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REPUBLIQUE DEMOCRATIQUE DU CONGO
ENSEIGNEMENT SUPERIEUR ET UNIVERSITAIRE
UNIVERSITE LIBRE DES PAYS DES GRANDS LACS
«ULPGL-GOMA»
B.P.: 368 GOMA –RDC
TECHNICAL ENGLISH DESIGNED FOR ENGINEERING STUDENTS
LECTURER: C.T. MUKULE K. Jacques

MASTER OF ARTS IN ENGLISH LITERATURE
mukulekam@gmail.com
Contacts : +243994221302
+243894169616
Course Beneficiaries: LEVEL 2 ENGINEERING STUDENTS
STUDENT’S NAMES : ………………………………………………………………….
ACADEMIC YEAR: 2022-2023

mukulekam@gmail.com +243994221302
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Course global objectives:

The course at hand mostly aims at:
- Developing both the course members‟ productive and receptive skills in English
language in general and technical language in particular
- Familiarizing the course beneficiaries with technical jargons used in their respective
fields of specialization
- Training the course beneficiaries in effectively communicating ideas and information
in their field of civil and electrical engineering, understanding spoken English related
to engineering , fostering skills to express opinions, participating in discussions , and
delivering presentations on current engineering issues.
Table of contents
Course global objectives: ........................................................................................................................ 1
The course at hand mostly aims at: ......................................................................................................... 2
- Developing both the course members‟ productive and receptive skills in English language in
general and technical language in particular ........................................................................................... 2
- Familiarizing the course beneficiaries with technical jargons used in their respective fields of
specialization ........................................................................................................................................... 2
Importance of English for both civil and electrical engineers ............................................................. 4
CHAP.I. COMMUNICATION SKILLS IN CIVIL AND ELECTRICAL ENGINEERING ................. 6
I.1. WHAT ARE COMMUNICATION SKILLS ............................................................................... 6
I.2. COMMUNICATION CHALLENGES IN THE FIELD OF ENGINEERING ............................ 6
I.3. THE EFFECT OF EFFECTIVE COMMUNICATION ON PROJECT SUCCESS ..................... 7
Questions on the text ........................................................................................................................... 9
CHAP II. TOOLS FOR ENGINEERING WORKS ................................................................................ 9
II.1.Safety and safety equipment ....................................................................................................... 10
II.1.1. General safety rules ............................................................................................................ 10
II.1.2. Tool habits .......................................................................................................................... 10
7. USE EACH TOOL ONLY ON THE JOB FOR WHICH IT WAS DESIGNED. If you use the
wrong tool to make an adjustment, the result will probably be unsatisfactory. II.1.3.Safety rules
(Power tools) ................................................................................................................................. 11
II.1.4.Safety equipment ................................................................................................................. 12
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II.2.Tools in workshops/toolboxes for engineering works ............................................................. 13

Computer Organization ..................................................................................................................... 15
Basic Components ............................................................................................................................. 17
2. SOFTWARE ............................................................................................................................. 17
System Software ............................................................................................................................ 17
Application Software ..................................................................................................................... 18
INTERNAL COMPONENTS ........................................................................................................... 19
CHAPITER III: RHETORICAL FUNCTIONS .................................................................................... 22
III.1. THE FUNCTION OF INSTRUCTION ................................................................................... 22
III.1.1. THE RHETORIC OF DIRECT INSTRUCTION ............................................................ 23
III.1.2. THE RHETORIC OF INDIRECT INSTRUCTION ......................................................... 24
III.2. THE FUNCTION OF INSTRUCTIONAL INFORMATION ................................................. 24
III.2.1. Instructional Information by description ........................................................................... 25
III.2.2. Specifying statement/ Circumstance ................................................................................. 26
III.2.3. Instructional Information of causality ............................................................................... 27
III.2.4. Instructional Information of Justification/ Rhetorical consideration ................................. 28
III.2.5. Instructional Information of Caution ................................................................................. 28
I.2.6.Instructional Information of Warning ................................................................................... 28
III.3. THE RHETORICAL FUNCTION OF DESCRIPTION .......................................................... 29
I.3.1. Physical description ............................................................................................................. 29
I.3.2.Functional description ........................................................................................................... 30
I.3.3. Process Description .............................................................................................................. 31
I.4. THE RHETHORIC OF DEFINITION ....................................................................................... 31
III.4.1. Simple definition ............................................................................................................... 31
III.4.1.1. Formal definition ............................................................................................................ 31
III.4.1.2. Semi-formal definition ................................................................................................... 32
III.4.1.3. Non-formal definition..................................................................................................... 32
III.4.2. Complex definition ............................................................................................................ 33
III.4.2.1. Definition by stipulation/ stipulatory definition ............................................................. 33
III.4.2.2. Operating definition........................................................................................................ 33
III.4.2.3. Definition by explication ................................................................................................ 33
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Bibliography :
Brumfit ,C.J. and Johnson,K., The Communicative Approach to Language Teaching , OUP,
Oxford, 1979
Makaya, D.S., The Rhetorical Functions in Car Care: an ESP Approach, unpublished Msc
Dissertation 1998, Aston University
Morgan, A. ( ed) , Make Your Own Electrical Repairs, New York
Norman B. Sigband, Communication For Management, Los Angeles, 1969
0. INTRODUCTION
Importance of English for both civil and electrical engineers
English language proficiency is highly valuable for both civil and electrical engineers due to
the following reasons:
1. Global Communication: English is recognized as the international language of
communication in various professional fields, including engineering. As a civil or
electrical engineer, you may often collaborate with professionals from different countries
or work on projects that involve multinational teams. Strong English skills enable
effective communication, both orally and in writing, allowing you to exchange ideas,
convey technical information, and collaborate efficiently with colleagues, clients, and
stakeholders from diverse backgrounds.
2. Technical Literature: English is the dominant language in technical literature and research.
Most scientific papers, engineering journals, and conference proceedings are published in
English. Proficiency in English enables engineers to access a vast range of valuable
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resources, stay updated with the latest advancements, and contribute to the global
knowledge base by publishing their own research.
3. Project Documentation: Engineering projects involve extensive documentation, including
design specifications, reports, proposals, and contracts. English proficiency is crucial for
creating clear, concise, and accurate project documentation that can be easily understood
by stakeholders, clients, and regulatory authorities. It ensures effective communication of
technical details, requirements, and project updates.
4. International Standards and Codes: Many engineering disciplines, including civil and
electrical engineering, rely on international standards and codes for design, construction,
and safety regulations. These standards, such as those set by organizations like the
International Electrotechnical Commission (IEC) or the American Society of Civil
Engineers (ASCE), are often published in English. A strong command of English allows
engineers to interpret and implement these standards accurately, ensuring compliance and
quality in their work.
5. Professional Development: English proficiency opens up a wide range of opportunities for
professional development. It facilitates participation in conferences, workshops, and
seminars conducted in English, where engineers can enhance their knowledge, network
with experts, and exchange ideas. Additionally, it enables engineers to pursue higher
education, advanced certifications, or international job placements, expanding their career
prospects.
6. Global Job Market: English is considered a prerequisite in many engineering job postings,
particularly those with multinational companies or projects involving international
collaborations. Employers often seek engineers who can effectively communicate with
colleagues, clients, and suppliers worldwide. Proficiency in English broadens your
employment options, increases your marketability, and enhances your chances of securing
rewarding positions, both domestically and internationally.
In summary, English proficiency is essential for civil and electrical engineers to excel in a
globalized engineering industry. It enables effective communication, access to technical
resources, accurate documentation, compliance with international standards, professional
development, and greater career opportunities.
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CHAP.I. COMMUNICATION SKILLS IN CIVIL AND ELECTRICAL ENGINEERING
I.1. WHAT ARE COMMUNICATION SKILLS

In the context of this course, by communication skills, we refer to the ability to
effectively convey and receive information through various forms of communication, such as
speaking, writing, listening, and nonverbal cues. These skills include the ability to express
oneself clearly, concisely and persuasively, understand and interpret verbal and nonverbal
communication from others, ask questions, actively listen to others, and adapt communication
style to suit different situations and audiences. To sum up, communication skills are essential
in both personal and professional settings as they help individuals build relationships, resolve
problems, and achieve their goals.
Both civil and electrical engineering continue to grow year after year. With this growth comes
a higher demand for skilled and qualified workforce. This means to be successful in your
career, you need more than just technical knowledge and expertise. You also need
strong communication skills. So, by investing in your communication skills, you will not
only be a more effective engineer, but you will also be better equipped to advance your career
and achieve your professional goals.
I.2. COMMUNICATION CHALLENGES IN THE FIELD OF ENGINEERING

Effective communication in the engineering field comes with its own set of challenges. Some
of the key communication challenges specific to engineers include:
a. Technical Complexity: Engineering projects involve complex concepts and

technical terminology. Communicating these ideas effectively to both
technical and non-technical stakeholders can be challenging. Engineers need to
translate technical jargon into clear and understandable language.
b. Multidisciplinary Collaboration: Engineering projects often require
collaboration among professionals from different disciplines, such as civil,
electrical, mechanical, and structural engineering. Effective communication is
crucial for interdisciplinary collaboration, as engineers must understand and
convey their ideas across various specialties.
c. Time and Resource Constraints: Engineering projects are often subject to
tight deadlines and limited resources. Communication challenges can arise
when engineers need to convey complex information efficiently within these
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constraints. Clear and concise communication becomes essential to ensure

effective decision-making and project progress
I.3. THE EFFECT OF EFFECTIVE COMMUNICATION ON PROJECT SUCCESS

Effective communication plays a crucial role in the success of engineering projects. Here are
some key impacts of effective communication:
a. Clarity of Project Requirements: Clear communication ensures that project

requirements and objectives are well-defined and understood by all stakeholders.
This helps prevent misunderstandings, reduces rework, and promotes efficient
project planning and execution.
b. Efficient Problem Solving: Effective communication enables engineers to
identify and address project challenges promptly. By sharing information, ideas,
and concerns openly, engineers can collaboratively find solutions, make informed
decisions (decisions éclairees ), and implement necessary changes in a timely
manner.
c. Enhanced Collaboration and Teamwork: Good communication fosters
effective collaboration among team members. When engineers can communicate
clearly and listen actively, it leads to improved teamwork, coordination, and
knowledge sharing. This, in turn, enhances project efficiency and productivity.
d. Minimized Errors and Rework: Miscommunications and misunderstandings can
lead to errors, rework, and project delays. Effective communication helps
minimize such issues by ensuring that instructions, specifications, and design
details are accurately conveyed and understood, reducing the likelihood of costly
mistakes.
e. Client Satisfaction: Strong communication skills enable engineers to engage
effectively with clients, understand their needs, and manage their expectations.
Clear communication throughout the project lifecycle helps build trust and
maintain a positive client-engineer relationship, leading to increased client
satisfaction.
f. Risk Management: Effective communication enables engineers to identify and
communicate potential risks and safety concerns. By ensuring that all stakeholders
are aware of risks and mitigation strategies, communication helps minimize project
risks and ensures a safer working environment.
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Conclusion:
The chapter concludes by emphasizing the importance of continuous development of
communication skills throughout an engineering career. Teamwork and effective
communication within multidisciplinary teams, engineering projects can benefit from the
collective expertise, diverse perspectives, and collaborative efforts of team members. This
ultimately leads to improved project outcomes, increased efficiency, and successful project
completion. To this end, students are encouraged to apply the knowledge gained from this
chapter in their academic studies and future professional endeavours (efforts).
TEXT 1: ENGINEERING
When you hear the word engineer, do you think of someone who is a) male? b) boring? Or c)
dirty? Or all three? Well, time to think again.
Engineering has often been seen as a male profession. For example, only nine percent
of US engineers are women, while in the UK it is just over eight percent. However, there is no
reason for this: engineers are simply talented people who make our everyday lives easier. In
fact research shows that women make the best problem solvers.
Engineers find solutions to the problems that are important to society. They control
and prevent pollution, develop new medicines, create advanced technologies and help explore
new worlds. They make the world a cleaner, safer, healthier place by inventing, building and
improving everything from microchips to household appliances, from skyscrapers to
spacecraft.
Interestingly, the word „engineer‟ does not come from the word „engine‟. In fact it
comes from the Latin word „ingeniosus‟ meaning skilled. An engineer is really a clever,
practical problem solver. Although the fields of engineering and science are connected, there
are also differences.
While a scientist will ask why a problem occurs or happens, an engineer will want to
know how to solve the problem. As one writer once said: Scientists build in order to learn,
whereas engineers learn in order to build.
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There are all sorts of opportunities in a variety of engineering fields such as

aeronautical, biomedical, civil, mechanical, electrical and computer engineering. Engineers
work alone or in teams, and in locations such as offices, factories, research labs, outdoors and
even outer space. How many of the modern world‟s greatest engineering achievements will
you use today? A car, a computer, a telephone? Think about it.
Questions on the text

1 . What do engineers do ? Do you know any? What different types are there?
2. Choose the most suitable heading for each paragraph.
a) Engineers‟ contribution to society
b) Origin and definition of engineer
c) Women in engineering
d) Engineering and science
e) Types of engineer
3. Match these inventions with the types of engineering mentioned in the text.
1) roads
2) aircraft
3) a washing machine
4) microchips
5) a heart pacemaker
4) Distinguish between an engineer and a scientist.
5) What is an engineer trained for?
CHAP II. TOOLS FOR ENGINEERING WORKS

Engineering is getting things done through people. Engineers want to achieve results
or meet their objectives by giving instructions and ensuring the action is carried out by other
people. Therefore, engineering is not doing work but getting other people to do it. If an
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engineer carries out the job himself, he actually fails as an engineer. To this end, the first and
important thing to know is what all the tools and machines in the workshop are called. This
enables an engineer to give clear and precise instructions to the trained workers about
what to do and how to do it . This chapter will provide an overview of the content of a
toolbox, useful verbs, measurement tools and the most common units that are needed during
daily working processes.
II.1.Safety and safety equipment

No matter how small the job, safety must be practiced at all times. A tool may be
efficient, essential, time-saving or even convenient; but it is also dangerous. When
using any hand tool you must use it correctly, following the methods prescribed. You must
also be alert for any conditions that might endanger yourself or fellow workers. Take the time
necessary to acquaint yourself with the safety guidelines in this chapter. Remember, you are
the most important part of safety procedures.
II.1.1. General safety rules

There will undoubtedly be a safety program to follow for the shop or area in which you will
be working. The following general safety rules are furnished as a guide:
1. SUPPORT your local safety program and take an active part in safety meetings.
2. INSPECT tools and equipment for safe conditions before starting work.
3. ADVISE your supervisor promptly of any unsafe conditions or practices.
4. LEARN the safe way to do your job before you start
5. THINK safety, and ACT safety at all times
6. OBEY safety rules and regulations- they are for your protection.
7. WEAR proper clothing and protective equipment.
8. CONDUCT yourself properly at all times- horseplay is prohibited.
9. OPERATE only the equipment you are authorized to use
10. REPORT any injury immediately to your supervisor. In addition to the above , there are
other good tool habits which will help you perform your work more efficiently as well as
safely.
II.1.2. Tool habits

“A place for everything and everything in its place” is just common sense. You cannot do
an efficient, fast repair job if you have to stop and look around for each tool that you need.
The following rules, if applied, will make your job easier.
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1. KEEP EACH TOOL IN ITS PROPER STORAGE PLACE. A tool is useless if you
cannot find it. If you return each tool to its proper place, you will know where
it is when you need it.
2. KEEP YOUR TOOLS WITHIN EASY REACH AND WHERE THEY CANNOT
FALL ON THE FLOOR OR ON MACHINERY. Avoid placing tools anywhere above
machinery or electrical apparatus. Serious damage will result if the tool falls into the
machinery after the equipment is turned on or running.
3. KEEP YOUR TOOLS IN GOOD CONDITION. Keep them free of rust, nicks, and
breaks
4. KEEP YOUR TOOL SETCOMPLETE. If you are issued a tool box, each tool should be
placed in it when not in use. If possible, the box should be locked and stored in a
designated area. Keep an inventory list in the box and check it after each job. This will help
you to keep track of your tools
5. NEVER USE DAMAGED TOOLS. Notify your supervisor of broken or damaged tools.
A battered screwdriver may slip and spoil the screw slot or cause painful
injury to the user.
6. Remember, a worker’s efficiency is often a direct result of the condition of the tools
being used. Workers are often judged by the manner in which they handle and
care for their tools. You should care for hand tools the same way you care for personal
property. Always keep hand tools clean and free from dirt, grease, and foreign matter. After
use, return tools promptly to their proper places in the tool box. Improve your own efficiency
by organizing your tools so that those used most frequently can be reached easily without
sorting through the entire contents of the box. Avoid accumulating unnecessary items.
7. USE EACH TOOL ONLY ON THE JOB FOR WHICH IT WAS DESIGNED. If you use
the wrong tool to make an adjustment, the result will probably be unsatisfactory.
II.1.3.Safety rules (Power tools)
Safety is a very important factor in the use of power tools and cannot be overemphasized. By
observing the following safety guidelines, you can ensure maximum benefits from the tools
you use and reduce to a minimum the chances of serious injury.
1. Never operate any power equipment unless you are completely familiar with its
controls and features.
2. Inspect all portable power tools before using them. See that they are clean and in good
condition.
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3. Make sure there is plenty of light in the work area.
Never work with power tools in dark areas where you cannot see clearly.
4. Before connecting a power tool to a power source, be sure the tool switch is in the “OFF”
position.
5. When operating a power tool, give it your FULL and UNDIVIDED ATTENTION.DO
NOT DISTRACT OR IN ANY WAY DISTURB another person while they are operating a
power tool.
6. Never try to clear a jammed power tool until it is disconnected from the power source.
7. After using a power tool, turn off the power, disconnect the power source, wait for all
movement of the tool to stop, and then remove all waste and scraps from the work area. Store
the tool in its proper place.
8. Never plug the power cord of a portable electric tool into a power source before making
sure that the source has the correct voltage and type of current called for on the nameplate of
the tool
10. Never use a damaged cord. Replace it immediately.
11. Treat electricity with respect. If water is present in the area of electrical tool operation, be
extremely cautious and if necessary, disconnect the power tool.
II.1.4.Safety equipment
Safety equipment is for you. It will protect you from injury and may possibly save your life.
Some of the more common types of safety equipment for your personal
protection follow.
SAFETY SHOES
Safety shoes protect and prevent injury or loss of toes. Some safety shoes are designed to limit
damage to your toes from falling objects. Steel is placed in the toe area of such shoes so that
your toes are not crushed if an object falls on them. Other safety shoes are designed for use
where danger from sparking could cause an explosion or electric shock. So, you should wear
thick and heavy boots made of insulating material such as rubber.
EYE PROTECTION
Glasses and goggles
Proper eye protection is of the highest importance for all personnel. Eye protection is
necessary because of hazards caused by ultraviolet radiation, or by flying objects such as
sparks, chipped concrete and wood, etc. these hazards are always present during welding,
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cutting soldering, chipping, grinding, and a variety of other operations. It is absolutely

necessary for you to use eye protection devices such as helmets, and goggles.
Helmets
Protective helmets may be made of tough polyethylene or polycarbonate, one of the toughest
hat materials yet developed. When falling objects strike the hats, the shock-absorbing
suspension capabilities minimize injuries. They must be insulated so that personnel may be
protected from accidental head contacts with electrical circuits.
Gloves
Use gloves whenever you are required to handle rough, scaly( ecailleux), or splintery( brisant)
objects. Personnel working with electricity are usually required to wear insulating rubber
gloves.
Safety belts and safety straps
The safety belt and safety strap are a must when working in high places. The safety belt,
strapped( attacher) around the waist, contains pockets for small tools. The safety strap is a
nylon-reinforced leather belt that is placed around the item to be climbed. It is then attached to
the two D-rings on the safety belt.
EAR PROTECTION
Proper hearing is a must when working with or around certain types of power tools. Some
tools are capable of producing dangerously high noise levels which, if ignored, can result in
serious hearing loss or injury.
II.2.Tools in workshops/toolboxes for engineering works

1. A Divider: a device resembling a drawing compass used for measuring distances
between two points, transferring or comparing measurements of length.
2. Calliper: Calipers are used to measure diameters.
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3. A rule or plate: it is used for measuring where accuracy is not an extremely critical
factor. It can be rigid of flexible, comes in various lengths, and can be made of wood,
metal, cloth, or fiberglass. E.g. folding rule.
4. A level: levels are tools designed to prove whether a plane or surface is in the true
vertical or true horizontal. All levels consist of a liquid-filled glass tube or tubes
supported in a frame. E.g. machinist‟s level.carpenter‟s level, etc
5. Pliers : They are used to cut, twist, remove nails, etc. Pliers used around electrical
circuits have insulated sleeves over the handles to reduce the possibility of electrical
shock. E,g: universal pliers, combination pliers, etc
6. Vises: they are used for holding or gripping large and heavy objects. E,g. bench vise,
pipe vise, etc
7. Jacks: they are used to raise or lower work and heavy loads. Some jacks are used for
pushing and pulling operations.
8. Hammers: they are used to drive in nails, remove nails , strike chisels, form soft metal,
break stones or concrete, etc
9. Screwdrivers: they are used for loosening or tightening screws or bolts with slotted,
recessed or special heads.
10. Wrenches or spanners: a wrench is a tool designed to tighten or loosen nuts, bolts,
studs and pipes. There are different types: adjustable wrench, ring wrench, open-end
wrench, etc
11. Chisels: they are used for heavier cutting when a hammer or mallet may be required
for additional driving force. They are also used for making holes in walls, wood, etc
12. Files: they are used for cutting , smoothing off, or removing small amounts of metal,
wood, plastic, or other material.
13. Grinders : they are mechanical devices which allow you to reshape, form, and sharpen
metal cutting tools or other tools such as chisels, drills, hatchets, etc.
14. Saws: they are devices used for cutting wood, metal, pipes, etc. there are different
kinds: hand saw, metal saw, one man crosscut saw, two-man crosscut saw, etc
15. Digging tools: they are designed for the breaking and digging of soil. Some common
types of digging tools are: shovel, spade, digger, etc
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A computer: a computer is a brain tool in the same way that a hammer is a hand tool
and a microscope is an eye tool. A tool is a device that extends and expands human capability
while at the same time remaining under human control. The particular brain function which
computer performs is the handling of information. We feed information into a computer. It
processes that information, and when we require it, the computer gives us back that
information in processed form. So, a computer can be defined as ‘an electronic device that
transforms data into meaningful information’. Data can be anything like marks obtained by
you in various subjects. It can also be name, age, sex, weight, height,etc. of all the students in
a class. It performs basically five major operations of functions irrespective of their size.
These are : 1) it accepts data or instruction by way of input, 2) it stores data, 3)it can process
data as required by the user, 4) it gives results in the form of output, and 5) it controls all
operations inside a computer.
A computer consists of three major functioning parts: the input devices, the central
processing unit, and the output devices.
Computer Organization
1.Input: This is the process of entering data and programs into the computer system
2.Control Unit (CU): The process of input, output, processing and storage is performed
under the supervision of a unit called 'Control Unit'. It decides when to start receiving data,
when to stop it, where to store data, etc. It takes care of step-by-step processing of all
operations inside the computer.
3.Memory Unit: Computer is used to store data and instructions.
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4.Arithmetic Logic Unit (ALU):The major operations performed by the ALU are addition,
subtraction, multiplication, division, logic and comparison.
5.Output: This is the process of producing results from the data for getting useful
information.
The ALU and the CU of a computer system are jointly known as the central processing unit
(CPU). You may call CPU as the brain of any computer system.
THE COMPONENTS AND KINDS OF A COMPUTER
Computer components are divided into two major categories, namely, hardware and software.
Every computer, no matter small or how large, no matter how elementary or how
sophisticated, consists of three major hardware elements. These are input devices, the central
processing unit, and output devices.
THE KINDS OF COMPUTERS
Computers can be classified by the range of their capabilities, usually indicated by their size
and complexity of their CPU‟s. That in turn implies a corresponding range of sophistication of
their input systems and their output systems. Types of computers include: microcomputers,
minicomputers, mainframes and personal computers.
1. Microcomputers: are the smallest computers in that they have only a single logic
chip in their CPU. This may be supplemented by several RAM chips
2. Minicomputers: They contain many logic chips in their CPU‟s. One
minicomputer can control many stations, known as satellites. But the basic
functions are the same as for microcomputers. They differ from micros in their
greater storage capacity, speed, and ability to support a greater variety of rapidly
operating peripheral devices.
3. Mainframes: Mainframe is the term used for computers which share all the
qualities and functions of other computers such as micros and minis but on an
enormously large scale. It consists of a centralized computer to which are
connected many screens so that different persons can use the same CPU
simultaneously.
4. Personal computer: can be used only by one person at a time. e.g. Desktop and
laptop
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Basic Components
o Case or Tower:This is the plastic box that contains the computer. Housed in the case,
you will find the floppy drive, CD ROM drive, and the main components of the
computer. Some of these are the hard drive, motherboard and the processor chip (CPU).
The case keeps them neatly and safely together.
o Monitor or Screen:This is the TV-type screen on which you see the work you‟re doing
on your computer.
o Mouse: The mouse allows you to move, select and click on objects.
o Keyboard: The keyboard is used to type in information and operate the computer.
o Speakers: Sometimes speakers are connected to the computer so that you can hear
music and sound.
o Microphone: A microphone can provide a way to talk through or to the computer.
o Printer: A device that makes a printed copy of your work on a sheet of paper.
2. SOFTWARE
As you are aware, computer cannot do anything on its own. It is the user who instructs
computer; what to do, how to do and when to do. In order to perform any task, you have to
give a set of instructions in a particular sequence to the computer. These sets of instructions
are called Programs. Software refers to a set of programs that makes the hardware perform a
particular set of tasks in particular order.
.Classification of Software
 Software System
 Software Application
 Generalized Packages
 Customized Packages
 Utilities
 Operating System
System Software
When you switch on the computer the programs stored in ROM are executed which
activates different units of your computer and makes it ready for you to work on it. This set of
programs can be called system software.
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System software‟s are sets of programs, responsible for running the computer,
controlling various operations of computer systems and management of computer resources.
Operating System (OS) falls under this category.
An operating system is system software that provides an interface for a user to
communicate with the computer, manages hardware devices (disk drives, keyboard, monitor,
etc.), manages and maintains disk file systems and supports application programs. Some
popular Operating systems are UNIX, Windows and Linux.
Although operating system provides all the features users need to use and maintain
their systems, inevitably, they still do not meet everyone‟s expectations. This has led to type
of system software called "Utilities". These are programs that bridge the gap between the
functionality of an OS and the needs of users.
Utility programs are a broad category of software such as compress
(zip)/uncompressed (unzip) files software, antivirus software, split and join files software, etc.
Application Software
Application software is a set of programs, which are written to perform specific tasks,
for example: An application package for managing library known as library information
system is used to manage information of library such as: keeping book details, account holder
details, book issue details, book return details, etc. Another application package for managing
student details is called student‟s information system, manages student‟s roll no, name,
parents name, address, class, section, processing of examination results etc. Application
software can be broadly classified into two types:
a) Generalized packages
b) Customized packages
Generalized Packages
These are user friendly software‟s written to cater to user‟s very general needs such as
preparing documents, drawing pictures, database to manage data/information, preparing
presentations, play games etc.
It is a group of programs that provide general purpose tools to solve specific problems.
Some of the generalized packages are listed below:
 Word Processing Software(for preparing documents): WordPerfect, MS-Word,
OpenOffice.org Writer
 Spreadsheets (Data Analysis): Lotus Smart suites, MSExcel,OpenOffice.org Calc,
Apple Numbers
19
 Presentations : Presentation Graphics, MS-PowerPoint,OpenOffice.org Impress

 Database Management System: MS-Access, OpenOffice.org Base,MS-SQL Server,
ORACLE
 Graphics Tools: Paint shop pro, Adobe Photoshop
 Customized Packages
These are the applications that are customized (or developed) to meet the specific
requirements of an organization/institution. For Example: Student information details, Payroll
packages, inventory control etc.
These packages are developed using high-level computer language.
DIFFERENCES BETWEEN HARDWARE AND SOFTWARE
HARDWARE SOFTWARE
Physical parts of the computer are called A set of instructions given to the computer is
hardware called software
You can touch, see and feel hardware You cannot touch and feel software
Hardware is constructed using physical Software is developed by writing instructions
materials or components in programming language
Computer is hardware, which operates under The operations of computer are controlled
the control of software through software
If hardware is damaged, it is replaced with If software is damaged or corrupted, its
new one backup copy can be reinstalled
Hardware is not affected by computer viruses Software is affected by computer viruses
Hardware cannot be transferred from one Software can be transferred from one place
place to another electronically through to another electronically through network
network
User cannot make new duplicate copies of User can make many new duplicate copies of
the hardware the software
INTERNAL COMPONENTS
20
16. A ladder: a device used for climbing up or down a wall, a post, etc
17. A plane: a device used to plane the wood until it is smooth
18. A pickaxe: a device used for digging trenches
19. A line: a device used to maintain limits of a surface
20. A drill: a hand drill/ electric drill is used to make a hole in wood or in a steel
Have a look at the sentences and match the correct verb from the box with its
definition and then find an appropriate tool from exercise 1a) for each task.
Draw | drill | saw | grind | mill | screw | loosen | tighten | solder | measure | shape |
sharpen
21
Verb Definition Tool
1 …………. give a certain form to ……………………………………..
something, e.g. with a hammer
2 …………. fix the look and the exact …………………………………….
measurement of a workpiece on
paper
3 ………….. To become or make s.th. ……………………………………
loose
4 …………. to join two materials to each other by …………………………………….

melting their surface
5 ………… To fasten s.th. or make it ……………………………………
tight with the help of screws
6 ………… To polish a work piece or sharpen …………………………………….

s.th. by rubbing it on a rough, hard
surface
7 …………… remove a certain amount ofmaterial ……………………………………..

from a work piecewith the help of
machinery
8 ……..…… find out the dimensions ofa work …………………………………….

piece
9 ….………. the opposite of ‟to loosen„ …………………………………….
22
10 …………… to make s.th. sharp, e.g. bygrinding it ……………………………………..
11 ………….. to make a hole in a piece of metal or ……………………………………..

other material
12 ………….. separate a piece of material from a …………………………………….

whole block
CHAPITER III: RHETORICAL FUNCTIONS

This chapter is going to treat the rhetorical functions that are found in EST (English
for Science and Technology) discourse.
Here the term of discourse can be understood as the language above the sentence or
the clause level (Stubbs, 1983). In other words, it is a piece of text (language) used to
communicate a message. The term Rhetoric, however is smaller than discourse. It refers to
one important part of the broad communicative mode called discourse. Trimble (1985) defines
Rhetoric then as „ the process a writer uses to produce a desired piece of text‟. This process
consists of the choice and the organization of the information for specific set of purposes
and a specific group of readers.
EST rhetoric can then be understood as being the ways in which information is
organized. Organization here means the sequencing of the items of information in a piece of
discourse, and the expression of the kinds of relationships that exists between these items.
Here are some rhetorical functions that one can find in EST discourses:
1. instruction
2. Instructional information
3. Description
4. Definition
III.1. THE FUNCTION OF INSTRUCTION

Instruction is a characteristic of technical discourse, mainly in technical manuals (e.g.
instruction manuals, operators manuals, repair manual,…).
23
An instruction can be defined as the rhetoric of telling someone what to do and how to
do it to achieve a certain goal (Timble, 1985). The instructions are of two sorts:
- Direct instruction ;
- Indirect instruction ;
The rhetorical function of Instruction appears to have or to be made of in general of
two parts, that is:
 The instruction ( proper) the actual telling someone what to do and how to do it.
 The instructional information: the additional information that accompanies most
sets of instructions and provides explanations, warnings, theory,…. The purpose of
this step is merely to help the user to do well the instruction; that is to reach the goal.
III.1.1. THE RHETORIC OF DIRECT INSTRUCTION

The direct instruction tells plainly what one must do to reach a goal. This function is
signaled by the use of an imperative verb forms. The use of an imperative is “I want you to do
something” or I want us (you and me) to do or not to do something (Holliday, 1987). E.g.
Connect the test leads to the positive polarity of the circuit tested and the black one to the
negative.
Another signal of the rhetoric of direct instruction is that discourse is usually (but not
always) presented in a vertical list form. This list is sometimes numbered (in figures or
alphabetically. E.g. Oil filter.
Example2: Circuit Test
Connect the lead to the positive polarity of the circuit tested and the black to the
negative polarity.
Example: replace a bulb
1. Switch off the main switch

2. Fix the ladder
3. Climb up the ladder
4. Rotate the bulb anticlockwise until it is loose
5. Remove the damaged bulb out of the socket
6. Insert the new bulb and rotate it clockwise until it is hand-tight
CAUTION: Do not over tighten the plug
24
7. Climb down the ladder

8. Switch on the power to check if it the bulb burns
9. Remove the ladder
III.1.2. THE RHETORIC OF INDIRECT INSTRUCTION

This kind of rhetoric often sounds like a suggestion rather than a command but it
actually functions as an imperative statement.
The indirect instruction is marked by:
a. Modal verbs such as can, may, should, and must look like a direct instruction as the
command/order often appears like a direct command).
b. Semantic imperative phrases like it is necessary; it is worth...Ing, it is essential to,
helpful etc.
Both these signaling devices are called the semantic imperative, the sentences, phrases
and clauses that do not have a surface structure of an imperative( verb form), but whose
meaning or deep structure is clearly imperative.
c. If the discourse is not mixed with the direct instruction, it is written in a paragraph
form.
Example1: Measurement adjustment
Before making a measurement, you must check that the pointer is at zero. If not, it is
necessary to adjust with the correct screw below the name plate.
Example2: Feed support
The feed support system should be inspected to insure that all hardware is secure. The
feed support system has to be inspected to ensure that if it is intact so that no moisture can
collect inside the feed horn. It is necessary to replace it if desired.
III.2. THE FUNCTION OF INSTRUCTIONAL INFORMATION

By instructional information we shall understand the piece of discourse that helps the
reader to make use of the instruction or to better understand the instructions. It is thanks to the
instructional information that an engineer or technician can carry out the instruction
accurately then reach the goal.
25
It appears to me that the boundaries between the function of instruction and the
instructional information are sometimes not clearly set up. Thus,the need of certain training.
Anyway, instructional information cannot stand alone, that is, it is always accompanied by an
instruction.
What is important is the distinction between the rhetoric of instruction and the rhetoric
of instructional information rather than the different sorts of instructional information. Here
are the different sorts of instructional information are as under:
a. Instructional information of causality.

b. Instructional Information specifying circumstances/statement.
c. Instructional Information of Justification/ Theoretical consideration.
d. Instructional Information of Caution.
e. Instructional Information of Warning.
f. Instructional Information by description
III.2.1. Instructional Information by description

Some instructions are attached to a piece of description. The most important sorts are:
the physical description, the instructional information of functional description and the
process of description.
a) The physical description: This step is often marked by words giving:
- Measurement : i.e. 4m,… (Length, width, height…).

- Weight: i.e. 6Kg,…
- Color: i.e. Black, yellow, red,…
- Any word giving a physical description (i.e. preposition like into, on, under, out of,
inside, verbs like: consist, locate etc
e.g.1. Engine exhaust fumes can kill. Carbon monoxide is colorless, and lightly toxic.
Pipe or vent the exhaust fumes to a suitable exhaust duct or to the outdoors…
b) The instructional information of functional description: it gives the importance, the use,
the aim, the purpose or the work of an object or machinery. This function is signaled by
phrases such as: the importance is, the use is, the work is, the function is etc.
c) The process of description concerns a series of different functions of description (physical

and functional) having all together the same objective.
26
Example: The computer system
A general purpose system consists of a central processor and a number of peripheral

devices. The central processor includes the elements illustrated in fig.11, while the
peripheral devices could be of any of those discussed in this book. If the peripheral
device is under the control of the central processor, it is considered to be an on-line
device. This computer system should be handled with care and kept in a cool room.
In this example the underlined words indicate the presence of the FIID.
III.2.2. Specifying statement/ Circumstance

The aim of this function is to provide the reader with information that specifies the
condition or the circumstance that constrain the instruction. In other words, the writer informs
the reader that the instruction should be performed in the situation described earlier. i.e. it is
only in these circumstances that the instruction or command can be done or we can have a
consequence, a shock, a hazard or damage.
E.g: In the event of a fire, smoke and heat will accumulate at the ceiling level, making the
ceiling the best area for mounting. Plan to put at least one heat sensor and one smoke detector
on each level of the house.
In this example, I mean that “planning to put at least one heating of at least one heat
sensor and one smoke detector on each side of the house” can be done in the situation where
there is fire. Here the realization of the instruction is constrained/conditioned.
Some possible signals are:
- Conditional clause: beginning by if…, in case of, in the event of,…

- Circumstance clause: i.e. where a dynamo is fitted you should oil…
- Temporal clause: Here the instruction is contained by the time.
- To- infinitive clause
- Gerund-clause or ing-form clause
E.g: After passing through passport control, the passengers who are about to board the
flights must go in the final departure lounge of the airport building.
Here, in this example, the writer only means that the instruction “the passengers… must go
in…” depends on the limitation “after passing through”.
27
- With-clause: With + clause is also a signal of the instructional description by

statement or circumstance.
E.g: Battery corrosion
When the batteries reach the end of their useful life (1a), they should be replaced
properly (1b), and failure to do so may result in corrosion at the battery contacts due to battery
leakage (2)
In this example, the first clause (1a) is the FIIC/S. it states the condition through which
the instruction of replacing batteries may be executed. The marker is the temporal connective
when. The second sentence (2) is the subsequent result of not carrying out the instruction.
III.2.3. Instructional Information of causality

Sometimes, the reader must know the cause of carrying out an instruction. It means
that the cause of the instruction is necessary before the instruction be realized. The aim is to
convince the addressee. The step is marked by the causal conjunctions like: so, then, hence,
therefore, consequently, because of this, for this reason, on account of this, as a result, in
consequence, for this purpose, with this in mind, for, because, it follows, on this basis, arising
out of this, to this end, that being so, under the circumstances, otherwise, under other
circumstances, in this respect, with reference to this, in other respect, aside from this.
Other markers are clause-relative devices: since, why, with the result that, in
this reason, that is, that is to say, etc.
E.g. the lack of lubrication leads to rapid and expensive engine damage. So you should check
the oil level every week.
Example: Battery leakage
Because the leakage of the battery means their life has come to end (1), it is necessary to
replace it by a new one (2) or the multimeter will not give its entire service(3)
Example: Engine Lubrication
Lack of lubrication leads to rapid and expensive engine damage(1a). So, you should
check the oil level every week(1b).
28
The first clause(1a) is a FIIC for it justifies the instruction of checking the oil level every
week, the content of the clause being the consequence of not carrying out the instruction(1b).
III.2.4. Instructional Information of Justification/ Rhetorical consideration

This step provides the reader with the justification of carrying out the instruction. The
rhetorical consideration prevails.
Example: Fuse
E.g; The current will not flow in the circuit if the fuse has gone. So it is necessary to place a
new fuse or the correct rating.
III.2.5. Instructional Information of Caution

In this step the reader is told to take care or to pay attention to avoid damage against
the objects or appliances. These discourses are very frequent in technical manuals. The signals
of this function are:
1. Phrases or words calling for carefulness: e.g: care, careful, caution, precaution,
damage, avoid, etc.
2. The use of( sometimes) of the imperative negative verb forms
Example: Rack Tightening
Care should be taken to avoid setting the rack too tight, causing the fuel rod to bent.
Example: Engine Cracking
Do not add cold water to hot engine. Cracking of the engine components may occur.
Allow the engine to cool, and then add coolant.
In the above examples, the writer calls the user to caution and, in doing so, he prevents
possible damage to the engine.
I.2.6.Instructional Information of Warning

In this rhetoric, the reader is given a notice to prevent him/her from any possible
injuries, hazard, death or unpleasant consequence. In general this function is signals by a
negative imperative verb form.( the same used for caution)
I shall point out that not any negative imperative is a “warning” because some negative
imperatives do not imply a danger or an unpleasant consequence.
29
Example: High voltage circuit
Be extremely careful when working in high voltage circuits. Do not touch the
instrument test leads while power is on the circuit being measured.
Example: Computer High voltage
A computer operates under a high voltage; any repair of it should not be made when it
is plugged to the outlet or you can be electrocuted.
In these examples, the user is warned of the possible dangers that might happen if he/she does
not carefully carry out the instruction.
III.3. THE RHETORICAL FUNCTION OF DESCRIPTION

In a scientific text we can find three types of descriptive information:
- Physical Description;
- Functional Description.
I shall point out there are instances of embedment.
I.3.1. Physical description

The function of physical description provides the reader with the physical
nature of what is discussed. In other words, the physical description gives the physical
characteristics of what is described and the spatial relations of the parts of what is described.
The physical characteristics are often signaled by:
- The dimension: 3 Cm,…

- The shape: big,…
- The weight: 2kg, light,…
- The volume: 61,…
- The color: White, yellow, colorless,
- The texture: Wool, cotton,…
A physical description can be general or specific:
- The General physical Description uses locative terms like to the right, below, in the
center, above, under, near, on, at, an angle to,…
30
- The specific Physical description uses terms of precision about what is described. The
terms used.
Are for instance 2 m above, at an angle of 15°, 4Cm out of perimeter?
I shall point out that the rhetorical function of physical description refers to the
purpose of the discourse (text) which is hands. In addition to this, I shall point out that the
function of physical description differs to the function of instructional information by
description of the fact that the latter is necessarily followed by an Instruction. In other
words, it is a problem, but the rhetorical function of description is not a problem but a
simple description of the object under discussion.
Example of PD: Hard Drive
Your computer may have either a 5.25 inch hard drive or a 3.5 inch hard drive
installed, the 5.25 inch hard drive should be installed in location 5 and the 3.5 inch
hard drive in location4.
This is an example of specific physical description signaled by have that shows the physical
relation between the computer and the hard drive specified in details by the use of 5.25, 3.5
inch, in location 5 and in location 4.
I.3.2.Functional description
This function of description gives the information on: the purpose of the device described its
importance, use, necessity, work, aim, function, etc.
Example: DC or AC Battery-Charging Generator
A DC or AC battery- charging generator is introduced into the electrical system to

provide a source of electrical current for maintaining the storage battery in a charged
condition and to supply sufficient current to carry any other electrical load requirement
up to the rated capacity of the generator.
The functional description of DC or AC battery-charging generator is here expressed by to

provide and to supply.
31
I.3.3. Process Description

By definition, it is series of interrelated steps or stages leading to one goal. It is often a
series of instructions. But as the function of instructions is a matter of imperative signals, I
suggest not taking the one for the other.
I.4. THE RHETHORIC OF DEFINITION

A definition can be expended in different lengths: one word, one sentence, one
paragraph or even in a whole book. Fortunately in EST discourse the concern is with short
and simple definitions. The rhetoric of definition can be grouped into two main categories:
- Simple definition;
- Complex definition (or Expended definition).
III.4.1. Simple definition

This definition often appears in one sentence that is why it is also called “single
definition”. There are three categories of simple definition due to the amount of information
given:
- Formal definition
- Semi-definition
- Non-formal definition.
III.4.1.1. Formal definition

This rhetorical function gives the reader the most and precise information:
- T = The term being definite.

- C= the Class being defined.
- D: the sum of differences given to distinguish this term from all other members of the
class.
Thus the equation
T = C +D
E.g. A diode is a two-electrode electron tube containing an anode and a cathode.
- T = A Diode.
- C = A two-electrode tube.
- D = Containing an anode and a cathode.
32
E.g: Boot is the area of a car for carrying luggage.
III.4.1.2. Semi-formal definition

This function provides us with two kinds of information:
- The name of the term being defined.

- The difference (s) between the term and the other members of the class.
This class is of course not stated presumably because the writer finds it obvious or less
important. It is like a function description.
Thus the question

T=D
E.g. An anemometer is based to measure the speed of the wind.
- T = Anemometer.
- D = Used to measure the speed of the wind.
E.g: A gas pump forces gas into the combustion chamber of some gas engines.
T= a gas pump
D= forces gas into combustion chamber of some gas engines.
E.g: A circuit breaker opens the circuit when there is an overload.
III.4.1.3. Non-formal definition

This function gives two kinds of information:
- The name of the term being defined.

- Another word or phrase having the appropriate meaning of the term or giving the
outstanding characteristic of the term. This word or phrase can be a synonym or an
antonym.
E.g. = Receptacle is a power outlet.
T = Receptacle.
Synonym = Power outlet.
33
E.g: A display is the monitor screen
III.4.2. Complex definition

This is the category one finds most often in EST rather than the first one. This
category is divided into the following ones:
- Definition by stipulation.
- Definition by operation.
- Definition by Explication.
III.4.2.1. Definition by stipulation/ stipulatory definition

The purpose of this definition is to put limits in time, in space, in field, in meaning to
the main definition.
E.g. Nut in mechanical engineering a piece of metal with threaded holes for sore wing on to a
bolt.
The main definition of the term is a fruit which has at maturity a hard enclosing kernel
consisting of an embryo and nutritive tissue.
III.4.2.2. Operating definition

The rhetoric of operation definition tells the reader what to do in order to experience
physically (sometimes metallic) what is being defined.
E.g. Torque, in a motor, is a measure of how much load the motor can turn of lift. On small
motors, torque is measured in each-ounces. A simple way to determine torque is to wrap a
cord around a pulley secured to the shaft, and then add small weights until the motor is no
longer capable of lifting the load.
III.4.2.3. Definition by explication

The rhetoric gives a definition of a term by explaining. This type of explicative
definition can range from one paragraph or text to cover a whole book.
34

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REPUBLIQUE DEMOCRATIQUE DU CONGO

ENSEIGNEMENT SUPERIEUR ET UNIVERSITAIRE

UNIVERSITE LIBRE DES PAYS DES GRANDS LACS

B.P.: 368 GOMA –RDC

TECHNICAL ENGLISH DESIGNED FOR ENGINEERING STUDENTS

LECTURER: C.T. MUKULE K. Jacques

Course Beneficiaries: LEVEL 2 ENGINEERING STUDENTS

STUDENT’S NAMES : ………………………………………………………………….

ACADEMIC YEAR: 2022-2023

Course global objectives:

II.2.Tools in workshops/toolboxes for engineering works ............................................................. 13

Morgan, A. ( ed) , Make Your Own Electrical Repairs, New York

Norman B. Sigband, Communication For Management, Los Angeles, 1969

Importance of English for both civil and electrical engineers

CHAP.I. COMMUNICATION SKILLS IN CIVIL AND ELECTRICAL ENGINEERING

I.1. WHAT ARE COMMUNICATION SKILLS

I.2. COMMUNICATION CHALLENGES IN THE FIELD OF ENGINEERING

a. Technical Complexity: Engineering projects involve complex concepts and

constraints. Clear and concise communication becomes essential to ensure

I.3. THE EFFECT OF EFFECTIVE COMMUNICATION ON PROJECT SUCCESS

a. Clarity of Project Requirements: Clear communication ensures that project

There are all sorts of opportunities in a variety of engineering fields such as

Questions on the text

2. Choose the most suitable heading for each paragraph.

a) Engineers‟ contribution to society

b) Origin and definition of engineer

d) Engineering and science

4) Distinguish between an engineer and a scientist.

5) What is an engineer trained for?

CHAP II. TOOLS FOR ENGINEERING WORKS

II.1.Safety and safety equipment

II.1.1. General safety rules

II.1.2. Tool habits

3. Make sure there is plenty of light in the work area.

cutting soldering, chipping, grinding, and a variety of other operations. It is absolutely

II.2.Tools in workshops/toolboxes for engineering works

THE COMPONENTS AND KINDS OF A COMPUTER

THE KINDS OF COMPUTERS

 Presentations : Presentation Graphics, MS-PowerPoint,OpenOffice.org Impress

DIFFERENCES BETWEEN HARDWARE AND SOFTWARE

Verb Definition Tool

1 …………. give a certain form to ……………………………………..

something, e.g. with a hammer

2 …………. fix the look and the exact …………………………………….

3 ………….. To become or make s.th. ……………………………………

4 …………. to join two materials to each other by …………………………………….

5 ………… To fasten s.th. or make it ……………………………………

tight with the help of screws

6 ………… To polish a work piece or sharpen …………………………………….

7 …………… remove a certain amount ofmaterial ……………………………………..

8 ……..…… find out the dimensions ofa work …………………………………….

9 ….………. the opposite of ‟to loosen„ …………………………………….

10 …………… to make s.th. sharp, e.g. bygrinding it ……………………………………..

11 ………….. to make a hole in a piece of metal or ……………………………………..

12 ………….. separate a piece of material from a …………………………………….

CHAPITER III: RHETORICAL FUNCTIONS

III.1. THE FUNCTION OF INSTRUCTION

III.1.1. THE RHETORIC OF DIRECT INSTRUCTION