PRJ600 RM Session5

PEMP PT13
Technical Communication
Session 5
Basics of Technical Communication
Dr. P.V.R Murthy
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M.S. Ramaiah School of Advanced Studies, Bangalore 1

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Basics of Technical Communication
Session Objectives: To
• Highlight the need for and importance of
Technical Communication.
• Identify the key characteristics for good
Technical Communication.
• Qualities required for good Technical
Communication.
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Why Technical Writing?
Sharing of Facts/Knowledge/Information/Ideas/Suggestions
• Build on existing knowledge

• Propagate the knowledge
 Co-workers/Team members
 Sales/Marketing personnel
 Customers
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Objectives of Technical Communication
Clear
Concise
Accurate
Organized
Effective
Ethics
SKILL
LEARN and PRACTICE.
“Practice is the best of all instructors.” “Genius is 1% inspiration and 99%
-- Publilius Syrus perspiration.” -- Edison
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Clarity
Be Specific
Vague: some, recently, latest, thick sheet, this/that, several
Bombastic: accede, cognizant, endeavour, inasmuch as, pursuant to
Acronyms/Abbreviations/Jargons:
IBM, NASA, JFK, NFL, MADD, radar, scuba, FEMA, KA
LA, CIA, FIFO, STEP, LBW (define parenthetically/glossary)
u r,
square leg, hacker, geek, win-win, paradigm, organic growth
ad-hoc, pork belly projects
Ask who, what, when, where, why and how

Use active voice construction
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Conciseness
Avoid:
Wordiness (it has been found that, coming to the point)
Long sentences
FogIndex  0.4* words / sentence   # of long words 
( keep it below 8, Sentence ~ 15words, Long words ~ 5)
Compound sentences
Shun –tion and –sion words
Camouflaged words
Expletive pattern
Redundancies
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Accuracy
Grammatical/Textual/Factual
• Use technology
• Proofread (Now and gestation approach)
• Proofread (get help)
• Read aloud
• Read backwards
• Read one line at a time
• Read one syllable at a time
• Check scientific contents
Display correct attitude
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Organization
What you are writing about
What you plan to achieve in what you are writing
First, put all the thoughts/ideas/information together

Ways to organize:
• Spatial
• Chronological
• Importance
• Comparison/Contrast
• Problem/Solution
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Ethics
“Standards of conduct and moral judgment”
-- Webster’s New World Dictionary of the American Language
Society for Technical 1. Precise language and visuals

Communication (STC)
Ethical Guidelines 2. Simple, clear expression
• Legality
3. Understanding before Expression
• Honesty
• Confidentiality 4. Responsibility for clarity
•Quality 5. Respect for peers’ work

• Fairness
6. Professionalism
•Professionalism
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Components of Technical communication
Thoughts/Ideas/Information
Organisation
Audience
Language
Data/Result presentation
Discussions/Conclusions
Details
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Basic Requirements
Personal Discipline
Organization Skill
Skill in Writing Clearly and Concisely
Understanding of Technical Products and Processes
Knowledge of numerous software tools
Good Vs Bad writing: This is subjective. No one is perfect.

(Not an excuse to meet the minimum requirement)
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Oral Communication
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Oral Communication
Session Objectives:To learn
• The importance of Listening in Technical

Communication
• How to Organise the material for an Oral
Communication
• How to make a good Oral Presentation
• How to handle the Questions Effectively
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A Quotation
The greatest gift you can give another is the purity of your
attention
- Dr. Richard Moss
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Listening
 Listening is like reading. It involves Reception, Decoding
and Interpretation.
 But while reading we can go back and read again. We can
also read slowly at our own pace.
 An author is not insulted if we close the book and stop
reading, or fall asleep with the book open.
 Listening requires voluntary attention and making sense of
what is heard.
 This gives us hints what precautions we have to take while
listening. (e.g. Full attention, No cross talk etc)
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Types of Listening
 Appreciative listening- For aesthetic pleasure (e.g. we listen
to a comedian)
 Empathetic listening- (e.g. to a distressed friend)
 Comprehensive listening- ( e.g. classroom lectures or taking
instructions to find a location)
 Critical listening- To evaluate critically and accept or reject
the message. Classroom lectures partly fall in this category. (e.g.
Salesman, election campaigns)
 We mainly deal with the last two here. The border between
the two is not distinct.
 Can see some similarity with reading.
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A Good Listener (1)

 Some habits may look unnatural to start with, but one can
practise them and inculcate them. With sincerity they will
become and look natural.
 Have a positive attitude to the speaker and the subject.
 Attitude of tolerance and understanding are important.
 Mahatma Gandhi was a good listener.
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A Good Listener (2)
Being Non-evaluative
 Our attention to the listener and our behaviour (verbal and
non-verbal) suggest that he is properly being heard and
understood.
 It should not, however, indicate what you think of the
speaker, since the purpose is to receive what he is
communicating.
 We should overlook the qualities of the ideas, attitudes,
and values of the speaker. Convey that you accept the person.
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Comments, Discussion
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A Good Listener (3)
Paraphrasing
If you get a doubt whether you have understood what the
speaker has said or whether you have heard it properly or get a
doubt where she is heading to, you can politely interrupt by
paraphrasing in your own words what the speaker has said:
 As I gather, you want to tell: “Monsoon may not be on
time this year”.
 So you mean to say that: “Air pollution levels are worse in
Bangalore than in Chennai”.
 Do you mean that “Exit polls are trustworthy”?
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This style is better than asking the speaker to explain again.
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A Good Listener (4)
Reflecting Implications
Here you go a little beyond what the author has said. You are
trying to extend the ideas of the speaker by giving a positive
feed back:
 I think if you add those two terms, you straight move to the
result.
 I am sure if you drop this assumption, it is not possible to
prove the result you are planning to do.
 So you are going to suggest that a perpetual machine
cannot be built.
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There is a friendly provocation in this style.
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A Good Listener (5)
Reflecting Hidden Feelings
Here one more step is taken. You go beyond the explicit
statements and feelings of what the speaker has stated. You are
trying to unravel the underlying feelings, intentions, beliefs or
values that may be influencing the speaker’s words:
 “If I were in your place, I would not have finished the job.”
 “If that has happened to me, things would have been worse.”
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You are identifying with the speaker, to experience her feelings.
Be Natural.
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Good Listener (6)
Inviting Further Contributions
You can prompt the speaker to give more information by phrases
like
 “It would be helpful if you expand a little more on this.”
 “If this model of turbulence turned out to be unsatisfactory, what
one should resort to.”
Keep the questions open ended. Speaker should be encouraged
 “What solutions have you thought of?” [Open ended and OK].
 “Have you thought of this solution?” {Sounds rude}.
 One should not sound interrogating or challenging.
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Effective Presentation
We consider here oral presentation.
 Your presentation style has to differ depending on the

circumstances.
 But the strategies needed to make a good presentation
do not differ much.
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Defining Purpose
The purpose of the presentation decides the content,
style and audience interaction.
EXMPS:
 To provide information or to analyse a situation.
Involves limited interaction.
 To persuade people to take a particular action. It
involves larger interaction. Give figures, statistics to start
with. Invite the audience to participate. This requires
quick thinking, good knowledge, flexibility to adjust to
new inputs and unexpected audience reaction.
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Analysing the Audience and Locale (1)

 The nature of the audience has a direct impact on the
strategy used for the presentation.
 If the audience’s characteristics are not known, take
help from the host or organiser in analysing the audience.
 Pay special attention to the linguistic and cultural
background of the audience.
 Good visual aids and sloooooow speech always help.
 We communicate to inform, persuade and entertain.
Most of the time it is a combination of the three.
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 Give an impression that you will share your views with the
audience and that the contents are valuable.
 Prepare your material accordingly.
 At the start of the presentation make an eye contact with
audience. Begin pleasantly.
 Assess whether the audience are excited, resistant, hostile,
dull or indifferent.
 Based on the assessment adjust your tone. Try to make the
communication more effective.
 Try to hold the attention with a personal tinge or anecdote.
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 Do not use unusual words.
 The more meticulous the choice of words, the greater is the
impact of presentation. [It is a general comment.]
 Remember what we studied about good listening.
 A listener cannot go back to the previous page (slide), like
in reading. Hence repeat key ideas.
 Speak with confidence and conviction.
 Pay attention to the physical setting. Find out these: a large
hall, crowded room, podium, table, blackboard, lighting, etc.
 See what best can be done with these settings.
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Organising Contents
 A little nervous excitement is good.
 Always prepare more material than required.  Confidence
 Arrange notes etc properly. Have an eye contact with the
audience. Begin with a smile.
 Arrange the contents-- Introduction
Main Body
Conclusion.
 Different people have different strategies. Do not be too
much rule or ritual bound. But have a strategy of your own.
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Introduction
 Start with a sincere greeting or a question or an interesting
statement.
 Can use an anecdote. Idea is to catch the attention of the
audience.
 State precisely and clearly the purpose of your presentation.
 End the introduction by giving an overview of your
presentation.
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Main Body (1)
 Ideas to support your purpose are covered here.
 We may follow any one of the patterns to organise the main
body—
* Chronological [Exmp: History of sports]
* Categorical [Most common. Subtopics arranged on the
. basis of subordination or coordination]
* Cause and effect [Exmp: Smoking in children]
* Problem-solution
Part I- Describe & analyse the cause & effects of the problem.
Part I I- Propose a solution.

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Main Body (2)
 Resist from including too many points.

 You should not tell everything you know about “____”.
 When a slide is flashed be prepared what are the points you
want to say and
 more importantly what you should not say (e.g. to save time).
 Plan how you will bridge the link points.
 See your presentation through the eyes of the audience.
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Conclusions
 Review the main points.

 Give signals such as - To sum up
- To conclude
- To review
 Do not add or bring in new ideas hurriedly here.
 Can have a story or joke or anecdote.
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Visual Aids
 Blackboard or Whiteboard
 Flip charts
 Slides [35 mm or other sizes were used]
 Overhead transparencies
 PowerPoint presentation
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Nuances of Delivery
Good presentations do not happen
They are made
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Nuances of Delivery (2)
 We learn the skills of delivery from good presentations and
also from the bad ones.
 Having something to say is not enough;
You must also know how to say it.
 Good delivery does not call attention to itself. It conveys the
ideas – clearly, interestingly and without disturbing the audience.
 There are four modes of delivery -- Extemporaneous
-- Manuscript
-- Impromptu
-- Memorization
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Extemporaneous (speech)
This word has three meanings --
1. Uttered or performed with no advance preparation.
2. Prepared with regard to content but not read or memorized.
3. Made with anything readily available to meet the circumstances.
 Most popular and effective method. Sounds natural. Best
coverage in a given time. Speaker is confident. Flexible.
 Problem if preparation is inadequate. May look artificial if the
speaker starts reading from the slides or depends too much on
memory cards.
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Manuscript
 Material is written out and read aloud verbatim.
 Notice the phrase – “A paper was read in that conference on _ _.”
 Permanent and accurate record.
 Can be polished to make a good speech (with help).
 No proper eye contact and no feedback.
 Not flexible.
 May turn out to be boring, specially if the reading skills are poor.
 Good for a radio talk.
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Impromptu (speech)
 Made when an informal speech is to be delivered without
preparation.
 Calmly state the points and support them with whatever
examples.
 Briefly summarize or restate.
 Be brief.
 It is a natural speech. But be careful, points may hang loose.
 If you are invited for such a speech, you must be important!
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Memorization
 Not possible for most people. Too much time is required.
 Speaker has the freedom to move around, for eye contact and
for gestures etc.
 Flexibility is lost.
 Danger of forgetting.
 Again too much time is required if the speech is to be delivered
after a gap or if it is postponed.
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Non-verbal Communication
 We communicate by just being there.

 Non-verbal communication can be subtle and
instinctive. It refers to all communication that
occurs without the use of words either spoken or
written. It is concerned with
* Body movement (Kinesics)
* Space (Proxemics)
* Vocal features (Paralinguistics)
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Kinesics
 Study of body’s physical movements.
 Some kinesics behaviours are – Nodding the head,
Blinking the eyes, Shrugging the shoulders,
waving the hands etc.
 Apart from the gestures mentioned above other
related body language elements are:
Personal appearance
Posture
Facial expression
Eye contact
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Proxemics
 It is the study of physical space in international
relations. Space is related to behavioural norms.
 If more physical space is available it can be used.
Your gestures depend on the space: Whether
speaking in a big hall or sitting at a table.
 Moving closer to an audience is useful to invite
discussion.
 Like kinesics, proxemics also has cultural
variations.
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Paralinguistics (1)
 Paralinguistic features are the non-verbal vocal cues that
help to add human touch to the words.
 Words are static on a page (Can be bold, Italic etc).
 Voice can give extra life to your delivery.
 Each person has a characteristic voice.
 Your voice has to project. Deep breath helps if you get tired
after a while.
 Too much of rehersal just before the lecture me affect your
voice.
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Paralinguistics (2)
 Characteristic nuances of voice are –
* Quality (Cannot be changed; but can be trained for impact)
* Volume (Adjust to the situation)
* Rate (Varies from 80-250 wpm, maintain 120-150 wpm)
* Pitch
* Articulation (Do not truncate, slur, chop, slop. Practise)
* Pronunciation
* Modulation (Regulation of tone, pitch and volume)
* Pauses
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Questions / Comments
In most seminars at the end of presentation the speaker is
exposed to the questions from the audience. These sessions
are lively and are educative. Often they remove the
misunderstandings, widen the scope of the subject and give
other perspectives. It will be disappointing if there is not a
lively discussion at the end.
Why are questions / comments made?
 To get information / clarification
 To make a view point or claim or to show disagreement
 To show off
 To compliment / criticize the speaker
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Effective Question Handling
There may be difficult questions or unfair criticism. It is a part of
the professional ethics that we handle them with equanimity.
We have seen why questions are asked. But,
 It is better not to attribute motives to a question immediately.
 Try to answer sincerely. If you do not know the answer admit
and see if somebody from the audience can answer.
 Listen carefully. Request to repeat a question if needed.
 Every person has a right to question or comment. But,
 There are physical limitations (Time). Control the discussion.
Do not allow it to digress. Stop cross talk. You are in charge.
 No question is stupid. See if a question can be better framed.
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Technical Communication
Written Communication
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Written Communication
Session Objectives: To describe

• Parts of a typical Technical Report/Paper and
their contents.
• Presentation of data in tables and charts
• Common mistakes
• Ways to improve the quality
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“Put it before them briefly so they will read

it, clearly so they will appreciate it,
picturesquely so they will remember it, and
above all, accurately so they will be guided
by its light.”
-- Joseph Pulitzer
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Technical Writing
Technical writing is a specialized, structured WAY of writing, where
information is PRESENTED in a format and manner that best suits
the cognitive and psychological needs of the readers, so they can
respond to a document as its author intended and achieve the
purpose related to that document.
Thus, it is writing formatted and shaped to make reading as simple,

poignant, unequivocal, and enjoyable as possible (i.e., user friendly).
A good technical writer can write about a complicated technical

subject or task in ways that almost anyone can understand.
Precision in technical writing tends to be critical because if anything
is described incorrectly, readers may act improperly on what is said,
causing mistakes and problems at work.
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From GNU Free Documentation License

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Technical Report components
• Title (short, descriptive and correct)

• Contributors
• Abstract/Exec. Summary (concise and complete)
• Keywords (noun phrases)
• Introduction
• Body of the report
• Conclusions
• References
• Appendices
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Abstract
Having an intellectual and affective artistic content

that depends solely on intrinsic form rather than on
narrative content or pictorial representation
A written summary of the key points especially of a scientific paper
Mini Version of the paper

Summary of a body of information in a paragraph
Condensed version of a longer piece of writing
that highlights the major points covered
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Abstract
• Quickly and accurately identify basic contents of the paper
• Check if the related research is of interest
• To attract the interest and curiosity of the non-specialist reader
• Quickly acquaint the reader of current research
• Generate interest and curiosity of the non-specialist reader
• Entice potential readers into obtaining a copy of the full paper
• To be remembered long after the paper has been read
•Because on-line search databases typically contain only abstracts

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Abstract
Condensed version of a longer piece of writing that
highlights the major points covered
To generate interest in the reader to look up the details
• What?
 Complete
• How?  Concise
• Findings?  Clear
Cohesive
• Conclusions
Descriptive • A short “why? how? what?”

Informative • Longer with more specific information
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Abstract
Descriptive Informative
• Communicate specific information
• What Information is contained.
from the report, article, or paper
• Purpose (Why?), Method (How?) and • Include the purpose, methods, and
scope (What?) of the scope of the report, article, or paper
report/article/paper • Provide the report, article, or
paper's results, conclusions, and
• Short, usually under 100 words. recommendations
• Without results, conclusions, or • Are short -- from a paragraph to a
recommendations. page or two, depending upon the
length of the original work being
• Organization not contents abstracted. Usually informative
abstracts are 10% or less of the
• Generates interest in the reader to go length of the original piece
and look up the results, conclusions • Allow readers to decide whether
and recommendations in the paper they want to read the report, article,
or paper.
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Abstract
Hints:
 Reread the article, paper, or report with the goal of abstracting in mind
• Look at main parts of each section of the paper
• Use the headings, outline heads, and table of contents as a guide
 Write first draft (No Cheating)

• Don't merely copy key sentences
• Summarize information in a new way
 Revise the rough draft
• Improve Organization
• Improve Transitions
• Drop Unnecessary Information
• Add Important Information
• Eliminate wordiness
• Check spelling, grammar and punctuation
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Abstract
Tips:
• Clear and concise results/conclusions but adequate description of project
• Proper word choice for conciseness
• Use Key words
• Be Specific (-10° F versus ‘very low temperature’)
• Drop unnecessary information
“this paper will look at....” , “This Paper…”, “…is described/reported”
“It is believed that….”,
• Do not repeat or rephrase the title
• Do not refer to things not in the paper
• Assume good Technical vocabulary -- Avoid highly specialized words/abbs.
• Past tense to describe the work already done, Present tense for existing facts
• Use primarily active voice. Use passive voice if it reduces word count
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Introduction
• What?
Subject and scope
Contents and extent of what is being presented
• Why?
Purpose of the report
Audience
• How?
Contents
Organisation
Concise and to the point

Interesting
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Body of the Report
What? (Problem) and Why? (Motivation)
How? (Methods and Tools)
Findings? (Results)
Specific & Complete

Possible to replicate
Chapter/Section/Sub-section formatting
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Conclusions
A judgment or decision reached after deliberation
The American Heritage® Dictionary of the English Language, Fourth Edition
A judgment or opinion inferred from relevant facts

Merriam-Webster's Dictionary of Law
Inferences from Results

What is it all about
• Show the importance of the work

• Provide recommendation
• Extend the thought
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Referencing
“All statements, opinions, conclusions etc. taken from another
writer’s work should be cited, whether the work is directly quoted,
paraphrased or summarized”.
Plagiarism?
Standards: Harvard Reference (author surname)
Oxford Reference (sequential)
APA Reference
• Text • Books • Proceedings
• Figures • Papers • Dissertation
• Data/Tables • Web • ………
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Harvard Reference
In the Harvard System cited publications are referred to in the text by
giving the author’s surname and the year of publication and are listed
in a bibliography at the end of the text.
In the book by Ln1 and Ln2 / Ln1 et al. (1995) .....

There are indications that passive smoking is potentially threatening to
the health.......... ( Ln1 and Ln2, Yr; Ln, Yr)
Ln1 and Ln2 (Yr) state that "networking is no longer solely
within the male domain . . ."(p.XX).
Ln1 and Ln2 (Yr) in discussing staff development state that:
"Development is infectious, and staff who previously have recoiled
from undertaking a degree or conversion course have been encouraged
by the success of others"(p.XX).
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Harvard Reference
In the Harvard System, the references are listed in
alphabetical order of authors’ names.
Book
Ln,Fn / Ln,Fn and Ln,Fn /Ln,Fn et al. (Yr) Title of the book, Edition,
Place of publication, Publisher.
Edited Book
Ln,Fn / Ln,Fn and Ln,Fn /Ln,Fn et al. (eds) (Yr) Title of the book,
Edition, Place of publication, Publisher.
Chapter in a Book
Ln, Fn (Yr) Chapter Title. In: Fi. Ln et al. (eds) Title of the book.
Place of publication, Publisher. p. xx- yy.
Article in a journal
Ln, Fi. (Yr) Article Title. Journal Title, V(N), XX-YY.
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Harvard Reference
From published conference proceedings
Ln1, Fi. et al (Yr) Article Title: Proceedings of the Conference held at
the Location. Place
From published conference proceedings
Ln, Fn. (1998) Article Title. In: Ln, Fi. et al. Proceeding Title:
Conference held at the Conference Location. Place. p.XX - YY.
Dissertation
Ln, Fn (1995) Dissertation title. Unpublished Degree dissertation,
University.
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Oxford System
Sequential:
In this system each citation is given a unique number in the order in
which it appears in the text, either in brackets or superscripted.
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Electronic References
WWW
Ln, Fi. Mi. (Pub. Date). Title. Site. URL (Date Accessed).
E-mail
Ln, Fi. (Msg. date) subject Line Discussion or Newsgroup list. List
address (Date Accessed).
Online Reference Source
Ln, Fi. Title. (1993). In Title of complete work.
Online resource. Path to the source (Date Accessed).
Electronic Publication/Database
Ln, Fi. Title. (1993). Title of complete work Version No.
Name of the DB, Online resource. Access Info. (Date Accessed).
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Appendices
For secondary or tangential information to primary readers
An appendix is a collection of useful information that

• Interfering with the flow of the report
• Important but too detailed
• Non-critical supporting informtion
• Calculations/Derivations • Data/Test Results

•Tables/Charts/Graphs • Equipment/Software
• List • Background information
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Data Presentation
Tabular Graphical
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
4 7 5 12 3 7 4 2 15 6 4 8 3 2 0 5 0
3 2 2 5 4 2 3 6 2 7 4 8 5 9 4 2 0
4 11 16 28 31 38 42 44 59 65 69 77 80 82 82 87 87
3 5 7 12 16 18 21 27 29 36 40 48 53 62 66 68 68
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
4 4 4 5 7 2 0 3 2 4 6 3 8 6 2 15 6
1 2 2 3 7 6 6 6 4 2 8 6 4 11 9 4 3
91 95 99 104 111 113 113 116 118 122 128 131 139 145 147 162 168
69 71 73 76 83 89 95 101 105 107 115 121 125 136 145 149 152
35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
3 0 9 12 3 3 5 6 8 6 9 10 6 8 11 7
5 3 7 4 8 0 2 7 12 15 5 9 7 12 15 15
171 171 180 192 195 198 203 209 217 223 232 242 248 256 267 274
157 160 167 171 179 179 181 188 200 215 220 229 236 248 263 278
________________________________________________________________________________________

16
14
12
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
________________________________________________________________________________________

300
250
200
150
100
50
0
0 10 20 30 40 50 60
________________________________________________________________________________________

PEMP PT13
Tables and Charts
To present data concisely and efficiently

Tables are commonly used in collecting and organizing
raw data during an experiment and also for representing
final data to be included in a paper or report.
Raw Data
Raw data table
Graphical Tabular
Presentation Presentation
________________________________________________________________________________________

PEMP PT13
Tables and Charts
Tables:
To reveal mathematical trends
To show relationships among samples
When exact numbers are required
Informally
Categorize technical information

Itemize important points
Show steps in a process
List specific characteristics
“Responsibility Table”
________________________________________________________________________________________

PEMP PT13
Tables and Charts
Categorizing technical information
Table 1: Composition ranges for 316 grade of stainless steel
Grade C Mn Si P S Cr Mo Ni N
Min ---- ---- ---- 0 ---- 16 2 10 ----

316
Max 0.08 2 0.75 0.045 0.03 18 3 14 0.10
Min ---- ---- ---- ---- ---- 16 2 10 ----
316L
Max 0.04 0.04 0 ---- ---- 16 2 10 ----
Min 0.04 0.04 0 ---- ---- 16 2 10 ----
316H
Max 0.10 0.10 0.75 0.045 0.03 18 3 14 ----
________________________________________________________________________________________

PEMP PT13
Tables and Charts
Itemizing important points
Table 5: Possible alternative grades to 316 stainless steel
Grade Why it might be chosen instead of 316?
316Ti Better resistance to temperature of around 600-900° C is needed
316N Higher strength than standard 316
317L Higher resistance to chlorides than 316L, but with similar
resistance to stress corrosion cracking
904L Much higher resistance to chlorides at elevated temperatures, with
good formability
2205 Much higher resistance to chlorides at elevated temperatures, and
higher strength than 316
________________________________________________________________________________________

PEMP PT13
Tables and Charts
Table 2: Development activity responsibility matrix
Development Process A B C
Step 1
Getting customer requirement R X A
Reviewing people for skill set X
Step 2
Documenting product requirement R A
Defining functional specification R
Project plan review R RA
________________________________________________________________________________________

PEMP PT13
Tables and Charts
Table Design:
Primary aim: Present most meaningful data

P P P1 l1 P1 e1
P2 l2 P2 e2
l
l1
P3 l3 P3 e3
P4 l4 P4 e4
Easy to read and understand – Ease and Speed

Contrast: Distinguish data from each other
Alignment: Neat and clean
Ordering: Structured grouping. Indent subordinate data
Spacing: Manipulate white spaces for readability
________________________________________________________________________________________

PEMP PT13
Tables and Charts
Designing Tables, LabWrite Resources

http://www.ncsu.edu/labwrite/res/gh/gh-tables.html
________________________________________________________________________________________

PEMP PT13
Tables and Charts
Table 1: Stress and displacement results for design iteration of component 1
Stress Displacements Spanner
(Stub Heading/Anchor) (MPa) (mm)
Design L/4 L/2 3L/2 L/4 L/2 3L/2 Heading
(Stub) Pedestrian Traffic (Table Spanner)
Suspension Table Body

Truss Divider
Vehicular Traffic
Suspension
Truss
Note: XXXXXX
Suspension Bridge Truss Bridge

________________________________________________________________________________________

PEMP PT13
Tables and Charts
304 250C 4500C
Modulus Elasticity (MPa) 1.93E+05
Thermal Conductivity (W/M 0C) 16.2
Poisson’s Ratio 0.3
Coefficient of thermal expansion (mm/mm
0C) 1.72E-05 1.84E-05
Density (g/mm) 8E-06
Yield Strength (Mpa) 205

Table 3. 304 material properties
Table 3: Properties of stainless steel 304 at 25° C and 450° C
25°C 450°C
Modulus Elasticity (MPa) 1.93E+05
Thermal Conductivity (W/M 0C) 16.2
Poisson’s Ratio 0.3
Coefficient of thermal expansion (mm/mm 0C) 1.72E-05 1.84E-05
Density (g/mm3) 8.00E-06
Yield Strength (MPa) 205

________________________________________________________________________________________

PEMP PT13
Tables and Charts
SET TIME/ LOAD SUBS CUMU
FRE STEP TEP LATIV
E Frequency
Mode
(Hz)
1 0.0000 1 1 1
1 0.000
2 0.0000 1 2 2
2 0.000
3 0.0000 1 3 3
3 0.000
4 0.0000 1 4 4
4 0.000
5 0.0000 1 5 5
5 0.000
6 0.0000 1 6 6
6 0.000
7 5.2124 1 7 7
7 5.212
8 5.2199 1 8 8
8 5.219
9 5.3969 1 9 9
9 5.396
10 14.125 1 10 10
10 14.125
11 14.141 1 11 11
11 14.141
12 41.623 1 12 12
12 41.623
13 48.592 1 13 13
13 48.592
14 48.671 1 14 14
14 48.671
Table X: Natural frequencies for component YYY under free-free condition

Mode 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Frequency 0.0 0.0 0.0 0.0 0.0 0.0 5.2 5.2 5.4 14.1 14.1 41.6 48.6 48.7
(Hz)
________________________________________________________________________________________

PEMP PT13
Tables and Charts
Strain Stress
N mm
0 50.8
P P 0 0
0.000492 98.69472
12700 50.825
l 0.001004 197.3894
25400 50.851
38100 50.876
l1 0.001496 296.0841
0.002008 394.7789
50800 50.902 Calculate Change in length Calculate Stress
0.002992 592.1683
76200 50.952
(50.825 - 50.8) 12700/A 0.003996 692.4173
89100 51.003
0.005 720.3937
92700 51.054
Calculate Strain 0.0075 796.5518
102500 51.181
0.01 837.7394
107800 51.308 0.025/L
0.015 927.8858
119400 51.562
Strain Stress 0.01998 997.0498
128300 51.815
0 0 0.04 1163.354
149700 52.832
0.000492 98.6947
0.059902 1235.627
159000 53.843 0.001004 197.3894
0.001496 296.0841 0.07 1246.506
160400 54.356
0.002008 394.7789 0.08 1239.512
159500 54.864
0.002992 592.1683
0.1 1177.342
151500 55.88 0.003996 692.4173
0.005 720.3937 0.115 969.0733
124700 56.642
0.0075 796.5518
0.010000 837.7394
0.015 927.8858
0.01998 997.0498
________________________________________________________________________________________

PEMP PT13
Tables and Charts
1400
1200
1000
800
Series2
Series1
600
400
200
0
0 0.02 0.04 0.06 0.08 0.1 0.12 0.14 0.16 0.18
Step 1 Step 3 Step 5

Step 2 Step 4 Step 6
Step 7
________________________________________________________________________________________

PEMP PT13
Tables and Charts
Charts:
For visual presentation
of information
Line Chart: Trend of variation of dependent variable
2.5
1.5
1 160
0.5 180
200
0
220
0 10 20 30 40 50 60
-0.5 240
-1
-1.5
-2
________________________________________________________________________________________

PEMP PT13
Tables and Charts
Bar/Column Chart: Compare distinct items or
show single items at distinct intervals
Globalisation and India
800
Socialist Model Open Market Model
700
GDP (Billion USD)
Per Capita GDP (USD)
600
500
400
300
200
100
0
________________________________________________________________________________________
1950 1960 1970 1980 1990 2000 2003 2004
Source: ACMA

PEMP PT13
Tables and Charts
Pie Chart: Contribution of each item to the total
2000, 12%
100, 1%
5000, 30%
2500, 15% Rent

Food
clothes
Entertainment
Transport
7000, 42%
Contour Plot Histogram

Surface Plot Error
Hi Lo
Polar Plot
________________________________________________________________________________________

PEMP PT13
Tables and Charts
0.7
Element Type 2
0.6 Element Type 1
0.5
0.4
0.3
0.2
0.1
0
0 0.1 0.2 0.3 0.4 0.5 0.6
________________________________________________________________________________________

PEMP PT13
Tables and Charts
800 600
700
GDP (Billion USD) 500
Per Capita GDP (USD)
600
400
500
400 300
300
200
200
100
100
0 0
1950 1960 1970 1980 1990 2000 2003 2004
________________________________________________________________________________________

PEMP PT13
Tables and Charts
Beware of misleading the reader
________________________________________________________________________________________

PEMP PT13
Language
Grammar
Spelling
Sentence structure
Technical vocabulary
Vocabulary
Style
Punctuation
________________________________________________________________________________________

PEMP PT13
Language
Grammar
The number of tasks are …
although the pressure was very high, it is within acceptable limits
It was aim to study the characteristics of the comparator response…
The results are shown in the below figure
It was also verified for it’s various building blocks were studied for
their designed values, which was satisfactory for the output response.
The operating speed of the impeller is 24000 rpm (revolutions per
minute) that is the exiting frequency of the impeller system is the
operating speed in per second. Hence the exciting frequency in
revolution per second is 4500 rps (Hz)”.
http://writing.eng.vt.edu
http://www.english.uiuc.edu/cws/wworkshop/grammar_handbook.htm
________________________________________________________________________________________

PEMP PT13
Elements of bad writing
Language:
• Spelling Errors/Wrong similar words
“Apart form” or “Apart from” “Affect” or “Effect”
“Their was a high stress point” or “There was a high stress point”
“When ever”/“Whenever”, “Thick ness”/“Thickness”,

“Cad/CAD”
“Load and boundary conditions applied on the model is shown

in the figure bellow”
“The following steps are used in preparing FE model for

thermal analysisodal analysis”
http://dictionary.oed.com/entrance.dtl
http://www.m-w.com/netdict.htm
http://thesaurus.reference.com/
________________________________________________________________________________________

PEMP PT13
Language:
• Singular Plural mix-up
In the alternative mesh the number of elements are
• Mix-up of tenses
Stresses in region A were high but still are within limits
• Sentence structure
The results are shown in the below figure
• Others
Capitalisation
Not E.g. but e.g., i.e.,
Use of ‘the’ and ‘a’
If language is not correct, then what is said is not what is

meant. If what is said is not what is meant, then what
ought to be done remains undone.
-- Confucius
________________________________________________________________________________________

PEMP PT13
Style: http://www.bartleby.com/141/
Instructive The Chicago Manual of Style (Hardcover)
Using personal pronouns by University of Chicago Press Staff
Format:
• Proper • Proper
Font
• Font
Alignment
Alignment
Numbering
•Numbering
Numbers ((26100169Pa)/(26.123749 MPa))
Super and sub-scripting
Super and sub-scripting Units (mm not Mm, MPa not mPa)
Units (mm not Mm, MPa not mPa) Placement of figures, etc.
Placement of figures, etc.
• Consistency
• Consistency
Proof Reading/Self review
________________________________________________________________________________________

PEMP PT13
Vocabulary:
Of the Language
Of the Technical terms
Force/Traction/Pressure/Stress
Time/Duration/Interval/delay
Von-Mises stress/Principal stress/Shear stress
Displacement/Deformation/Elongation/Strain
Strength/Toughness
The component is a rigid support to the loads
Assume load is in N and length in mm.
The region next to the rib undergoes compression, and
hence the stresses are developed in this region
Symbols (E,n,w,s,e
Units
Dimensions (M,L,T)
Formulae
________________________________________________________________________________________

PEMP PT13
Specifics:
You will be hired at a good salary/higher than your current salary
Shown in the figure that
As component is symmetrical about axis (which one)
Stress and displacement values are within safe limit.
Size of the component is 100x50, force acting on it is 3450
Two lines were created in two different planes.
Transverse to the structure

________________________________________________________________________________________

PEMP PT13
Results/Units/Symbols/Dimensions/Formulae:
Consideration of accuracy (to what place of decimal)

x / x.x / x.xx / x.xxx / x.xxe+xx *
Use of appropriate units
Rules and style conventions for SI units *
http://physics.nist.gov/cuu/Units/prefixes.html
http://physics.nist.gov/cuu/Units/checklist.html *
Use of “Standard” symbols  ,w ,s ,e ,n , ro , ri ,V , d ,
Use super and sub-scripts properly Kg/mm3 kg/mm3
Develop a convention of scalars, vectors and tensors

Ensure matching of dimensions and units
Use equation writer for proper typing of equations
1 T
K e  2  B  B  d
4 AE L
L 1 2
________________________________________________________________________________________

PEMP PT13
Elements of good writing
Good writing:
Words -- simple but appropriate

Sentences -- simple and short sentences, intrconnected
Paragraphs -- Break up based on main ideas, interconnected
Document -- Break up into appropriate sections/sub-sections
Revision:
Write, read and re-write
Read aloud
Get help
________________________________________________________________________________________

PEMP PT13
This is NOT the type of slide you should aim for
________________________________________________________________________________________

PEMP PT13
Thank you
________________________________________________________________________________________

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PEMP PT13

Basics of Technical Communication

Dr. P.V.R Murthy

M.S. Ramaiah School of Advanced Studies, Bangalore 1

Basics of Technical Communication

M.S. Ramaiah School of Advanced Studies, Bangalore 2

• Build on existing knowledge

M.S. Ramaiah School of Advanced Studies, Bangalore 3

M.S. Ramaiah School of Advanced Studies, Bangalore 4

Ask who, what, when, where, why and how

M.S. Ramaiah School of Advanced Studies, Bangalore 5

M.S. Ramaiah School of Advanced Studies, Bangalore 6

M.S. Ramaiah School of Advanced Studies, Bangalore 7

First, put all the thoughts/ideas/information together

M.S. Ramaiah School of Advanced Studies, Bangalore 8

Society for Technical 1. Precise language and visuals

•Quality 5. Respect for peers’ work

M.S. Ramaiah School of Advanced Studies, Bangalore 9

M.S. Ramaiah School of Advanced Studies, Bangalore 10

Skill in Writing Clearly and Concisely

Understanding of Technical Products and Processes

Knowledge of numerous software tools

Good Vs Bad writing: This is subjective. No one is perfect.

M.S. Ramaiah School of Advanced Studies, Bangalore 11

M.S. Ramaiah School of Advanced Studies, Bangalore 12

Session Objectives:To learn

• The importance of Listening in Technical

M.S. Ramaiah School of Advanced Studies, Bangalore 13

- Dr. Richard Moss

M.S. Ramaiah School of Advanced Studies, Bangalore 14

M.S. Ramaiah School of Advanced Studies, Bangalore 15

M.S. Ramaiah School of Advanced Studies, Bangalore 16

A Good Listener (1)

M.S. Ramaiah School of Advanced Studies, Bangalore 17

M.S. Ramaiah School of Advanced Studies, Bangalore 18

M.S. Ramaiah School of Advanced Studies, Bangalore 19

M.S. Ramaiah School of Advanced Studies, Bangalore 20

M.S. Ramaiah School of Advanced Studies, Bangalore 21

M.S. Ramaiah School of Advanced Studies, Bangalore 22

 Your presentation style has to differ depending on the

M.S. Ramaiah School of Advanced Studies, Bangalore 23

M.S. Ramaiah School of Advanced Studies, Bangalore 24

Analysing the Audience and Locale (1)

M.S. Ramaiah School of Advanced Studies, Bangalore 25

M.S. Ramaiah School of Advanced Studies, Bangalore 26

M.S. Ramaiah School of Advanced Studies, Bangalore 27

M.S. Ramaiah School of Advanced Studies, Bangalore 28

M.S. Ramaiah School of Advanced Studies, Bangalore 29

Part I I- Propose a solution.

M.S. Ramaiah School of Advanced Studies, Bangalore 30

Main Body (2)

 Resist from including too many points.

M.S. Ramaiah School of Advanced Studies, Bangalore 31

 Review the main points.

M.S. Ramaiah School of Advanced Studies, Bangalore 32

M.S. Ramaiah School of Advanced Studies, Bangalore 33

Good presentations do not happen

They are made

M.S. Ramaiah School of Advanced Studies, Bangalore 34

M.S. Ramaiah School of Advanced Studies, Bangalore 35

M.S. Ramaiah School of Advanced Studies, Bangalore 36

M.S. Ramaiah School of Advanced Studies, Bangalore 37

M.S. Ramaiah School of Advanced Studies, Bangalore 38