethical/legal considerations for the technical writer), the authors suggest ways for the technical writer to overcome ethical/legal dilemmas on the job.

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YAMAGUCHI, Hisao. "Technical Writing as an Essential Skill for Mechanical Engineers in the Future." Journal of the Society of Mechanical Engineers 107, no. 1025 (2004): 279. http://dx.doi.org/10.1299/jsmemag.107.1025_279.

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Hendricks, Robert W., and Eric C. Pappas. "Advanced Engineering Communication: An Integrated Writing and Communication Program for Materials Engineers." Journal of Engineering Education 85, no. 4 (October 1996): 343–52. http://dx.doi.org/10.1002/j.2168-9830.1996.tb00255.x.

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David, Yadin, and Jerome Schultz. "Submissions Style Guide for the Global Clinical Engineering Journal." Global Clinical Engineering Journal 3, no. 1 (July 14, 2020): 33–43. http://dx.doi.org/10.31354/globalce.v3i1.102.

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This paper describes the guidelines for writing effective manuscript that complies with general scientific writing style and in particular with those that are incorporated by the editors and reviewers of the Global Clinical Engineering Journal (www.GlobalCE.org) when they evaluate submission of manuscripts. Readers of this paper will gain understandings of the manuscript preferred writing format and of the submission’s individual sections. Examples are provided for each of individual sections that further explain their purpose and contrast of their various styles. When the guidance provided in this paper is incorporated into a new submission, it is expected to elevate the quality of the writing as well as the desire of young clinical engineers to publish about their work and the interest of the scientific community to read it.

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ЧЕРЕДНИЧЕНКО, Галина. "Language learning of future food industry engineers in Ukraine." EUROPEAN HUMANITIES STUDIES: State and Society 2 (June 27, 2019): 61–71. http://dx.doi.org/10.38014/ehs-ss.2019.2.06.

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The article examines the current situation of training of future food industry engineers in Ukraine, syllabuses, competences they have to obtain, skills. Communicating skill is considered the number one skills by 94% of employers of Food and Technology market. This skill category includes writing, reading and presenting information, listening and understanding instructions and ability to speak other languages (specifically English). The author offers to implement the innovative system of foreign language learning into educational process of future food industry engineers. The pedagogical system should be based on the principles of continuity, additionality, the combination of heuristic and reproductive methods, interdisciplinary integration, socio-cultural and professional orientation, the variability of group interaction. The techniques which foster the formation of foreign language competence of future food industry engineers are proposed.

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Bhushan, Bharat. "Laboratories of Policy." Mechanical Engineering 137, no. 06 (June 1, 2015): 44–47. http://dx.doi.org/10.1115/1.2015-jun-3.

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This is a memoir of Bharat Bhushan about experience with technical policy and working with these policies in favor of technological advancements. According to Bhushan, engineers cannot remain outside the political process, because their expertise is needed to ensure that technical policy is crafted to do the most good {AQ: An edit is made in this sentence “According to… most good.”. Please check its validity and correct if necessary.}. Working in collaboration with politicians ensures that engineers can lobby legislators in favor of policies, educate fellow citizens on the engineering view of issues – or even run for office. There are many ways that engineers can get involved, including directly, by taking up positions on the staff of state or federal representatives – or even by running for office themselves. There is a need for engineers to gain the training and experience required to reach out to the public, both in speaking skills and in writing for a general audience. Engineers have to be champions for pro-science and pro-technology policies. They have the knowledge, passion, and drive to encourage state and federal lawmakers to implement these policies.

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Amare, Nicole, and Charlotte Brammer. "Perceptions of Memo Quality: A Case Study of Engineering Practitioners, Professors, and Students." Journal of Technical Writing and Communication 35, no. 2 (April 2005): 179–90. http://dx.doi.org/10.2190/ml5n-eyg1-t3f7-rer6.

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One goal of college technical writing courses is to prepare students for real-world writing situations. Business writing textbooks function similarly, using guidelines, sample assignments, and model documents to help students develop rhetorical strategies to use in the workplace. Students attend class, or read and perform exercises in a textbook, with the faith that these skills will apply to workplace writing. In an attempt to better understand the similarities and differences between industry and academe's expectations of one genre of workplace writing, the memo, we compared the perceptions of memo quality by engineering faculty, students, and practitioners. All three groups responded to three sample memos taken from textbooks used by engineering professors in their undergraduate classrooms. The results indicate that students' and engineers' opinions of memo quality were more closely related to one another than to professors' comments, focusing on content, while professors were the most critical of style issues.

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Mighetto, Lisa. "Salmon, Science, and Politics: Writing History for the U.S. Army Corps of Engineers." Public Historian 17, no. 4 (1995): 17–28. http://dx.doi.org/10.2307/3378381.

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Eastman, Margaret. "The essence of technical communication for engineers: writing, presentation, and meeting skills [Books]." IEEE Spectrum 37, no. 8 (August 2000): 11–14. http://dx.doi.org/10.1109/mspec.2000.8736466.

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Youra, Steven. "Rewriting the Engineering Curriculum: Professionalism and Professional Communication." Journal of Technical Writing and Communication 17, no. 4 (October 1987): 407–16. http://dx.doi.org/10.2190/vvf3-8a8w-nukh-v0d2.

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Although engineers spend a substantial amount of their time writing or delivering oral presentations, the typical engineering curriculum segregates communications instruction from technical coursework. But out of an increasing sense of responsibility to provide more authentic professional training, engineering educators are developing programs which bring “real-life” contexts into the classroom. As a result, technical communications instruction is changing in significant ways. Writing clinics are tailoring their services to the precise needs of those they serve and expanding the range of professional support they offer. Furthermore, writing across the curriculum has significantly influenced engineering by linking composing and understanding. New communications courses parallel professional classes, and some redesigned engineering courses actually integrate verbal communication with “subject matter” instruction, Since these broad structural renovations are paradigmatic for other professional programs, technical writing teachers can and should facilitate and support such developments.

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Scheiber, H. J. "From Prose Paladin to Peer Editor: Teaching Engineers (and Others) to Write and Communicate." Journal of Technical Writing and Communication 17, no. 4 (October 1987): 385–95. http://dx.doi.org/10.2190/dk4n-qr9q-d43p-rlf1.

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Many engineers and other technical/managerial professionals continually generate writer-centered memos, letters, and brief reports. Because such documents often contain needless repetition, excessive detail, and chronology-based information, an approach for encouraging writers to produce clear, well organized, rhetorically sound prose was developed. Technical writing teachers and communication trainers must 1) make these prose “paladins” aware of the essential ingredients for generating reader-centered prose, 2) familiarize these writers with the major steps involved in the writing process, and 3) operationalize the process through face-to-face writer-editor collaboration — involving peer editorial review. Only through frequent drafting and rewriting and the regular sharing of peer editorial response (oral and written) will clear, rhetorically effective prose accrue value. And only then will technical/managerial writers routinely generate reader-centered documents that communicate.

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Mykhailiuk, Maryna. "Organizational and Pedagogical Fundamentals of Professional Training of Engineers in the Field of Nanoelectronics in Uk Universities." Comparative Professional Pedagogy 4, no. 3 (September 1, 2014): 105–10. http://dx.doi.org/10.2478/rpp-2014-0045.

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Abstract The article deals with the organizational and pedagogical principles of the professional training of future nanoelectronics engineers in UK universities. There has been substantiated a number of general didactic and specific principles of the professional training of future nanoelectronics engineers, which facilitate the concretization of content, goals, and tasks of professional training; enhancing the efficiency of the forms and methods of organizing academic activity and its effectiveness; the development of general theoretical and methodological bases of the effective forming in the future engineers of the system of professional knowledge, the skills to use it in their professional activity and deepen it throughout life; skills to masterly use the full arsenal of means and techniques in the process of solving any professional and technical issues. There has been characterized the structure of engineers' training curricula, which envisages the study of core, elective and optional subjects and writing a Master's dissertation. There have been examined the stages of the study organization at the Masters' schools: the practical ones (lectures and seminars) and the theoretical (research) ones. There have been defined the peculiarities of the nanoelectronics specialists' practical training.

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Guilford, William H. "TEACHING PEER REVIEW AND THE PROCESS OF SCIENTIFIC WRITING." Advances in Physiology Education 25, no. 3 (September 2001): 167–75. http://dx.doi.org/10.1152/advances.2001.25.3.167.

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Many undergraduate and graduate students understand neither the process of scientific writing nor the significance of peer review. In response, some instructors have created writing assignments that teach or mimic parts of the scientific publishing process. However, none fully reproduced peer review and revision of papers together with the writing and publishing process from research to final, accepted draft. In addition, most have been instituted at the graduate rather than undergraduate level. We present a detailed method for teaching undergraduate students the full scientific publishing process, including anonymous peer review, during the process of writing a “term paper.” The result is a review article in the format for submission to a major scientific journal. This method has been implemented in the course Cell and Molecular Biology for Engineers at the University of Virginia. Use of this method resulted in improved grades, much higher quality in the final manuscript, greater objectivity in grading, and improved understanding of the importance of peer review.

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Matsuno, Yutaka, and Shuichiro Yamamoto. "A New Method for Writing Assurance Cases." International Journal of Secure Software Engineering 4, no. 1 (January 2013): 31–49. http://dx.doi.org/10.4018/jsse.2013010103.

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In this paper, the authors present a new method for writing assurance cases. Assurance cases are documented bodies of evidence that provide a convincing and valid argument that a system is adequately dependable for a given application in a given environment. Assurance cases have been used mostly in the safety field, but are now beginning to be widely applied in other areas. Cyber security is one such area, and recently, assuring security of cyber systems has become crucial. Several methods and various guidelines for writing assurance cases have been used. Unfortunately, only experts are currently able to write assurance cases, and it is still difficult for ordinary engineers to write them. This paper presents a new method for writing assurance cases. The main ideas are that (1) documents generated and used during the system lifecycle must be either used by the assurance cases or must be referred to in the assurance cases, and (2) typical patterns exist for assurance cases, and these patterns have not yet been well discussed. This paper presents the preliminary steps in developing a method for writing assurance cases. The authors also report on a preliminary experiment carried out on a web server demo system.

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JCK, Ms Evangeline, and Dr Ganesh K. "Technical Writing – Redefining the English syllabus to meet the Growing Demand for competent Engineers." IOSR Journal of Humanities and Social Science 19, no. 5 (2014): 22–24. http://dx.doi.org/10.9790/0837-19522224.

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Ueasiriphan, Tanaporn, and Supong Tangkiengsirisin. "The Effects of Genre-Based Teaching on Enhancement of Thai Engineers’ Technical Writing Ability." International Journal of Instruction 12, no. 2 (April 3, 2019): 723–38. http://dx.doi.org/10.29333/iji.2019.12246a.

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Maher, Paschal, and Simon Milligan. "Teaching master thesis writing to engineers: Insights from corpus and genre analysis of introductions." English for Specific Purposes 55 (July 2019): 40–55. http://dx.doi.org/10.1016/j.esp.2019.05.001.

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Changpueng, Piyatida. "The Implementation Of The Genre-Based Approach In The Teaching Of Writing To Engineering Students." International Journal of Modern Languages And Applied Linguistics 1, no. 1 (August 1, 2017): 59. http://dx.doi.org/10.24191/ijmal.v1i1.7636.

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Good communication skills are a requirement for all professionals. As for engineers, it seems that writing is one of the most important communication skills to help them to be successful in their professional life. However, many engineering students are poor in writing. Numerous studies havebeen conducted to determine the effectiveness of the different methods used to develop the writing skills of language learners, including the genre-based framework. The present study aims at examining the writing achievement of Thai engineering students receiving writing instruction through the explicit genre-based approach, or GBA (SFL genre), and their attitudes toward this method of teaching. The participants were 28 fourth-year engineering students enrolled in a basic writing course. One lesson in teaching writing recounts was provided during three sessions. The results of a T-test revealed clear improvement in the students’ writing ability after attending the lesson. Regarding the attitudes of the students, the findings were crosschecked with the students’ responses to the questionnaire, to the interview questions, and in their journal. It was found that the students had a satisfactory attitude toward this teaching method. Based on the study findings, it is recommended that language teachers incorporate the knowledge of genre, genre analysis, and schematic features of a particular genre in their teaching in order to enhance their students’ writing proficiency and confidence.

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Kosowatz, John. "Underground and Out of Sight." Mechanical Engineering 143, no. 2 (March 3, 2021): 28–33. http://dx.doi.org/10.1115/1.2021-mar1.

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Abstract Workers recently finished the last piece of tunnel for Kuala Lumpur’s second metro line, capping a program where autonomous tunneling machines have been operating remotely since 2016. Getting to that point took a poke by a seasoned tunneling director and TBM manager who found an unlikely duo of young, computer savvy, code-writing engineers who brought steering, advancement, excavation, and slurry operations under one operating system.

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ONO, Yoshimasa. "How to Use Dictionaries for Better Technical Writing in English(English for Engineers and Scientists: Technical Writing and Oral Presentation in English)." Journal of the Society of Mechanical Engineers 107, no. 1027 (2004): 475–78. http://dx.doi.org/10.1299/jsmemag.107.1027_475.

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Almlie, Gunvor Sofia. "Akademisk fagskriving på ingeniørstudiet." Nordic Journal of Information Literacy in Higher Education 12, no. 2 (November 26, 2020): 4–19. http://dx.doi.org/10.15845/noril.v12i2.3038.

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In the Norwegian engineering education, there has been an increasing focus on writinginstruction in the last decade. Although writing in the disciplines seems to be the overall goal,the disciplines themselves are not prepared for nor equipped to provide the writing instructionthe students need. This article attempts to measure the effect of a writing course that was given in the firstsemester of the engineering study at the University of Agder in 2018. The writing course was acollaboration between the disciplines of engineering, the university library and a writinginstructor with permanent affiliation to the Department of Engineering. The aim of thecollaboration was to gather the expertise from the disciplines and the university library in thedesign of writing courses in engineering. The survey seeks to find answers to the students'experience of the writing course, and the challenges they face in academic disciplinary writing.Answers from the students are compared with answers from conversations with studycoordinators and subject teachers in the five engineering study programs at UiA.The results show that the students find teaching and supervision useful, both to achievethe learning outcomes for the course, but also for use in other writing situations in theireducation. The problems students have with academic writing are both discipline-specific andgeneral. They experience challenges in three areas in particular: genre orientation, text structureand information literacy. The close collaboration between the writing instructor, the library and the engineers isbridge-building and contributes to a holistic writing instruction in the engineering education.The interdisciplinary collaboration also raises the competence of all staff involved.

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Renfrew, Malcolm M. "Effective Writing Strategies-For Engineers and Scientists (Kutzbach, Gisela; Robinson, Patricia A.; Woolston, Donald C.)." Journal of Chemical Education 66, no. 5 (May 1989): A156. http://dx.doi.org/10.1021/ed066pa156.2.

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Kovac, Jeffrey. "Scientists Must Write: A Guide to Better Writing for Scientists, Engineers and Students (Barrass, Robert)." Journal of Chemical Education 80, no. 9 (September 2003): 1005. http://dx.doi.org/10.1021/ed080p1005.1.

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Journal articles on the topic 'Engineers’ writing'

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