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Technical Writing Style Vocab

Subject : writing-skills
Instructions:
  • Answer 42 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Assumes a casual relationship between 2 events.






2. Two words with the same meaning joined by 'and': e.g. - 'each and every -' 'full and complete -' 'null and void -' 'first and foremost -' etc.... To fix: removed extra words.






3. To draw a conclusion that is more extreme than the evidence supports






4. This issue makes sentences more difficult to read for the average person. Anytime a writer places words between the subject and the verb - the writer is slowing the action of the sentence. Use sparingly and only when necessary. Subject/Verb Separatio






5. A modifiying phrase or clause that does not sensibly modify any word or words in a sentence. Usually the actor is missing from the sentence: e.g. - 'Reading a book - the black cat crawled onto my lap.' The cat was not reading the book. To fix: add an






6. This style error occurs when the person or entity performing the action is not in the subject position of the sentence. To fix: move the actor (what performs the action) to the subject position in the sentence.






7. 'Against the person' arguments attacks a person who supports a dissenting position - rather than the position.






8. 'You too' attacks points out the hypocrisy of a person who supports a dissenting position.






9. To base a conclusion on a piece of information that is essentially a restatement of the conclusion or to ignore flaws in a core piece of information.






10. Often found with the word 'not.' Tell readers what they need to know and what they should be doing instead of focusing on what they should not be doing: e.g. - 'You do not not have homework -' is more difficult to read and understand than - 'You have






11. The extent to which the elements of a document develop a shared idea.






12. Words that the average 8th grade level reader and below would not be familiar with. Any jargon from a specific field. Use sparingly in technical documents unless you know your audience has the necessary vocabulary. Example: 'Pursuant to our conversat






13. Technical information that your readers are unfamiliar with should come at the end of sentences. Sentences that open with unfamiliar technical terms slow readers.






14. Use personal pronouns






15. A verb acting as a noun and hiding the main action of the sentence. Find all the nouns in a sentence - then see if they could be verbs - if they can - they are nominalizations. Use common sense to change all the nominalizations you can without changi






16. A word or phrase apparently modifying an unintended word because of its placement in a sentence: e.g. - 'when young' in 'when young - circuses appeal to all of us' or 'wearing a ball gown' in the sentence - 'She sat on the lap of a fat man wearing a






17. Consider the needs of the reader






18. Spell check






19. The mistaken view that there are only 2 possible solutions to a problem.






20. When sentences are not tied together using the old/new information principle. To fix: New information comes at the end of a sentence to introduce the new idea. Once a writer has introduced the new info - then it becomes old information and is availab






21. A tangential issue that is addressed in order to distract the readers from the main problem






22. When the writer puts unimportant information at the end of a sentence. The end of a sentence is the last thing the reader remembers and only important information belongs there. Avoid ending sentences with phrases such as - 'however -' 'according to






23. Based on facts - not opinions.






24. Are built when a watered down or misrepresented version of one side is described and then attacked.






25. The voice used to indicate that the grammatical subject of the verb is the recipient (not the source) of the action denoted by the verb. This style error hides credit for ideas and can often indicate sloppy research. Passive Voice Formula: ('to be' v






26. Slang - cliches - or brand names that belong only to a specific group or culture: e.g.: 'I went home and crashed -' becomes 'I went home and napped -' 'Band-Aids' becomes 'bandages -' 'White Out' becomes 'liquid paper' or 'correction fluid -' etc....






27. Three or more nouns together can slow reading. To fix: break these long noun phrases up by adding in articles or prepositions.






28. Assumes a chain of events will happen - even thought the evidence does not support the entire chain.






29. 'To the people' argument relies on public opinion to support a position






30. Words that pad a sentence without adding anything of value: e.g.: 'due to the fact that' is unnecessary when writers have 'because' to use. 'In order to' does not need the 'in order' portion to communicate the same message.






31. Language that alienates a specific group or gender: e.g - 'Policeman' becomes 'Police Officer -' 'man-made' becomes 'synthetic -' 'autistic children' becomes 'children with autism -' etc...






32. Most important trait - Have an understandable message - avoid vague words - answer the reader's questions






33. Be brief and to the point - use active voice - avoid redundancy






34. Can take 2 forms; citing a person who is not an expert in the subject being discussed or failing to describe the reasons that support an expert's opinion.






35. Unnecessary intensifier or explainer that is already implied by one (or more) of the words: e.g. - 'very unique -' 'free gift -' 'green in color -' 'round in shape -' etc... To fix: remove extra words.






36. 1. Words that can have more than one meaning in the context of the sentence: e.g. - 'The teacher was mad -' --was she insane or angry? 2. Typos - misspellings - homonyms used incorrectly.






37. Based on opinions.






38. A conclusion based on a sample size that is too small or limited.






39. Page layout - make headings larger than body text - use highlighting techniques






40. Have someone else read your document






41. Language that is not clear or detailed. Non-specific language often related to numbers and times: soon - few - many - several. Non-specific language can include 'it' if it begins a sentence or is without clear prior reference.






42. A series of actions - a list of several things - a bullet list for example - or a sentence that is divided into two parts - in these cases when a main verb control several phrases that follow it - each of those phrases has to be set up in the same w