1. PAGE 52 – 61 07/10/04 A Handbook of Writing for Engineers

2. , Commas Most common use is to separate the main part of a sentence from a subordinate part, either to make the meaning clear or to allow the reader to ‘take breath’ naturally. As the ‘natural pause’ in a long sentence helps the reader to assimilate the information given so far and to prepare for what is to come.

3. , Commas(cont’d) The subordinate unit may appear neither at the beginning nor at the end of the sentence, but in the middle. Ex: The bridge, originally adequate for traffic requirements, is today the scene of frequent holdups and the cause of long queues. A comment on the rest of the sentence and could be left out without a change of meanings. Ex: The main sentence would, indeed, make sense without it. On the other hand, Nevertheless, in spite of… can be used in the same way Both commas are necessary; if one is left out, the sentence will not read correctly.

4. , Commas(cont’d) A modern tendency to leave out one or both commas, with ambiguous result. Ex: The bridges, which cross the river, are in urgent need of repair. The bridges which cross the river are in urgent need of repair. Read the two sentences out loud, and the natural pauses of the speaking voice will make the difference of meaning clear. With commas

5. , Commas(cont’d) Sometimes in introducing a person, or a book, article, and so on, we add an explanatory comment. Ex: James Twigg, an engineer who works locally, came to the meeting. Commas can also be used to separate short items in a list, when they care written within the text rather than listed down the page Ex: In digital electronic hardware testing, the engineer makes use of an oscilloscope, a dvm, a signal or pulse generator and a logic analyser.

6. , Commas(cont’d) Used before or after direct speech. Ex: He said, ‘I shall cross the bridge.’ If the sense is made clearer by the comma, then it should be used. Ex: I crossed the bridge, and the mountains lay all before me. Sometimes the effect of leaving out commas can be ambiguous. Ex: I went to the meeting with Jim and Sarah and Peter came later.

7. “ “ Quotation Marks All quotations must be acknowledged at the end of the text.

8. -- Dashes Comments or examples may be placed between dashes as an alternative to commas. Dashes should be avoided in technical writing, especially when there is mathematical information included. It is easy for a dash to be read as a minus sign.

9. ( ) Brackets Brackets should be used only when the information which they enclose is not an integral part of the sentence. Irony or personal comment may be shown in this way. But such a use is very rare in technical material.

10. - Hyphens Hyphens are shorter than dashes and have different uses. Hyphens may be used to bring together two words which gain a new meaning from being joined. Ex: re-cover( 再覆蓋 ) is different from recover( 恢復 ). The hyphen may give emphasis to the idea of repetition and may be used to help the reader. Ex: re-make stresses the ‘re’ aspect.

11. - Hyphens(cont’d) The modern tendency is to omit hyphens wherever possible. Whenever the reader will read a word more readily because it has a hyphen, the writer will provide one. Ex: reallife Word-breaks occur when a word is divided between two lines of text. A hyphen can be used to bring the join to the reader’s attention. Scientific and technical terms often contain hyphens which reflect two aspects of the meaning. It should never be omitted. Ex: three-dimensional

12. ‘ Apostrophes Usage: (1) to show where a letter or letters have been omitted (2) to show possession. (1) is rare in technical writing, as it is informal in style. In most professional writing, such words must be spelt out in full: it is, not it’s. (2) identifies the owner of an object. It will also show if there is more than one owner.

13. ‘ Apostrophes (cont’d) Some words do not add ‘s’ to make the plural but use what we might think of as a different form of the word. Ex: men  men’s overcoats It’s vs. its Ex: It’s my car which has its lights on. The best way to remember this distinction is to ask: does ‘it’s ‘ mean ‘it has’ or ‘it is’ ?

14. ‘ Apostrophes (cont’d) The position of the apostrophe changes the meaning. Ex: Our client’s money has disappeared from the bank. Our clients’ money has disappeared from the bank. Write the word out, including the apostrophe. Then cover the apostrophe and everything that follows it. Ask two questions: (1) Is what is left a sensible English word? (2) Is it what you intend to say?

15. ‘ Apostrophes (cont’d) If the answer to both questions is yes, then the apostrophe is in the right place. Ex: There is a problem with the secretary’s wordprocessor. There is a problem with the secretarie’s wordprocessors. There is a problem with the secretaries’ wordprocessors. For reasons of style, it is sometimes better to turn an expression round to avoid the apostrophe. Ex: the book’s pages : ugly the pages of the book : sounds more attractive. Not a sensible English word

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