| 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 |