Instructor's Page:
​Class Period on Writing Reports

Description of Class Period

Our self-study guide on writing reports was developed to put engineering and science students in position to succeed in their report assignments for engineering and science courses. This guide targets students in technical courses such as engineering design or chemistry laboratory. For such students, instructors often have only one class period to devote to the writing of reports. To be efficient, the class period should focus on the most important differences between scientific writing (which many such students have not yet formally studied) and general writing (for which the students have taken several courses in their education). Note that this guide uses scientific writing, engineering writing, and technical writing as interchangeable terms. Although the guide was developed at Penn State and Virginia Tech, students and faculty from all institutions are welcome to use and assign the content.

Objectives of Class Period

  1. Persuade students that writing is an important skill in their engineering or scientific career
  2. Show engineering and science students the importance of analyzing audience, purpose, and occasion before writing a report
  3. Dispel common misconceptions about the structure, language, and illustrations of technical reports
  4. Put students (or student teams) in a position to do well on their next technical or scientific report.

Class Period

For the online class period, do the following:
  1. Have the students view the ten preparation films of Writing Engineering Reports (45 minutes).
  2. Run the Kahoot for writing a report in the next class period.
  3. Download the Kahoot report to see how your students fared.

Teaching Slides for Follow-Up Class Period

If a live class period or zoom class period is available, you might consider using the following instructor slides, which pose and answer questions from the badge class. When I show these slides, I call on specific students to answer the easier questions (the ones directly discussed in the tutorial). For the more difficult questions, I pose the questions to the class. For "yes or no" or multiple choice questions, I have students raise their hands.  Another possibility is to create a Kahoot so that you can have record for the answers given by all students.
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Possible Questions for In-Class Quiz

  1. After you identify the content that needs to be communicated, the tutorial recommends what as the next step in the writing process?a) Write an outline
    b) Write a working title
    c) Write a summary
    d) Write an introduction
    e) Analyze the constraints of audience, purpose, and occasion
  2. True or False: A single style of writing exists for all technical documents. 
  3. True or False: The title of a technical document should be "short and sweet."
  4. True or False: Every detail in the summary of a technical document should appear in at least that much detail in the main text of the document.
  5. The tutorial defines what as the most important goal(s) of scientific writing?
    a) being concise
    b) pleasing sound ("it don't mean a thing, if it ain't got that swing")
    c) being concise, but melodic
    d) being precise and clear
    e) being "short and sweet"
  6. True or False: In technical writing, when you want the meaning of "because," you should choose the word because rather than the word as, because the word because has only one meaning. 
  7. True or False: In technical writing, you should not place a comma after an introductory phrase or clause because commas are on their way out in modern writing.
  8. True or False: In technical writing, rather than placing a noun after the word this, you should let the word this stand alone to reduce the number of words in your writing. 
  9. True or False: In technical reports, as soon as you mention an illustration, you should break the paragraph, insert the illustration, and then continue the paragraph below.
  10. True or False: In engineering and science, an equation is not only a part of the paragraph but grammatically part of the sentence that introduces it.
Answers: 1(e); 2(F); 3(F); 4(T); 5(d); 6(T); 7(F); 8(F); 9(F); 10(T)

References

  1. Alley, Michael, The Craft of Scientific Writing, 4th ed. (New York: Springer Verlag, 2018).
  2. Bernstein, Theodore, The Careful Writer (New York: Free Press, 1995).​​
  3. William A. Sabin, The Gregg Reference Manual: A Manual of Style, Grammar, Usage, and Formatting, 11th ed. (New York: McGraw-Hill, 2010).
Sponsors
     Leonhard Center, College of Engineering, Penn State
​     National Science Foundation, NSF EAGER Award  1752096

​Content Editor
     Michael Alley, Teaching Professor, College of Engineering, Penn State

Film Editors
     Richelle Weiger, College of Engineering, Penn State
     Casey Fenton, College of Engineering, Penn State