Professional Documents
Culture Documents
Technical Writing
Faculty Of Engineering
Designed By: Bassam AL Saqqa
Technical Writing
Lectures Page:
Lecture 1: Introduction……………………………………………………………………………………….. 2
Lecture 2: Successful Writing ……………………….…………………………………………………….. 6
Lecture 3: Mechanics………………………………………………………………………………………….. 8
Lecture 4: Abstract Writing ………………….…..……………………….………………………………. 13
Lecture 5: Laboratory Report………………………………………………….………………………….. 18
Lecture 6: Proposals………………………..……………………………………….………………………… 22
Lecture 7: Resume……………………..………………...…………………………………….……………… 28
Lecture 8: Memorandums……………….………………..………………………………………………. 34
Lecture 9: Writing Letters …………..…………………….…………………….………………………… 41
Lecture 10: Formal Report…….…………………………………………………………………………….. 50
Lecture 11: Job Interview………………………………………...……………………….…………………. 61
Lecture 12: Oral Presentation….…………………………………...…………………….………………. 66
Lecture 13: Progress Report……….………………………………..………………….………………….. 73
Lecture 14: Research & Internet……………………………………...……………….…………………. 76
Lecture 15: Presentation On Ethics.……………………………………...…………………….………. 80
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Lecture 1
Introduction
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These slides, which are used in graduate and undergraduate engineering courses at Virginia
Tech, come from Chapters 1, 16, and 17 in The Craft of Scientific Writing (3rd ed., Springer-
Verlag). If you would like a 60-day evaluation copy of The Craft of Scientific Writing, please go to
the following web page:
http://www.springer.de/textbooks/textbook_inspect.html
This first slide is a title slide for an introductory lecture about writing in engineering and science.
The purpose of this presentation is two-fold: (1) to inspire students to invest time into learning
how to write and speak well, and (2) to show students where to begin the process of writing a
scientific or engineering document.
With this title slide, you have the opportunity to give your own testimony as to the importance
of writing in engineering and science. This slide is also an opportunity for you to mention two
references (the shown web site and textbook) that students have for improving their writing.
Note that these slides use the term “scientific writing” to encompass the writing done by
engineers and scientists and the term “scientific documents” to encompass the documents
written by engineers and scientists. If you prefer the more general term “technical,” you can use
the Replace command to replace “scientific” with “technical” throughout. Likewise, if you desire
a term more specific than “scientific,” you can use the same command to insert your preferred
term (“engineering” or “biological” would be two examples). Note that all future references to
chapters and pages are for The Craft of Scientific Writing (3rd edition).
Mapping slide for this introductory presentation on scientific writing. This presentation has two
divisions: (1) a discussion of the importance of scientific writing, and (2) a discussion of key
principles. These principles include analyzing the situation, distinguishing between style and
form, and making the process efficient.
Reference for picture: Report to the President on the Space Shuttle Challenger Accident, vol. 1
(Washington, D.C.: Presidential Commission, 6 June 1986), p. 33.
With this background slide, I try to convince students of the importance of scientific writing. This
slide presents three surveys that show different points about the importance of writing for
engineers. The first survey was performed by Richard M. Davis of the Air Force who surveyed
245 distinguished engineers. This survey not only found the result presented on this slide (25%
of work week spent on writing), but also found that those surveyed attributed their success in
part to their ability to communicate. Source: Richard M. Davis, Technical Writing: Its Importance
in the Engineering Profession and Its Place in the Engineering Curriculum, AFIT TR 75-5 (Wright-
Patterson AFB, Ohio: Wright-Patterson Air Force Base, 1975).
The second survey was performed by Dean John Bollinger from the College of Engineering at the
University of Wisconsin who contacted 9000 engineers who had graduated. The slide shows an
important result of that survey (that the engineers found writing to be their most useful
subject). Interestingly, the second most useful skill cited was the ability to speak. Source: Dean
John G. Bollinger, “Alumni Survey Results,” Perspective (Madison: College of Engineering,
University of Wisconsin, Summer 1994), p. 2.
The third survey was performed by the College of Engineering at Virginia Tech. Here, recruiters
to Virginia Tech were polled. The purpose of the survey was to determine what skills that
engineering graduates needed most improvement upon. Source: Virginia Tech, College of
Engineering, “Summary Report of Employer Focus Group” (October 2000).
With this background slide, I try to convince students of the importance of scientific writing. The
photograph shows the explosion of the Space Shuttle Challenger. Engineers were deeply
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concerned about the O-ring design on the booster rocket before the launch, but were unable to
convince managers at NASA of that concern. Richard Feynman’s paper from Physics Today
(February 1988) gives a good account of this case study.
In teaching scientific writing to engineers and scientists, convincing them about the importance
of scientific writing is probably the single most important argument that you will make. My
experience has been that professional engineers and scientists recognize the importance, while
students do not. For that reason, with students, I spend more time on this argument. Source:
Richard P. Feynman, “An Outsider’s Inside View of the Challenger Inquiry,” Physics Today
(February 1988), pp. 26-37.
Reference for picture: Report to the President on the Space Shuttle Challenger Accident, vol. 1
(Washington, D.C.: Presidential Commission, 6 June 1986), p. 33.
This slide makes the point that engineers and scientists have to communicate in many different
situations. Not only are they called upon to write different types of documents and speak in
different occasions, but they also face several different audiences. Given this variety, coming up
with a set of rules to handle every situation is difficult, not impossible. Engineers and scientists
therefore have to learn to analyze each situation and decide upon the best way to communicate
in that situation. This news is hard for many engineering and science students to accept.
Repeat of mapping slide for this presentation on scientific writing. This slide introduces the
second part of the presentation: a discussion of key principles. These principles include
analyzing the situation, distinguishing between style and form, and making the process efficient.
Reference for picture: Report to the President on the Space Shuttle Challenger Accident, vol. 1
(Washington, D.C.: Presidential Commission, 6 June 1986), p. 33.
With this slide, I try to impress upon the students the differences between scientific writing and
other types of writing that they have studied. While the students will draw upon many of the
things that they have learned in other writing courses, students have to be critical thinkers as far
as taking advice that may pertain to literary writing or journalism and applying it to scientific
writing. For instance, in scientific writing, the most important goal of language is precision--a
goal that poets sometimes subordinate for the sake of rhythm. (Chapter 1)
By the way, the photograph in the upper left is from Rosalind Franklin’s x-ray work that greatly
influenced the discovery of the structure of DNA by James Watson and Francis Crick. The story is
an interesting one from both a communications perspective and an ethical perspective. Watson
has documented it in The Double Helix, but take a look at the Norton critical edition, which
presents other viewpoints, including the one that Rosalind Franklin deserved considerably more
credit than Watson or Crick gave to her in their original article.
Reference for parachute photo: Peterson, C.W., and D.W. Johnson, Advanced Parachute Design,
SAND86-8006 (Albuquerque: Sandia National Laboratories, 1986).
This slide is perhaps the most important slide of the set because it shows what constraints
students are under as they begin writing a scientific document. In other words, this slide tells
students where they should begin the writing process (an assumption here is that the students
understand the content of their document and now must communicate that content). The
constraints of audience, purpose, and occasion are discussed in Chapter 1.
The aspect of format is also discussed in Chapter 16 and in the “Writing Guidelines for
Engineering and Science Students.” The aspect of process refers to how the student actually
puts words onto paper. Will the student write as an individual or part of a group? Does the
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student have a fixed deadline? Chapter 17 discusses this aspect in more detail. Formality refers
to the expectations that the audience has as far as mechanics, which is also discussed in Chapter
1, Appendix A, and Appendix B. Interactive exercises for mechanics can be found in the “Writing
Exercises for Engineers and Scientists.”
On this slide, you should make it clear to the students that no simple recipes exist for the
challenging documents that they will have to write. Students should assess the audience,
format, formality, and other constraints of the situation before committing words to paper. The
slides that follow elaborate on each of the constraints.
One problem that many students have is that they don’t have a sense of hierarchy about aspects
of writing. These students might equate a small aspect of form such as using a contraction with
a serious mistake in content such as leaving out important information, or style, such as not
emphasizing the most important result. With this slide, I try to distinguish these three terms.
While there certainly is overlap among these terms, their definitions are distinct. Content is the
message given, style is the way that message is presented (structure, language, and illustration),
and form is the appearance of the message (grammar, punctuation, usage, spelling, and format).
(Chapter 1)
If the constraints are what the engineer or scientist does not control in the writing process, then
style is what the engineer or scientist does control. Style comprises three perspectives:
structure, language, and illustration (all three are defined in Chapter 1). Students should note
that unlike most terms in engineering and science, most terms in writing do not have universal
definitions. For that reason, you and your students should agree upon a few definitions so that
your discussions about writing make sense. So often, I have seen discussions about writing
become unproductive because people invoke terms that others either do not understand or
have different definitions for. Terms often used in discussions of writing, but not often
understood by students, are format, style, structure, language, illustration, tone, active voice,
passive voice, past tense, and the major parts of speech. These are defined in the textbook’s
glossary.
Reference for parachute photo: Peterson, C.W., and D.W. Johnson, Advanced Parachute Design,
SAND86-8006 (Albuquerque: Sandia National Laboratories, 1986).
Information about the format of scientific writing can be found on pages 6-7 and in Chapter 16.
Information about the mechanics of scientific writing can be found in Appendices A and B (and
in The Craft of Editing (Springer-Verlag, 2000). Both of these subjects are discussed in separate
presentations.
Discussion of making the process of writing more efficient to perform can be found in Chapter
17. When I first started teaching, I discussed the process of writing towards the end of the
course. Recently, I have begun incorporating discussions of it throughout the course, particularly
just before assignments are due.
Conclusion slide to this presentation. One of the best ways to improve one’s writing is to select
strong models. Conversely, a reason that so many engineers and scientists write so poorly is that
they select poor models. Two excellent models of scientific writing are Maria Goeppert Mayer,
who won the Nobel prize in Physics for her work on the structure of the nucleus and Linus
Pauling, who won a Nobel Prize in Chemistry for his work on covalent bonds. Both were
excellent communicators of their work.
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Lecture 2
Successful Writing
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1. Preparation
2. Research
3. Organization
5. Revision
1. Preparation:
2.Research:
To understand your subject do search in the library, internet, and interview
3.Organization:
To make topic understandable by the reader, follow the following steps:
l Outline
l Illustration
4.Writing a Draft:
Expand your notes from outline to paragraph
Concentrate on converting outline into sentences and paragraphs
5.Revision:
l Structure
l Grammar
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Lecture 3
Mechanics
Writing a Sentence
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One of the most important skills a writer can have is the ability to compose clear, complete
sentences. The sentence is the basic unit of communication in all forms of English.
Elements of Grammar
In English, the regular sequence is Subject + Verb + Object, with insertions possible at several
points in the sequence
Combining Sentences:
Example:
Sentence: A sentence is group of words with a subject and a verb that expresses a
complete thought.
Fragment: A fragment being a group of words that either is missing a subject or a verb or
does not express a complete thought.
Run-on: A run-on is two or more independent clauses that are not joined properly, for
instance, a common mistake is to have a comma between the clauses.
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1. Rubidium has no major uses, however, it is more common in the earth than zinc,
copper, or nickel. RO
2. Although carbon dioxide occurs naturally, man has dramatically increased its
concentration this past century. S
3. Several systems can detect plastic explosives. For example, thermal neutron activation
systems, nitrogen sniffer systems, and enhanced x-ray systems. S / F
Although rubidium has no major uses, it is more common in the earth than zinc, copper,
or nickel.
Although carbon dioxide occurs naturally, man has dramatically increased its
concentration this past century.
Several systems can detect plastic explosives. Examples include thermal neutron
activation systems, nitrogen sniffer systems, and enhanced x-ray systems.
Note that there are several ways to correct each of these errors:
Rubidium has no major uses; however, it is more common in the earth than zinc,
copper, or nickel.
Rubidium has no major uses, but it is more common in the earth than zinc, copper, or
nickel.
Rubidium has no major uses. This metal, however, is more common in the earth than
zinc, copper, or nickel.
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Punctuation marks are the traffic signs and signals placed along the reader’s road. They
tell him when to slow down and when to stop, and sometimes they warn him of the
nature of the road ahead. Traffic engineers do not always agree on what signs should be
used and where they should be placed, and neither do writers or editors.
Theodore M. Bernstein
Percentages 15 percent
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*We produced a small (amount, number) of autos this year, even (fewer, less) than last year.
*A company’s success depends on (its / it's) employees.
*The new material is (composed / comprised) of plastic and iodine.
*It appears (as if, like) the Department of Energy will choose the third option.
*Reduced weight was the (principal / principle) reason for choosing aluminum.
*The talk centered (around / on) the (principal / principle) of virtual work.
*(Regrettably / Regretfully), the launch was delayed because of thunderstorms.
*You need not proceed any (farther / further) on your test.
*The serum had serious side (affects / effects).
*Whichever design you choose is (alright / all right) with me.
*(Irregardless / Regardless) of the shipping delay, the work will stop because of the strike.
*Applying that set of constraints is a (most unique / unique / very unique) way to approach the
problem.
*The serum had (alot / a lot) of side effects.
Combining Sentences
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Lecture 4
Abstract Writing
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Abstracts
Ø Abstract summarized and highlight the major points of a longer piece of writing.
Ø Abstract are written for many formal reports, journal articles, and most dissertations.
Ø Abstract must accurately but concisely describe the original work so that
researchers in the field will not miss valuable information.
l For presentations at scientific meetings (often the "published abstract" is the only
written record of such a presentation)
l Dissertations, some papers in the sciences and social sciences require abstracts
Abstracts
l In a technical report, the abstract appears on a separate page after the table of contents
and list of illustrations
Abstract Classification
Ø Descriptive
Ø Informative
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Descriptive Abstract
l Include the purpose, methods, and scope of the report, article, or paper
l Introduce the subject to readers, who must then read the report, article, or paper to
find out the author's results, conclusions, or recommendations
Methods used:
technical advisor position and to a proposed shift engineer position. The relevant information
for this study came from the open literature, interviews with utility staff and officials, and
governmental and nuclear utility reports.
Informative Abstracts
l Include the purpose, methods, and scope of the report, article, or paper.
l Are short -- from a paragraph to a page or two, depending upon the length of the
original work being abstracted. Usually informative abstracts are 10% or less of the
length of the original piece.
l Allow readers to decide whether they want to read the report, article, or paper.
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Methods used:
The relevant information for this study came used from the open literature, interviews with
utility staff and officials, and governmental and nuclear utility reports.
Finding:
The countries used two approaches to provide engineering expertise on shift:
(1) employing a graduate engineer in a line management operations position and
(2) creating a specific engineering position to provide expertise to the operations staff. The
comparison of these two models did not indicate that one system inherently functions more
effectively than does the other for safe operations.
General Conclusion:
However, the alternative models are likely to affect crew relationships and performance; labor
supply, recruitment, and retention and system implementation.
Recommendation:
Of the two systems, the nonsupervisory engineering position seems more advantageous within
the context of current recruitment and career-path practices.
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l Read the abstract; read the article. Pick the best ones, the examples where the abstract
makes the article easier to read, and figure out how they do it.
l Not everyone writes good abstracts, even in refereed journals, but the more abstracts
you read, the easier it is to spot the good ones.
Ø The answer depends on the organization or publication for which you are writing.
Ø Aim at the needs of the principal readers of your document.
Length of Abstracts:
Ø A long abstract defeats the purpose of an abstract. For this reason abstracts usually no
longer than 150 to 250 words.
Ø Descriptive abstracts may be considerably shorter, of course.
COMMON PROBLEMS:
® Too long: If your abstract is too long, it may be rejected. Abstracts are often too long
because people forget to count their words
® Too much detail: Abstracts that are too long often have unnecessary details. The
abstract is not the place for detailed explanations of methodology or for details about
the context of your research problem
® Too short: Shorter is not necessarily better. If your word limit is 200 but you only write
95 words, you probably have not written in sufficient detail.
® Failure to include important information: You need to be careful to cover the points
listed above.
Assignment:
Write Abstract for your Formal Report
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Lecture 5
Laboratory Report
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Cover Page:
• Course Title
• Experiment Number
• The Experiment Title
• By: (name of performer)
• The title and address of the performer
• The name of the supervisor
• Title and address of the supervisor
• Date: (month day, year)
Example:
Circuit Theory I
Experiment number 1
By
Bassam AL Saqqa
Submitted to
Islamic University
Gaza
March 1, 2007
Title:
n Reflect the factual content with less than ten words in a straightforward manner
n Use keywords that researchers and search engines on the Internet will recognize
n Avoid abbreviations, acronyms, and initials.
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Abstract
Introduction
Methods
Results
Analysis
Discussion
+Conclusion
Abstract (informative):
One short paragraph
n Aims:
Concise but informative
One or two sentences should be sufficient
Example:
To determine the relative molecular mass of an unknown dibasic acid
n Methods:
Explain in short the method or methods you used to get the results.
n Results:
Write down your results
Introduction:
A few paragraphs or a few pages.
Includes:
n Background
n Theories, equations, and rules used in calculations
n Brief about the work (hypotheses) and expectations
Remember to quote your sources (you should include a bibliography of your references after
the conclusions section).
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Method:
q Concise but sufficient for someone to repeat the work.
q List materials used, how were they used.
q Describe special pieces of equipment.
Results:
n Tabulate the numerical data when possible
n Make sure that you divide tables by measurements units such that you write only
number inside the table
n Title all figures and tables; include a legend explaining symbols, abbreviations, or special
methods
n Number figures and tables separately and refer to them in the text by their number, i.e.
n Figure 1 shows that the activity....
n The activity decreases after five minutes (Figure 1)
Analysis:
Calculations and graphing
Interpretation of results go into this section
Remember to layout your calculations clearly, showing each step
Discussion:
How relevant are your results ?
What errors are there ?
Did something go wrong ?
Try to be positive
Write your ideas to improve the experiment
Conclusion:
Did you meet the aims of the experiment ?
Example: The relative molecular mass of the unknown was determined to be 146.5.
The conclusion should echo the Abstract and be as short as possible.
References:
All references should be listed
Quiz 1:
Name the Abstract Classification, and what are the differences between them?
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Lecture 6
Proposals
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What is a proposal?
A proposal is document which outlines a problem and proposes a detailed plan to solve it. The
goal of a proposal is to persuade readers that the job needs doing and that you are the one to
do it, so be sure to include all the benefits as well as the limitations of your solution. Try to
foresee and counter any arguments against the solution.
Overview:
q A proposal is a strategy for solving a problem.
q Proposals range from 1000 pg report to 1 pg form.
q Two types:
q Solicited
q Unsolicited
q Proposal purposes are to persuade not inform.
q The writing involves individual as well as teams.
Solicited Proposal:
q Company or agency advertises that it desires the solution to a problem.
q Most cases, this company or agency sends out a request for proposals, often called an
RFP, that presents a problem which needs addressing
For example, if the Department of Energy desires research on reducing nitrogen oxide emissions
from diesel engines, then the Department announces its request, often in periodicals such as
the Commerce Business Daily.
Unsolicited Proposal:
q There is no request. Instead, an engineer on his or her own initiative recognizes a
client's problem, writes a proposal that first makes the client aware of the problem, and
then presents a plan for solving that problem.
q Often occur within a company.
For example, an engineer or scientist may write a proposal to his or her division supervisor
suggesting a new computer system to handle that division's work
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Audiences of Proposals:
includes both managers and engineers. These audiences view proposals in different ways.
q Managers review proposals to see if the plan for solving the problem is cost effective.
q Engineers and scientists, on the other hand, review proposals to see if the plan is
technically feasible.
Proposal Writing:
l Make sure your proposal is letter perfect and in full compliance with the application
guidelines.
l Use the active, not the passive voice wherever possible.
l Write clear, concise sentences.
l Use tables, charts, and side-headings to divide/organize/format your text.
l Find both expert readers in your field, and professionals who will critically review your
drafts.
Format Of Proposal:
q Headings
q Body
Heading:
To: Name of your advisor
From: Your name
Subject: The subject of your proposal
Date: date of submission
Example Of Heading:
A PROPOSAL
Research the Storage Facility
for Spent Nuclear Fuel at Yucca Mountain
Prepared for
Walter E. Foerster, Jr.
President of New England Etching
23 Spring Street
Holyoke, MA 01040
By
Holohan Consulting 72 Triangle Street
Amherst MA 01002
December 12, 1996
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Body:
Divide your body to sections:
I. Introduction
II. Statement of the problem
III. Proposed project and purpose
IV. Plan of activities with deadlines
V. Evaluation
VI. References
I. Introduction:
q Summarize your project
q Explain why you are proposing it
Example of Introduction:
Nuclear power plants produce more than 20 percent of the electricity used in the United
States [Murray, 1989]. Unfortunately, nuclear fission, the process used to create this large
amount energy, creates significant amounts of high level radioactive waste. More than 30,000
metric tons of nuclear waste have arisen from U.S. commercial reactors as well as high level
nuclear weapons waste, such as uranium and plutonium [Roush, 1995]. Because of the build-up
of this waste, some power plants will be forced to shut down. To avoid losing an important
source of energy, a safe and economical place to keep this waste is necessary. This document
proposes a literature review of whether Yucca Mountain is a suitable site for a nuclear waste
repository. The proposed review will discuss the economical and environmental aspects of a
national storage facility. This proposal includes my methods for gathering information, a
schedule for completing the review, and my qualifications.
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V. Evaluation:
Proposals will be evaluated in two ways: from a management perspective and from a
technical perspective
Also considered in the evaluation of the proposal will be the quality of the writing
Management Evaluation:
q Is the review worth doing?
q Does the proposal either show an important problem that needs addressing or
arouse the reader's curiosity in the topic?
q Does the proposal show what readers will be interested in the review?
q Does the proposal show objectivity?
Technical Evaluation:
q Are the boundaries of the review logical?
q Does the review take on too much or too little?
q Are the limitations clear?
q Is there something unique about the proposal's perspective?
q Does the writer convince the proposal reviewers that he or she can gather the
information?
q Is the schedule believable?
q Does the writer justify himself or herself as the one to perform the review?
VI. References:
q List all your references
q Glossary If any
Acronym/Abbreviation Definition
dpi Dots per inch
GHz Gigahertz
GB Gigabyte
HD Hard drive
ppm Pages per minute
Recommendations:
q For a proposal to succeed, you need a good idea. No amount of crafted writing can
make up for a weak idea.
q If you have a strong idea, then crafting the writing of that idea to meet the constraints
will improve your proposal's chances for acceptance.
q What is it that you have that will allow you to succeed where others may have failed, or
to make a unique contribution that others could not attain within the same time frame?
q Be constructive (diplomatic) in reviewing others’ work; don’t blast all previous work,
don’t be dismissive and definitely don’t single out anyone with scorn. Chances are they
are reviewing your proposal.
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Be constructive:
BAD: All previous studies are worthless because they failed to recognize the effect of X on Y.
Chen and Smith (1998) tried but their approach was simply wrong. Ours is the first study to
address this question correctly.
BETTER: Previous studies have made important contributions to this challenging problem,
however none of the published studies appear to have completely accounted for the effect of X
on Y. A pioneering effort in this direction is described by Chen and Smith (1998), highlighting
the need for additional investigation of the system properties when the full set of interacting
factors are incorporated in the model.
Assignment:
Write a proposal for your formal report
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Lecture 7
Resume
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What is Resume:
§ A resume is a brief summary of your abilities, education, experience, and skills.
§ Its main task is to convince prospective employers to contact you.
§ A resume has one purpose: to get you a job interview.
Characteristics of Resume:
Resumes must do their work quickly..
§ your resume must quickly convey that you are capable and competent enough to be
worth interviewing.
§ The more thoroughly you prepare your resume now, the more likely someone is to read
it later.
Objective:
To obtain a ______ position in the area of ______ (write this infinitive phrase to target
the audience of this resume)
This infinitive phrase is often reworked by the author to target different audiences and
purposes.
§ EDUCATION:
usually means post-secondary, college and university.
§ If you are just starting college, you can include high school as well.
§ List degrees and month/year obtained or expected; names and locations of schools;
major and minor, if any; grade point average.
§ A brief summary of important courses you've taken might also be helpful.
EXPERIENCE:
§ Includes full-time paid jobs, academic research projects, internships or co-op positions,
part-time jobs, or volunteer work.
§ List the month/years you worked, position, name and location of employer or place, and
responsibilities you had. As you describe your experiences, ask yourself questions like
these:
– Have I invented, discovered, coordinated, organized, or directed anything
professionally for my community?
– Do I meet deadlines consistently?
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Name
– Am I a good communicator?
Street Address
– Do I enjoy teamwork? City, State, Zip Code
Phone Number
HONORS
FAX (if applicable)
List any academic awards (scholarships, fellowships, honors list), professional awards or
Email Address
recognition, or community awards (i.e. for athletic skills). (if applicable)
http://web.address/
SKILLS
List computer languages and software, research, laboratory, teaching or tutoring,
Objective communication,
To obtainleadership, or athletic,
a ______ position among
in the area others.(write this infinitive phrase to target the audience of this
of ______
resume)
ACTIVITIES
§ List academic, professional, or community organizations in which you hold office or are
Education currently a member;
Name of Degree on Which You Are Working, Expected Month/Year
§ List professional and community activities, including volunteer work.
University
§ Listing
Overallhobbies is optional. Targeted GPA (if beneficial): X.XX/4.00
GPA: X.XX/4.00
Match Your Skills and Experience with an Employer's Needs
Name of Next Most Recent Degree, Month Year (if applicable)
§ POSITION: What kind of position do you want for this job-search? Make notes. Now
University or College
match
Overallyour
GPA:wishes up with positions
X.XX/4.00 that are
Targeted GPA actually available
(if beneficial): (postings, ads, personal
X.XX/4.00
contacts, or your own research).
§ EMPLOYER: For a certain position, what aspects of your education, experience, or skills
Relevant Courses will
MostbeRelevant
most attractive
Course to that employer? FourthList
MostSPECIFIC
Relevantcoursework,
Course areas of specialty,
specific skills, or knowledge that you think would interest the employer.
Second Most Relevant Course Fifth Most Relevant Course
Third Most Relevant Course Sixth Most Relevant Course
Outside Interests One outside interest, a second outside interest, perhaps a third outside interest
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EDUCATION:
Often comes first in student resumes, especially if it is a strong asset.
Example:
Islamic University Of Gaza (Gaza Strip)
Bachelor of Science in Electrical Engineering (Expected June 2006)
Major: Electrical Engineering Minor: Computer Science
EXPERIENCE:
Here, you can use one of two formats: Functional or Chronological
§ Functional
To emphasize skills and talents, cluster your experience under headings that highlight
these skills: for ex.: leadership, research, computers, etc. This format can be helpful if
you have little relevant job experience
Chronological:
To emphasize work experience, list jobs beginning with the most recent. Some hints:
§ Write all job descriptions in parallel phrases, using ACTION verbs
§ List the most important responsibilities or successes first
§ Emphasize collaborative or group-related tasks
Example of Experience:
Gaza Electric Company (Gaza, Gaza Strip)
Research Assistant intern, Summer and fall 2004 Assistant manager of corporate
planning and developed computer model for long-range planning
Ali Corporation (Gaza, Gaza Strip)
Technician May,2003 to May, 2004
Use variety of test equipment to troubleshoot, repair and test precision electro-
mechanical and electronic instruments in a team environment.
AWARDS/HONORS:
Use reverse chronological order; include titles, places, dates.
Example:
Dean’s List- IUG,3.88 grade point average of possible 4.
Senior Honor Society- IUG, 2004
ASAI Scholarship 2003-2004, Islamic University of Gaza.
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REFERENCES:
You need not put these on your resume. Write a separate list of references, with
complete name, title, company name, address, and telephone numbers for each
individual.
Example:
Available upon request
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CONTENT:
§ Check Name and address
§ All entries highlight a capability or accomplishment
§ Descriptions use active verbs, and verb tense is consistent; current job is in present
tense; past jobs are in past tense
§ Repetition of words or phrases is kept to a minimum
§ Capitalization, punctuation, and date formats are consistent
§ There are NO spelling errors
ORGANIZATION:
§ Your best assets, whether education, experience, or skills, are listed first
§ The page can be easily reviewed: categories are clear, text is indented
§ The dates of employment are easy to find and consistently formatted
§ Your name is printed at the top of each page
FORMAT/DESIGN:
§ No more than two typestyles appear; typestyles are conservative
§ Bolding, italics, and capitalization are used minimally and consistently
§ Margins and line spacing keep the page from looking too crowded
§ Printing is on one side of the sheet only
§ The right side of the page is in "ragged" format, not right-justified. Right justification
creates awkward white spaces
Assignment:
Write your own resume
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Lecture 8
Memorandums (memo)
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2) Unlike a letter, you do not sign your name at the bottom of your memo. Instead,
you write your initials next to your name at the top of the memo.
Purpose Of Memo:
q It lets someone know something they need to know in an effective and efficient
manner.
MEMO ESSAY
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Purpose- Example:
q Mr. Howard has asked me to arrange a working lunch for all members of the writing
staff, at the main office, sometime before the end of the month.
q The purpose of this memo is to request authorization to purchase a sound card and a
modem for the computer in the front office.
q This memo confirms the details of your tour of the new processing plant, as we
discussed over the telephone this morning.
• Short note
• Exchange information
• Request information
• Instruct employees
• Report results
• Small reports
• Internal proposals
Memos’ Role:
• Motivates employees
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Memo Format
I. Heading
II. Opening
III. Discussion
IV. Closing
V. Summary
I. Heading
From Line
Subject line:
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1. The context
You may use An opening sentence, such as, “As Jane recommended, I reviewed the
office reorganization plan"
2. Task
• If the action was requested, your task may be indicated by a sentence opening like, "You
asked that I look at...."
• If you want to explain your intentions, you might say, "To determine the best method of
controlling the percentage of rat extremities, I will...."
3. Purpose Statement
Are you announcing a meeting, welcoming a new employee, or asking for input on
adopting a new policy about lunch hour length?V
III Discussion:
In the discussion segment, give details about the problem, Don't ramble on incessantly,
but do give enough information for decision makers to resolve the problem. Describe
the task or assignment with details that support your opening paragraph (problem).
IV Closing:
q Close with a courteous ending that states what action you want your reader to take.
q Make sure you consider how the reader will benefit from the desired actions and how
you can make those actions easier.
V Summary:
If your memo is longer than a page, you may want to include a separate summary
segment.
This part provides a brief statement of the recommendations you have reached.
These will help your reader understand the key points of the memo immediately.
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Example
Plankton Engineering
– Scheduling Considerations
– Employees may schedule work time as long as it fits the above criteria. Employees who
sign up for this new flex time scheduling must declare their work hours during the
previous week. The supervisor will take responsibility for recording each employees
work schedule.
Employees who wish to try this new plan must stay on it for three months before
returning to the current policy. Employees who may want to start it later, must wait
until January of the next calendar year to sign up.
– Important Reminder
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Assignment:
Write a memo telling your professor about the problems you encounter or
faced in IUG.
What are the problems? Why are they problems? And what is your plans to
solve it?
Exercise:
What are the differents between a memo and a business latter and What is the
purpose of a memo.
Exercise:
What are the types of proposal, and what is the different between them.
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Lecture 9
Writing Letters
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Types of Letters:
n Cover Letter
n Acceptance Letter
n Acknowledgment letters
n Adjustment letters
n Application letters
n Complaint letters
n Correspondence … good news and bad news letters
n Inquiry letters and responses
n Reference letters ( Recommendation letter)
n Refusal letters
n Resignation letters
n Technical information letters
Letter Format:
Two common Format:
1 - Full Block Style
2 - Modified Block Style
Date Date
Dear Mr./Ms recipient last name: Dear Mr./Ms recipient last name:
Body Body
Instructions:
1. Establish your objectives
2. Determine your reader’s attitude and needs
3. Prepare an outline
4. Write the first draft
5. Allow a cooling period
6. Revise the draft
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Hints:
Tone:
Imagine the reader sitting across the desk
Cover Letter:
q Identifies the item being sent
q The person to whom it is being sent
q The reason for sending it
Letter of application (cover letter) is a sales letter Main Objective is to get the job interview.
n Each letter should also make specific references to the company and indicate your
knowledge of and interest in the work the company is currently doing.
n The cover letter also allows you to highlight the most important and relevant
accomplishments, skills, and experience listed in your resume.
October 4, 1999
n Mr. James Roberts
Recruiting Coordinator
Department DRR 1201
Database Corporation
Princeton, New Jersey 05876
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Acceptance Letters:
This letter is written in order to accept a received job offer. It should be written within a
week of receiving the offer. The format is as follow
Sincerely,
Ahmed Ali
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Acknowledgment Letters:
In this letter you acknowledge receiving an item (letter, box, or something). It serves as
a good public relation practice. In this letter you mention what and when items are
received in a short and polite manner.
Sincerely,
Ahmed Ali,
General Manager
Complaint Letters:
When customers are not satisfied with goods and services that are offered by
businesses, they write complaint letters asking for fixing these situations. In order to be
more effective, the tone of the letter should not be angry. In order to obtain a positive
response, you should not vent your anger in the letter. You should state your claim
supported by factual evidence and ask for adjustment.
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On June 16, I filed for an incomplete grade in the Power Systems course. All the
supporting items were attached which included a medical doctor report, medical
prescription, and the hospital check out papers.
Please either send me a explanation for the denial or else advise me with the steps
and procedures that I need to take to fix this problem.
Sincerely,
Majed Imran
5th year Computer Engineering student
Correspondence Letter:
The Correspondence Latter Can be:
q Good news Letter
q Bad news Letter
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Inquiry Letter:
Two types:
1. Provides benefit to the reader
Example:
Asking about a product the company recently advertised
Objective:
to obtain, within a reasonable period of time, answers to specific questions.
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n February 1, 2000
John Doe
Manager, Technical Communications
Ext. 245, jdoe@xyzco.com
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[Your Name]
[Street • City • State • Zip Code]
[Phone # • Fax phone # • Messages phone # • Email]
[Date today]
[Recipient's name]
[Company name]
[Address]
n Dear [Recipient's name]:
n Please accept this letter as my formal notice of resignation from [Company name],
effective [date, two weeks from date above]. The associations I've made during my
employment here will truly be memorable for years to come.
n I hope a two-week notice is sufficient for you to find a replacement for me. If I can help
to train my replacement or tie up any loose ends, please let me know.
n Thank you very much for the opportunity to work here.
n Sincerely,
n [Sign here]
n [Your name, title]
Assignment:
I. Write a cover letter for any (from internet, newspaper,…) announced job.
II. You bought something (computer, book, electronic instrument) from the internet, when
you received it was not in good shape. Write a complaint letter to the company.
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Lecture 10
Formal report
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Contents:
u Basic Page Layout.
u Preliminary Pages.
u Text Pages.
u Back Mater.
1. Margins:
u Left and right 2.5 cm
u Top and bottom 3.5 cm
2. Line Spacing:
u Single space the text.
u Single space: table/figure caption
u Single space appendix materials and tables.
u Allow additional space above and below the equation to separate it from the text.
3. Font Types:
u Use proportional font -- Arial, Times New Roman, Courier New, … -- must use at least
12-point font.
u Fixed fonts -- Courier, … -- use 10 ( 10 character per inch).
4. Font Size:
u Text must be a minimum of 12-point.
u Fonts 10-point not acceptable for body of report.
u Fonts 8-,9-,or 10-point may be used for tables and appendix to accommodate the
margins
u 5. Font Style
Any standard office font style is acceptable -- not script, italic, bold, characters with slant
or different sizes.
u Italic fonts may be used when appropriate.
u Times Roman -- uses 13-point size.
u Font size and style are the same for text and page number.
5. Font Style:
u Any standard office font style is acceptable -- not script, italic, bold, characters with slant
or different sizes.
u Italic fonts may be used when appropriate.
u Times Roman -- uses 13-point size.
u Font size and style are the same for text and page number.
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6. Page Number:
u Pages should be numbered consecutively, with numbers located in the upper right,
lower right, or lower middle of the page.
u The Introduction should begin with 1.
u Before Introduction, use Roman numerals.
Front matter:
u Front cover
u Title page
u Dedication page (optional)
u Acknowledgment (optional)
u Abstract
u Table of Contents
u List of Tables
u List of Figures
u List of Abbreviations
u Foreword (optional)
u Preface (optional)
Title Page:
u Title of document
u Your name
u Degree title - Course title
u Major Subject
u University name, city, country
u Date (month, year)
u Assign numeral i, but does not appear
u Back of title page is empty
Dedication Page:
u Optional
u Type the word DEDICATION
u Insert two double spaced blank lines and begin the text-double spacing all lines.
Acknowledgment Page:
u Optional
u Type the word ACKNOWLEDGMENT
u Insert two double spaced blank lines and begin the text-double spacing all lines.
Abstract:
u Type the word ABSTRACT
u Single space all lines
u Must have
• statement of the problem
• exposition of methods & procedures
• summary of the finding
u Usually 200 to 250 words.
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Table of Contents:
u Type TABLE OF CONTENTS
List items followed with dotes and page number
• Abstract
• List of Tables
• List of Figures
• List of Abbreviations
• and so on
u Don’t list anything before the Table of Contents
Foreword:
u Optional introductory statement written by someone other than the author.
u May discuss the purpose of the report.
u May include background information
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Preface:
u Optional written by the author.
u Include the purpose, background, and scope of the report.
u Specify the audience for whom the report to be given.
Text Pages:
I. Introduction.
II. Materials and methods.
III. Results and discussion.
IV. Conclusion
I. Introduction:
u First paragraph should capture reader’s attention.
u Should include
• Statement of the problem
• Motivations
• Complete description of the project.
• Mentioning each part of the report
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IV. Conclusion:
u Tie together any loose ends.
u Summarize the whole report.
u Should include
• restatement of the problem
• restatement of the goals
• restatement of the approach taken
• restatement of the results & their relevance
• future works, extrapolation and possible applications for technology
Back Mater:
u Page numbers continue as Arabic numerals
u Appendix
u Bibliography or References
u Glossary
u Index (optional)
Appendix:
u Labeled as Appendix A, Appendix B, so on.
u Observe the margins and the page numbering.
u Include materials that are too long and technical or unnecessary in the appendix.
Bibliography:
u Single space all lines of each entry, but double space between entries.
u Use numbered reference list.
u At least three references should be given.
u References include course notes, text books, journal articles, conference proceedings,
and thesis.
Bibliography Examples:
1. Samir S. Soliman and Mandyam D. Srinath. Continuous And Discrete Signals And
Systems,2nd ed. New Jersey: Prentice Hall, 1998
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Glossary:
u List of selected terms on particular subject that are defined and explained.
u Arrange alphabetically
u Follow dictionary style.
Abbreviation Definition
AM Amplitude Modulation
FM Frequency Modulation
HD Hard drive
Index:
u Alphabetical list of all the major topics discussed in the report.
u Cites the pages where each topic can be found thus allows readers to find information
on topics quickly and easily.
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DEDICATION:
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ACKNOWLEDGMENTS:
First and foremost, I would like to thank the chairman of my committee, Dr. xxxxxx, for
his support, outstanding, guidance and encouragement throughout my senior project.
I would also like to express my gratitude and appreciation to Dr. xxx for all the help and
guidance he provided throughout my education, and to the other members of my
instructors, Dr. xxxxxxx and Dr. xxxxxxxx.
ABSTRACT:
Title of the senior project
BY
Your name
The design of controllers for nonlinear systems in industry is a complex and difficult task. The
development of nonlinear control techniques has been approached in many different ways with
varied results. One approach which has been shown promise for solving nonlinear control
problems is the use of XXXXXXXX XXXXXXXXXX
Table of Contents:
1. INTRODUCTION ………..……………………….……………..…….………….……1
1.1 Introduction ……...…………………….…………………….…………..…...1
1.2 Literature Review …………………….……………………………….……..3
1.3 Contribution ….………….………………..……………………….…….4
1.4 Outline of This Thesis……………….……………………………..……….5
2. CLASSICAL CONTROL SYSTEM.…..……………………………………………...8
2.1 Background ..…..………..…………………….……..………....……………8
2.2 Controller Design…………………………………….……….…………..….9
2.3 Proportional-Integral-Derivative ….………………………………..11
3. DESIGNING PID CONTROLLER FOR NONLINEAR SYSTEM………...14
3.1 Introduction ..………………………………………….……………….14
3.2 Inverted Pendulum Problem ..………………………………….15
3.3 Nonlinear case ..…..………….…………………………………….…17
3.4 linearization case….…………..………………..………………….…19
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LIST OF TABLES:
Table 3.1 Inverted Pendulum Parameter Values ……………21
Table 5.1 Inverted Pendulum Equations …….………..………..53
Table 5.2 Inverted Pendulum Parameter Values ……....…..54
Table 5.3 Fuzzy Associative Memory (FAM) ………….…..…..59
Table 5.4 Set of Input-Output Data for First Rule ……..……70
Table 5.5 Finding Parameters of First Rule Using Least
Square Method ………………………………………….…..70
Table 5.6 The Eigenvalues of Sugeno Fuzzy Control Using
State Variable Feedback ……..……………….…..…...85
LIST OF FIGURES:
u Figure 2.1 Closed-Loop Controller …………………………..……………………………………..8
u Figure 2.2 A PID Controller ……………………………………………...………………….…....…12
u Figure 3.1 PID Controller for Inverted Pendulum ………………..…..…………..….…..18
u Figure 3.2 The Cart Position of the Inverted Pendulum (Nonlinear Case) ….….18
u Figure 3.3 The Position of the Inverted Pendulum (Nonlinear Case)……………….19
u Figure 3.4 The Cart Position of the Inverted Pendulum (Linearized Case) .…..22
u Figure 3.5 The Position of the Inverted Pendulum (Linearize Case)………………..23
u Figure 4.1 The Venn diagram of a fuzzy set ……………………….….…………………..…..27
u Figure 4.2 Intersection of fuzzy sets A and B …………………………………………...……29
u Figure 4.3 Union of fuzzy sets A and B …………………………..………………………...…...29
u Figure 4.4 Complement of fuzzy set A ……………………………..…………………….…....30
u Figure 4.5 A bell-shaped membership function ………….. …………………….....…..31
u Figure 4.6 A triangular membership function …………………….………………….....…31
GLOSSARY:
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CHAPTER 1 INTRODUCTION:
BIBLIOGRAPHY:
APPENDIX:
APPENDIX A THIS IS AN APPENDIX :
This is a sentence to take up space and look like text.
This is a sentence to take up space and look like text.
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Lecture 11
Job Interview
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Job interviewing:
Job interviewing is one of the most popular career topics on the Web. But no career
advisor can tell you exactly what to say during a job interview. Interviews are just too up-close
and personal for that. About the best that career advisors can do, is to give you some tips about
the typical questions to expect, so you can practice answering them ahead of time. But, while
there are many canned interview questions, there are few canned answers. The rest is up to
you.
Interview:
The Interview can be divided into three stages:
1. Before the interview
2. During the interview
3. After the interview
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Listen Attentively:
• Listen is not hearing
• Make sure you listen to the question and take a moment to gather your thoughts before
you respond.
• Look directly to the interviewer
• Don’t argue mentally
• Rid yourself of visual distractions—glasses, pen, or other objects.
• Bridle your thoughts
• Listen with animation
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PRACTICE:
Practice answering interview questions and practice your responses to the typical job
interview questions and answers most employers ask. Think of actual examples you can use to
describe your skills. Providing evidence of your successes is a great way to promote your
candidacy
PREPARE:
Prepare a response so you are ready for the question "What do you know about our company
BE TIMELY:
Be on time for the interview. On time means five to ten minutes early. If need be, take some
time to drive to the office ahead of time so you know exactly where you are going and how long
it will take to get there
STAY CALM:
During the job interview try to relax and stay as calm as possible. Take a moment to regroup.
Maintain eye contact with the interviewer. Listen to the entire question before you answer and
pay attention - you will be embarrassed if you forget the question!
FOLLOW UP:
Always follow-up with a thank you note reiterating your interest in the position. If you
interview with multiple people send each one a thank you note.
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Your Name
Your Address
Date
Name
Title
Organization
Address
City, State, Zip Code
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Lecture 12
Oral Presentation
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The Opening:
Your opening is the most important part of your speech.
It should catch the interest of your audience, stimulate their curiosity, and impress them.
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The Body:
q Begin the body with a statement of your theme.
q Then state all the evidence and proof necessary to support your theme statement.
q The strength of your proof will sell your ideas.
q Use analogies, stories, testimony, logic, statistic, and examples to support your theme.
The closing:
§ Plan your closing as you planned your opening.
§ It is as important as the opening, because what you say in the closing is what your
audience is most likely to remember.
§ Review, highlight and emphasize - key points, benefits, recommendations
§ Draw conclusions - where are we? ... what does all of this mean? ... what's the next
step?
§ Title/author/affiliation (1 slide)
§ Forecast (1 slide)
Give gist of problem attacked and insight found (What is the one idea you want people
to leave with? This is the "abstract" of an oral presentation.)
§ Outline (1 slide)
Give talk structure. Some speakers prefer to put this at the bottom of their title slide.
(Audiences like predictability.)
§ Background
§ Motivation and Problem Statement (1-2 slides)
(Why should anyone care? Most researchers overestimate how much the
audience knows about the problem they are attacking.)
§ Related Work (0-1 slides)
Cover superficially or omit; refer people to your paper.
§ Methods (1 slide)
Cover quickly in short talks; refer people to your paper
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Select types of visual aids well matched to the needs of your audience with respect to
specific portions of your presentation.
Examples:
Table, bar graph, line graph, flow chart, pie graph, diagram, organizational chart
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Bar graph:
100
80
East
60
West
40
North
20
0
Organizational chart:
Pie graph:
1999
1998
1997
1996
1995
1994
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Most people find the more they practice, the more at ease they feel when they give
their presentation.
Example: I am sorry, but it appears we have a difference of opinion. This probably is not
the proper forum for a debate but I’ll be happy to discuss the matter with you in
private.
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Rate the Group Presentation (5= Excellent; 1= Poor NA= not applicable)
____1. Introduction: Did the introduction capture your interest; was necessary background
given; was a clear purpose conveyed
___2. Organization: Was there a clear organization; were transitions between sections clear
and effective; did the organization lead to a clear conclusion?
___3. Content: Did the group support their points; was the supporting material relevant, up to
date?
___4. Visual Aids: Were visual aids used effectively and appropriately, carefully prepared?
___5. Conclusion: Were key points reinforced; was a sense of closure provided; if appropriate,
was a course of action proposed?
___6. Delivery: Were the speakers natural, enthusiastic; did they speak clearly; were
appropriate gestures, posture, expreesions used
___7. Discussion: Were questions answered accurately, clearly, effectively?
___8. Overall Rating General Comments (use back):
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Lecture 13
Progress Report
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Progress Report:
When you have a job with a company or any organization, your bosses will want you to keep
track of the progress you are making on your work. One way for them to do this is to ask you to
write a progress report. They may have a form for this, or they may expect you to complete a
memo.
q A progress report describes the status of an ongoing project.
q Progress reports range in size from single-page blank forms to documents running to
sixty or seventy pages.
q Some progress reports are written when an unexpected breakthrough occurs or when a
project falls under new administration
q Most, however, are written upon completion of a certain stage
Audience:
n Instructors
n Supervisor
n Associates
n Customers
Basic layout:
q 2 – 3 pages
q Single spaced
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Heading:
To: Name of your advisor
From: Your name
Subject: The subject of your proposal
Date: date of submission
Body:
I. Introduction:
n Purpose of the project
n Specific objectives of the project
n Scope, or limits, of the project
n Date the project began; date the project is scheduled to be completed
n People or organization working on the project
n People or organization for whom the project is being done
n Overview of the contents of the progress report
III. Conclusion:
n Briefly summarize your progress.
n Relate back to the originally proposed schedule and deadline.
n Reassure the reader that you are adhering to the schedule and that the project will be
completed on time.
n Emphasize the benefits of the final report.
References:
n List all the references you used
Assignment: Write a progress report for your formal report
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Lecture 14
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Are there a lot of flashy pictures, colors, animated images, and logos designed to attract
attention? Do these eye-catching images distract you from noticing a lack of credible
information? Do they disguise an attempt to get you to buy something?
Assignment:
Write lab report using the format you learned in the lab report presentation
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Lecture 15
Presentation on Ethics
in Business and Society
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What Is Ethics?
A few years ago, sociologist Raymond Baumhart asked business people, "What does ethics mean
to you?" Among their replies were the following:
"Ethics has to do with what my feelings tell me is right or wrong."
"Ethics has to do with my religious beliefs."
"Being ethical is doing what the law requires."
"Ethics consists of the standards of behavior our society accepts."
"I don't know what the word means
In order to understand what ethics is, and what it might look like, it's important to
distinguish the difference between ethics and values .
Ethics is about the way we treat one another and is an action concept that dictates how
we choose to live our lives. The ultimate true test of our character is when we are willing to do
the right thing even when it is not in our best interest to do so.
VALUES:
Refers to our core beliefs or desires , the things we value the most. Our values shape our
attitudes and determines how we will behave in certain situations.
When evaluating one’s goals and objectives, a vital question must be asked: What is your
highest aspiration?
A. Wealth
B. Fame
C. Knowledge
D. Popularity
E. Integrity
If integrity is second to any of the alternatives, then it is subject to sacrifice in situations where
a choice must be made. Such situations will inevitably occur in every person’s life.
In a recent Wall Street Journal article, Psychology professor Steven Davis says that
cheating by high school students has increased from about 20 percent in the 1940’s
to 75 percent today.
“Students say cheating in high school is for grades, cheating in college is for a career.”
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If students lack ethics in high school and college, then there should be little surprise that they
lack ethics in their careers. Greed and over-reaching ambition often end in disastrous personal
consequences. Convicted inside trader, Dennis Levine, in a Fortune magazine article wrote:
Many institutions of higher education have instituted policies regarding ethics education. For
example, the Faculty Handbook of the Mays Business School at Texas A&M University includes
the following statement:
“Therefore, faculty and staff have a responsibility for creating an academic environment that
promotes honest academic inquiry and teaches students ethical behavior in the process.”
Educational Institutions have established ethics codes for their students, e.g. the U.S. Air Force
Academy:
"We Will Not Lie, Steal Or Cheat, Nor Tolerate Among Us Anyone Who Does"
-- Which do you think is the harder part:
Line 1 or Line 2? Why?
Can ethics be taught? Teddy Roosevelt said, “To educate a person in mind and not in morals is
to educate a menace to society.”
In his best-seller, The Closing of the American Mind, Allan Bloom says that the eternal
conflict between good and evil has been replaced with “I’m okay, you’re okay.” Students
unthinkingly embrace a blind tolerance in which they consider it “moral” never to think they are
right because that mean someone else is wrong.
[Allan Bloom, The Closing of the American Mind, New York, Simon and Schuster, Inc. 1987]
Of all the dispositions and habits which lead to political prosperity, religion and morality are
indispensable supports… Reason and experience both forbid us to expect that national morality
can prevail in the exclusion of religious principle.
George Washington’s Farewell Address, September 17, 1796
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“We have no government armed with power capable of contending with human passions
unbridled by morality and religion. Our Constitution was made only for a moral and religious
people. It is wholly inadequate to the government of any other.
President John Adams, 1789
“God who gave us life gave us liberty. Can the liberties of a nation be secure when we have
removed a conviction that these liberties are the gift of God?”
“Indeed I tremble for my country when I reflect that God is just, that His justice cannot sleep
forever.” Thomas Jefferson
Declaration of Independence
The second paragraph of America's founding document states:
"We hold these truths to be self-evident, that all men are created equal, that they are
endowed by their Creator with certain unalienable rights, that among these are life, liberty and
the pursuit of happiness."
Where Do We Start?
Upon What Can We Agree?
Whether we derive a code of ethics from religious beliefs, a study of history and literature, or
personal experience and observation: We can all agree upon some basic values.
In an issue of Management Accounting, James Brackner stated: The universities are responding
with an increased emphasis on ethical training for decision making. For the most part, however,
they ignore the teaching of values. For moral or ethical education to have meaning there must
be agreement on the values that are considered “right.”
A nation or a culture cannot endure for long unless it is undergirded by common values such as
valor, public spiritedness, respect for others and for the law; It cannot stand unless it is
populated by people who will act on the motives superior to their own immediate interest.
Chuck Colson, Against the Night
Michael Josephson, in Chapter 1 of Ethical Issues in the Practice of Accounting, describes the
“Ten Universal Values: “Honesty, integrity, promise keeping, fidelity, fairness, caring, respect for
others, responsible citizenship, pursuit of excellence, and accountability.”
“Until about 50 years ago, it was commonly accepted that universities were to provide students
not only with knowledge and skills, but also moral guidance based on the essentials of the our
tradition.”
Business Prof Geoffrey Lantos
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Technical Writing
If we want to produce people who share the values of a democratic culture, they must be taught
those values and not be left to acquire them by chance.
Cal Thomas, The Death of Ethics in America
The reputation of a thousand years may be determined by the conduct of one hour.
Japanese proverb
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