|
A. Ambiguity. |
||
|
B. Functionality. |
||
|
C. Precision. |
||
|
D. Clarity. |
||
|
E. Objectivity. |
|
A. Ambiguity. |
||
|
B. Objectivity. |
||
|
C. Factuality. |
||
|
D. Seriousness. |
||
|
E. Precision. |
|
A. Purpose |
||
|
B. Tone |
||
|
C. Content |
||
|
D. Word choice |
||
|
E. Messsage |
|
A. Ethnicity. |
||
|
B. Education. |
||
|
C. Interests. |
||
|
D. Income. |
||
|
E. Mathematical ability. |
|
A. The report |
||
|
B. The memorandum |
||
|
C. The summary |
||
|
D. The manual |
||
|
E. All of the above |
||
|
F. a, c, and d |
|
A. To allow one to persue a variety of job functions |
||
|
B. To work in areas other than technical engineering |
||
|
C. To work in managerial roles |
||
|
D. To work in sales roles |
||
|
E. All of the above |
||
|
F. A and C only |
|
A. To surprise |
||
|
B. To inform |
||
|
C. To instruct |
||
|
D. To persuade |
||
|
E. To describe |
|
A. To punish |
||
|
B. To educate |
||
|
C. To inform |
||
|
D. To instruct |
||
|
E. To describe |
|
A. The pump ran smoothly for six months. |
||
|
B. The pump ran smooth for six months. |
|
A. The technical report advises several changes in maintenance procedures. |
||
|
B. The technical report advices several changes in maintenance procedures. |
|
A. The effect of temperature on conductivity is dramatic. |
||
|
B. The affect of temperature on conductivity is dramatic. |
|
A. Temperature, pressure, and density are related. |
||
|
B. Temperature relate density to pressure. |
||
|
C. Of temperature, pressure, and density, which do you know? |
||
|
D. What is the absolute temperature? |
||
|
E. Did you measure the flow rate? |
|
A. The committee on thermodynamics meet monthly. |
||
|
B. The committee on thermodynamics meets monthly. |
|
A. Although, the compressor failed it can be repaired. |
||
|
B. Although the compressor failed, it can be repaired. |
|
A. To provide the reader enough information to find the source document |
||
|
B. To give the author of the source document appropriate credit |
||
|
C. To identify the title of the source document |
||
|
D. To provide the page length of the source document |
||
|
E. To specify the country in which the source document was published |
||
|
F. A and B only |
||
|
G. C and D only |
|
A. The apparatus consisted of three parts: a thermocouple, a millivolt potentiometer, and a heating element. |
||
|
B. The apparatus consisted of: a thermocouple, a millivolt potentiometer, and a heating element. |
||
|
C. The apparatus consisted of three parts; a thermocouple, a millivolt potentiometer, and a heating element. |
||
|
D. The apparatus consisted of, three parts a thermocouple, a millivolt potentiometer, and a heating element. |
|
A. As temperature rises, the material expands and gains flexibility. |
||
|
B. The temperature rises, the material flexes and expands. |
||
|
C. Flexibility and density are functions of temperature. |
||
|
D. Temperature may influence density, compostion, and color. |
||
|
E. The temperature rose; the material failed. |
|
A. Collecting data all night, the experiment was a success. |
||
|
B. Collecting data all night, we completed the experiment. |
||
|
C. Collecting data all night, the pump never failed. |
||
|
D. Collecting data all night, the lab was completed. |
|
A. Temperature effects conductivity. |
||
|
B. Temperature affects conductivity. |
|
A. The limited reproduction of others' works for certain uses and with appropriate credit |
||
|
B. The unlimited reproduction of others' works for certain uses and with appropriate credit |
||
|
C. The limited reproduction of others' works for all uses |
||
|
D. The unlimited reproduction of others' works |
||
|
E. All of the above |
|
A. The beam, being deflected, 5 cm more than expected. |
||
|
B. The test mass that we purchased last year is missing. |
||
|
C. The strain gauge produced remarkable results. |
||
|
D. Although old, it still functions very well. |
||
|
E. The meter, running continuously for over 25 year, is a reliable piece of equipment. |
|
A. The noise implied bearing failure. |
||
|
B. The noise inferred bearing failure. |
|
A. As the materail warmed, it's density changed.. |
||
|
B. As the material warmed, its density changed. |
|
A. Any words not understood by most people |
||
|
B. Shorthand used in a specialized field |
||
|
C. Confusing language |
||
|
D. The use of abbreviations |
||
|
E. Technical language |
|
A. Pressure and temperature are both state variables. |
||
|
B. Pressure and temperature are nothing but state variables. |
|
a. The test mass weighed 1024.28 grams. |
||
|
b. The test mass weighed one thousand 24.28 grams. |
||
|
c. The test mass weighed one thousand twenty-four and 28/100 grams. |
||
|
d. The test mass weighed one thousand twenty-four and twenty-eight one hundreths grams. |
|
A. When introducing a new topic |
||
|
B. When the previous paragraph gets too long |
||
|
C. When beginning a new page |
||
|
D. When changing tone |
||
|
E. When quoting material |
|
A. Topic |
||
|
B. Concluding |
||
|
C. Primary |
||
|
D. Supervisory |
||
|
E. Overall |
|
A. Coordination and subordination |
||
|
B. Coordination and indoctrination |
||
|
C. Listing and outlining |
||
|
D. Expounding and clarification |
||
|
E. Discussion and listing |
|
A. When a direct quote would exceed three or four sentences |
||
|
B. When the language of the quote is arcane |
||
|
C. When one wishes to avoid citing the original work |
||
|
D. When the original quote is in another language |
||
|
E. All of the above |
||
|
F. A, B, and D only |
||
|
G. b and d |
|
A. Both temperature and pressure were measured. |
||
|
B. The production rate was high. |
||
|
C. The temperature rose rapidly. |
||
|
D. The storm caused a power failure. |
||
|
E. All operations succeeded. |
|
A. Pressure detemines power output. |
||
|
B. Power output rose over the year. |
||
|
C. Production decreased sharply last month. |
||
|
D. The beam was deflected by radiation prressure. |
||
|
E. All operations stopped. |
|
A. The beam was weighed. |
||
|
B. We made progress. |
||
|
C. The beam weighed 110 kg. |
||
|
D. The rocket launched at 5:10 AM. |
||
|
E. The results agreed with prediction. |
|
A. The rocket was launched at 5:10 AM. |
||
|
B. The part failed at 5:12 AM. |
||
|
C. MSE replaced the part at 6:25 AM. |
||
|
D. The part functioned well until 9:18 AM. |
||
|
E. The part weighed 0.12 kg. |
|
A. When others' ideas are paraphrased |
||
|
B. Only when others' complete sentences are used verbatim |
||
|
C. When others' sentences or phrases are used verbatim |
||
|
D. Only when others' paragaphs or pages of text are used verbatim |
||
|
E. Both A and C |
|
A. Loss of a job |
||
|
B. A civil lawsuit |
||
|
C. Loss of academic credit |
||
|
D. Loss of money |
||
|
E. All of the above |
|
A. The temperature rose the material changed. |
||
|
B. Temperature and density are related. |
||
|
C. Pressure and temperature determine density. |
||
|
D. Temperature, density, and compositon determine flexibility. |
||
|
E. Temperature and pressure. |
|
A. The part was replaced at 5:10 AM; however, it failed again 2 hours later. |
||
|
B. The part was replaced at 5:10 AM, however, it failed again 2 hours later. |
||
|
C. The part was replaced at 5:10 AM, however it failed again 2 hours later. |
||
|
D. The part was replaced at 5:10 AM; however; it failed again 2 hours later. |
||
|
E. The part was replaced at 5:10 AM: however, it failed again 2 hours later. |
|
A. Diesel engines typically operate with higher compression ratios than spark-ignition engines. |
||
|
B. Diesel engines typically operate with higher compression ratios then spark-ignition engines. |
|
A. The pulley that failed is located at the rear of the apparatus. |
||
|
B. The pulley, that failed, is located at the rear of the apparatus |
|
A. Although the compressors overheated, their operating speed did not change. |
||
|
B. Although the compressors overheated, they're operating speed did not change. |
||
|
C. Although the compressors overheated, there operating speed did not change. |
|
A. The length of the piece |
||
|
B. The overall attitude of the writer towards the reader and the subject material |
||
|
C. The use of quotations |
||
|
D. The way that the words sound when spoken |
|
A. The temperature probe was too large for the receptacle. |
||
|
B. The temperature probe was to large for the receptacle. |
||
|
C. The temperature probe was two large for the receptacle. |
|
A. All belts were replaced last month. |
||
|
B. All belts we're replaced last month. |
||
|
C. All belts where replaced last month. |
|
A. Your thermocouple seems to be more sensitive than mine. |
||
|
B. Your thermocouple seems to be more sensitive then mine. |
||
|
C. You're thermocouple seems to be more sensitive than mine. |
||
|
D. You're thermocouple seems to be more sensitive then mine. |
|
A. Debating amongst group members about a particular topic |
||
|
B. Generating ideas by open group discussion |
||
|
C. Listing of ideas generated by free association |
||
|
D. Drafting of a project description |
||
|
E. A, B, and C only |
|
A. Collaborative pre-writing and discussion |
||
|
B. Collaborative editing |
||
|
C. Individual writing of specific sections |
||
|
D. Debate |
||
|
E. All of the above |
|
A. Collaborative objective identification |
||
|
B. Task division |
||
|
C. Progress tracking |
||
|
D. Conflict management |
||
|
E. All of the above |
|
A. A process by which documents are created with little cost |
||
|
B. The process of writing without topical constraints for a short time |
||
|
C. Structured writing on a specific topic |
||
|
D. Writing in competition with others for a short period |
||
|
E. Writing without the constraints of grammar or punctuation |
|
A. Checking a document for factual errors |
||
|
B. Editing a document for formatting, grammar, spelling, and punctuation errors |
||
|
C. Editing a document for clarity of thought |
||
|
D. Checking for omitted or repeated words in a document. |
||
|
E. Only correcting spelling errors |
|
A. Editing a document for content and style |
||
|
B. Deleting inappropriate parts of a document |
||
|
C. Changing the document's title information |
||
|
D. Correcting spelling, grammar, and punctuation |
||
|
E. Altering the primary focus of a document |
|
A. An executive summary is usually longer than the abstract. |
||
|
B. An executive summary is geared more towards conclusions or results than the abstract. |
||
|
C. An executive summary is intended for a different audience than the abstract. |
||
|
D. An executive summary uses more formal language than the abstract. |
||
|
E. All of the above |
||
|
F. A, B, and C only |
|
A. Owners and managers |
||
|
B. Executives only |
||
|
C. Executives, managers, and investors |
||
|
D. Managers and customers |
||
|
E. Supervisors, technicians, and coworkers |
|
A. Informal and casual |
||
|
B. Formal and concise |
||
|
C. Conversational |
||
|
D. Stilted |
|
A. Memo |
||
|
B. Letter |
||
|
C. Report |
||
|
D. Proposal |
||
|
E. White paper |
|
A. Two-pages |
||
|
B. Multi-page |
||
|
C. 1/4 to 1/2 page |
||
|
D. 1/8 page |
|
A. Headings, bullets, lists, and indexes |
||
|
B. Theoretical descriptions |
||
|
C. Equations |
||
|
D. Summaries |
||
|
E. Detailed discussion of results |
|
A. Introduction, Methods, and Results |
||
|
B. Abstract, introduction, Methods, Results, Conclusions, and Appendices |
||
|
C. Table of Contents, Introduction, Results, and Conclusions |
||
|
D. Abstract, Introduction, Discussion, and Conclusions |
||
|
E. Abstract, Introduction, Methods, and Conclusions |
|
A. The heading of a letter includes complete address and position information concerning the author(s) and recipient(s). |
||
|
B. The heading of a letter includes the complete address of the recipient. |
||
|
C. The heading of a letter includes the title and position of the author. |
||
|
D. The heading of a letter includes the date and time. |
||
|
E. The heading of a letter provides a return address. |
|
A. Introduction, main body, and conclusion |
||
|
B. Introduction, main body, conclusion, and supporting documents |
||
|
C. Salutation, introduction, main body, and summary |
||
|
D. Salutation, introduction, main body, conclusion, and supporting documents |
||
|
E. Statement of purpose and conclusion |
|
A. Memos are shorter than letters. |
||
|
B. Memos address recipients within an organization. |
||
|
C. Memos address only contemporary issues. |
||
|
D. Memos are only valid for a short period. |
||
|
E. Memos are more casual than letters. |
|
A. Date, recipient, author, and subject |
||
|
B. Date, recipient, and subject |
||
|
C. Date and subject |
||
|
D. Date, author, address, and subject |
||
|
E. Date, author, recipient, subject, and expected action |
|
A. Heading and body |
||
|
B. Heading, salutation, and body |
||
|
C. Heading, introduction, body, and summary |
||
|
D. Date, address, introduction, and summary |
||
|
E. Heading, introduction, body, and conclusion |
|
A. To speak off-the-cuff |
||
|
B. To perform a memorized speach |
||
|
C. To read a prepared speach |
||
|
D. To read from a script |
||
|
E. To speak from prepared thoughts |
|
A. Title |
||
|
B. Abstract |
||
|
C. Authors |
||
|
D. Results |
|
A. To request an item or urge an action |
||
|
B. To request funding |
||
|
C. To ask for permission |
||
|
D. To ask for a purchase |
||
|
E. To request sponsorship |
|
A. Formal and concise |
||
|
B. Tailored to the audience |
||
|
C. Informal and casual |
||
|
D. Technical |
|
A. Contact information, experience and educational information, and ancillary information |
||
|
B. Name, date, address, postions applied for, education, and experience |
||
|
C. Name, date, address, nationality, family information, education, and experience |
||
|
D. Name, date, address, experience, and religious affiliation |
|
A. A headline followed by a bulleted list |
||
|
B. A hypothesis followed by conclusions |
||
|
C. A full sentence headline followed by graphical evidence |
||
|
D. An assertion headline followed by bulleted evidence |
|
A. APA, MLA, and Chicago |
||
|
B. Pittsburg, Chicago, and Detroit |
||
|
C. APA, MLA, and ONO |
||
|
D. CSE, ANSI, and Detroit |
|
A. Grammar, punctuation, and format. |
||
|
B. Citation style and report format. |
||
|
C. Subject areas and content. |
||
|
D. Title and heading format. |
|
A. To advocate for a particular position or solution |
||
|
B. To sell a product |
||
|
C. To propose new solutions |
||
|
D. To analyze existing knowledge |
||
|
E. To propose a new idea |
|
A. Promotion or advertising |
||
|
B. Theoretical analysis |
||
|
C. Summary of existing knowledge |
||
|
D. Reporting new results |
|
A. It should be understandable only after reading the full report. |
||
|
B. It should refer to sections of the report for detail. |
||
|
C. It should be self-contained. |
||
|
D. It should use abbreviations where possible. |
|
A. Make conjectures |
||
|
B. Review previous work |
||
|
C. Summarize the results and conclusions of the report |
||
|
D. Provide recommendations for future work |
|
A. One page |
||
|
B. Two pages |
||
|
C. One paragraph |
||
|
D. Three paragraphs |
|
A. 50 |
||
|
B. 200 |
||
|
C. 500 |
||
|
D. 1000 |
|
A. Information that is too detailed for inclusion in the body |
||
|
B. Information of interest only to the authors |
||
|
C. Information that is tangential to the main thrust of the work |
||
|
D. Information that requires complicated analysis |
||
|
E. All of the above |
||
|
F. A and C only |
|
A. To examine results in light of the objectives |
||
|
B. To summarize the results |
||
|
C. To emphasize differences between results and expectations |
||
|
D. To discuss results in the context of the entire work |
||
|
E. All of the above |
||
|
F. C and D only |
|
A. To review previous work |
||
|
B. To identify objectives, importance, and background |
||
|
C. To speculate upon possible results |
||
|
D. To review methods used |
||
|
E. To provide background about the authors |
|
A. Introduce the authors |
||
|
B. State the objectives of the work |
||
|
C. Summarize the results and conclusions of the report |
||
|
D. Refer to appendices for additional detail |
||
|
E. Speculate on future work |
|
A. Summarize the overall background of the objectives |
||
|
B. Summarize the methods and materials used |
||
|
C. Summarize the results and conclusions of the report |
||
|
D. Summarize the theoretical backround of the report |
|
A. Methods |
||
|
B. Apparatus |
||
|
C. Recipe |
||
|
D. Equipment |
|
A. Narrative |
||
|
B. Argument |
||
|
C. Description |
||
|
D. Exposition |
||
|
E. Summation |
|
A. Provide as little detail as possible |
||
|
B. Provide sufficient detail for replication |
||
|
C. Not rely upon previous reports |
||
|
D. Extensively rely upon previous reports |
||
|
E. Report the date and time of each step |
|
A. Include no data |
||
|
B. Include no theory |
||
|
C. Justify new methods used |
||
|
D. Report results of new methods |
||
|
E. Describe no new equipment |
|
A. Details which might differ from the expectations of the audience |
||
|
B. Commonalities with the expectations of the audience |
||
|
C. Model and serial numbers of equipment |
||
|
D. Manufacturers of equipment |
||
|
E. Dates and times of each step |
|
A. Introduction |
||
|
B. Procedures |
||
|
C. Results and Discussion |
||
|
D. Conclusions |
||
|
E. Abstract |