english in technical engineering aguado perez llantada

ENGLISHIN TECHNICALENGINEERING

~ A revised editionRocío Aguado Piñero

Carmen Pérez-Llantada Auría

~~~

FICHA CATALOGRÁFICA

AGUADO PIÑERO, RocíoEnglish in technical engineering / Rocío Aguado Piñero ; y Carmen Pérez-Llantada Auría.

- Rev. ed. -Zaragoza: Prensas Universitarias, 1994159 p. ; 24 cm. - (Textos docentes; 26)ÍndiceISBN 84-7733-420-X1. Lengua inglesa técnica I. Pérez-Llantada Auría, Carmen 11.Título 111.Serie: Textos

docentes (Prensas Universitarias de Zaragoza) ; 26802.0:62/69(075.8)

No está permitida la reproducción total o parcial de este libro, ni su tratamiento informático,ni la transmisión de ninguna forma o por cualquier medio, ya sea electrónico, mecánico, porfotocopia, por registro u otros métodos, ni su préstamo, alquiler o cualquier forma de cesión deuso del ejemplar, sin el permiso previo y por escrito de los titulares del Copyright.

@ Rocío Aguado Piñero y Carmen Pérez-Llantada Auría@ De la presente edición, Prensas Universitarias de Zaragoza

2.~edición, 19941.500 ejemplares

Editado por Prensas Universitarias de ZaragozaEdificio de Ciencias GeológicasC/ Pedro Cerbuna, 1250009 Zaragoza, España

Prensas Universitarias de Zaragoza es el sello editorial de la Universidad de Zaragoza, que edita eimprime libros desde su fundación en 1583.

Impreso en EspañaD.L.: Z-3186-94

Prólogo

La ciencia y la tecnología son, por definición, internacionales y por ellorequieren un medio de expresión internacional. Éste no es un fenómeno con-temporáneo, ya que, durante muchos siglos, esta función vehicular la desempe-ñó el latín. También el predominio del inglés, como el del latín, se fundamentahistóricamente en la hegemonía política y económica de determinados pueblos,pero en la actualidad este idioma es usado sin recelo por la comunidad interna-cional y constituye un poderoso instrumento de trabajo de utilidad indiscutible.

Por otra parte, el uso del inglés en la ciencia y la tecnología ha hechosurgir un gran número de estudios sobre el léxico y las estructuras retóricas deestas variedades que han enriquecido nuestra perspectiva sobre los fenómenoslingüístico s en su conjunto, cuyo estudio forma el núcleo central del quehacerfilológico.

En este sentido, la filología inglesa ha visto ampliados sus horizontes enuna doble vertiente: los profesionales que trabajan en el ámbito del inglés cien-tífico y técnico forman en dicho terreno una auténtica avanzadilla de formaciónhumanística y colaboración interdisciplinar, pero, a la vez, aportan al campofilológico una nueva y fascinante dimensión junto con un ejemplar rigormetodológico.

Por todo ello, el trabajo de nuestras compañeras Carmen Pérez-Llantada yRocío Aguado es acogido con gran satisfacción en nuestro Departamento y esun estímulo para nuestra vocación de incardinación plena en las tareas de for-mación de científicos y técnicos, perfeccionando, al mismo tiempo, nuestra pro-pia formación. Esperamos que la presente reedición de su trabajo sea igual-mente fructífera.

Zaragoza, septiembre 1994

Carmen Olivares Rivera

Susana anega Jaén

Catedráticas del Departamento de Filología Inglesa y AlemanaUniversidad de Zaragoza

Prólogo 9

El idioma inglés ha experimentado en estos últimos tiempos un auge in-usitado, debido principalmente al enorme avance tecnológico impulsado desdepaíses de habla anglosajona.

Para los estudiantes, su conocimiento es un paso importante para su for-mación. Los intercambios con centros extranjeros, a través de programas propi-ciados por la CEE., son frecuentes y cada vez más numerosos.

Así lo han entendido Rocío Aguado y Carmen Pérez-Llantada, nuestrasprofesoras de inglés de la Escuela Universitaria de Ingeniería Técnica Indus-trial, que, con una encomiable dedicación y un trabajo riguroso y concienzudo,han conseguido realizar su ilusión de dotar a sus alumnos de una herramientade trabajo sugestiva y eficaz.

Lejos de ser un clásico libro de texto, nos encontramos ante un modernoenfoque de la enseñanza del inglés técnico, lo que hará que tanto sus alumnos'como todos aquellos lectores interesados por el tema, adquieran con rapidez losconocimientos necesarios para poder desenvolverse a nivel internacional.

La edición del presente libro no es ajena, ni puede ser, al quehacer diariode nuestras profesoras. Su labor en alza, su dedicación a la noble tarea de ladocencia y su sentido de la responsabilidad les han llevado a concretar sus lec-ciones en letra impresa. Su segunda edición, revisada y actualizada con textosespecíficos, es prueba fehaciente de la necesidad de dotar a los estudiantes deconocimientos especializados en esta lengua extranjera.

Formar ingenieros técnicos es misión de la Escuela. Estamos satisfechosporque una parcela de esta formación, la que imparten las profesoras Carmen yRocío, está perfectamente cubierta. Este libro es una buena prueba de ello.

Zaragoza, a 8 de septiembre de 1994

Jesús Madre Casorrán

Director de la E.U.I.T.I.

Unit 1. The general-specific structure

La estructura general-particular

De la frase al párrafo

A la hora de transmitir información técnica, ésta debe desarrollarse demanera lógica y ordenada. Por regla general, la organización de los contenidosen inglés técnico sigue un orden expositivo muy preciso. Así, el encadenamien-to de varias frases -unidades básicas para transmitir información- forma unaestructura mayor llamada párrafo. Un párrafo consta de una idea principal (<<topicsentence»), una serie de ideas subordinadas que expanden o clarifican la ideaprincipal (<<supportingsentence(s)>», y una idea conclusiva que cierra el párra-fo (<<concludingsentence»).

El siguiente párrafo se estructura en estos tres apartados citados: (1) topicsentence, (2) supporting sentence(s), and (3) concluding sentence:

(1) A laser is defined as a device that generates and amplifies lightof a single wavelength. (2) It creates a uniform, focusable light beamthat can be concentrated and directed with great precision. Theintensity of this beam can be varied by electrical modulation ofthe laser power supply and/or the use ofthe laser system's focusingopties. (3) Therefore, a laser can be perfectly maneuvered throughcomplex configurations and patterns, and it can be focused intovirtually inaccessible places.

Exercise 1

Write a short paragraph with one of the topies given below:

1. the use of nuclear energy2. the impact of information technology3. research and development in modern industry4. environmental technologies

Topic sentence ,............................................................

...............................................................................................................................................

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12 English in Technical Engineering

Supporting sentence( s) .......................................................................................................

...............................................................................................................................................

Concluding sentence ...........................................................................................................

...............................................................................................................................................

La estructura general-particular

Un modo de organizar las ideas de un texto de forma ordenada es medianteel encadenamiento de varios párrafos que vayan de lo general a lo particular.Así pues, un texto puede componerse simplemente de un párrafo introductoriocon información general (<<topicparagraph»), un párrafo o párrafos secunda-rios en los que se expande o detalla dicha información (<<supportingparagraph(s)>», y una conclusión (<<concludingparagraph»).

Siguiendo esta estructura de lo general a lo específico la información que-da ordenada en bloques lógicos, y el texto es por tanto coherente en cuanto a la .exposición de contenidos se refiere. La estructura general-específica o general-particular se considera como una de las formas de desarrollo expositivo quemás se emplean en inglés técnico a la hora de escribir artículos, ponencias,informes, etc.

Exercise 2

Read the following introductory paragraph and write a supporting and a conc1udingparagraph to develop a complete text.

SOLAR ENERGY AND BUILDING

An important characteristic of building s is that their surface areasare necessarily large, and so, by appropriate design, solar energycan be captured without need of additional separate land for energycollection.

Supporting paragraph .........................................................................................................

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tI d.m¡:m.l¡S J!J!JddS-¡V.ldUd8 dlfL

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Grarnrnar Review

Patterns of cohesion

A written text does not on1y have to be coherent as far as the deve10pment ofideas is concerned. It must also seek for cohesion by making use of somegrammatical devices for joining sentences and paragraphs together.In order to put ideas together into paragraphs, and to join paragraphs to formwhole texts, several relationships can be established among sentences andparagraphs respectively. These relations are signalled by linguistic devices calledcohesive linkers or markers (either connectors or subordinators), which makethese logical connections explicit to readers.

Here are some interpropositional relations so as to make cohesive paragraphsand texts:

1. Comparison or similarity

similarly, equally, similar to, like, in the same way, likewise, thesame as, the same, in / by comparison with, by the same token, etc.

2. Contrast or difference

unlike, whereas, while, on the contrary, by contrast, on the onehand ... on the other hand, but, however, nevertheless, though,although, even though, despite, in spite of, etc.

3. Exemplification

for instance, for example, to put an example, such as, such, like,etc.

4. Alternative

either oo.or, rather than, on the other hand, otherwise, or else, etc.

5. Addition, reinforcement, clarification

besides, in addition, moreover, not only... but also, that is, that isto say, in other words, etc.

The general-specific structure 15

6. Exceptions

except for, but for, apart from, in contrast to, etc.

7. Temporal relationship (chronological order, listing, cataloguing, etc.)

first, second, then, finally, after, before, while, as, until, etc.

8. Deduction or result

so, thus, therefore, thereby, consequently, as a consequence (of),as a result (of), etc.

9. Finality

to + inf., for + gerund, in order to + inf., in order that, so as to +inf., so that, etc.

10. Means

by means of, by this means, by + gerund, with, with the help of,etc.

11. Transition (introducing new subjects)

as far as X is concemed, as for, with reference to, regarding, etc.

12. Summing up ideas

to sum up, in summary, in short, briefly, etc.

13. Reason

because, because of, as, since, due to, etc.

14. Condition

if, unless, on condition that, provided that, whether, etc.

...........

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Exercise 3

Identify the type of relationship established in each of the following sentences.

l. Both oxygen and hydrogen are useful gases.2. Safety conditions are required in the workshop; otherwise, there may be serious

accidents.

3. Steel, like cobalt, is a ferro-magnetic material.4. The traffic density in the town is very high during peak hours. On the other hand,

it is very low at midday and during the night.5. The two methods are identical in results, but the first one involves less procedures

than the second one.6. By heating water, you obtain steam.7. Steel has iron, therefore it is a ferrous alloy.8. Except for ice, all solids expand when they liquefy.9. Complicated procedures are needed in order to achieve the desired results.

10. Oxygen is an element, that is to say, it has only one type of atom.

Exercise 4

Fill in the gaps with the appropriate connector.

l. The beaker fell down the floor. , it did not break.2. Sometimes, the electrical current may exceed the safety time of a circuito

the fuse will blow and the power will be disconnected.3. Many modern appliances, dishwashers and washing machines, con-

sume a lot of electricity.4. The tap on the left controls the hot water flow. the tap on the right

controls the cold water flow.

5. The new electronic system is not very effective. , it is ratherexpensive.

6. This lathe does not work properly, they are going to buy a new one.7. The bearings are lubricated the engine could mn properly.8. Lathes produce cylindrical items shafts and metal cylinders.9. coal, gas and oil are the most important natural sources.

10. to the experiment, scientists did not mention any new advances.

The general-specific structure 17

Exercise 5

Fill in the blanks with the words given below.

therefore - because - by - contrast - as - moreover - case - to convert - when -identical - i.e.

In the field of engineering the primary objective of an energy accounting study generallyis to evaluate the efficiency of an energy transformation process that is used(1) one form of potential energy into another form of potential energy.In this (2) , the output ofthe productive process being analysed is intendedto be used as a fuel input to drive another productive process. (3) , theheat equivalent method is the most useful energy accounting concept because expressingboth the input and output in terms of their respective ability to perform work(4) burned makes it easy to determine how much potential energy isdegraded (5L the energy transformation process.(6) , the heat equivalent value of the output is used (7)a fuel input to another productive process.In (8) , the field of biology is concerned primarily with analyzing naturalsystems. In this case, biomass ((9) , various forrns of sugars) is the primaryinput and output material circulating through the productive subsystems.(10) energetically all sugars are essentially (ll) andbecause the heat equivalent method avoids complex double-counting problems, mostbiologists prefer it over the energy-expended method.

lO

g

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Developing Skills

Activity 1

Read the text and answer the following sections.

A LOOK AT LASERS

Carbon dioxide lasers are used for cutting, welding, drilling, treatingsurfaces, cladding, and forming. These [asers offer substantialadvantages over conventional techniques: they are not subject towear and tear; they function rapidly and precisely; and they caneasily be controlled by a computer.

A 600-watt laser with a beam of light the width of a pinhead pro-duces over a million watts per cm2, which is enough power tovaporize metal. By the same token, lasers make it possible to easilyjoin dissimilar metals, and to selectively harden surface areas byfusing a thin layer of a granular alloy with a softer metal base. Forinstance, a 5000-watt laser is used by one manufacturer to fuse acobalt alloy on jet engine turbine blades in order to produce a highhardness wear surface.

Lasers are also ideal for cutting a wide range of non-metal materials.Because the precise heat input of a laser beam actually enhancescut edge quality, lasers can create fire polished finishes in acrylics,plastics and glass. Laser beams can seal the edges of cloth, carpet,and fiberglass; and they are able to contour cut virtually any patternat a speed of up to 1 meter per second.

Similarly, the ceramic substrates used in the electronics industrybenefit from laser cutting. Because these items are extremely brittle,handling efficiency is maximized by the non-contact cutting andscribing capabilities of a O.15mm diameter laser beam, whichvaporizes the fired alumina and eliminates the stress crackingresultant from conventional diamond wheel processes. By varyingpower density and feed rates, vaporization depth can be preciselycontrolled, thereby making it possible to engrave intricate artworkand lettering on wood, paper, and even leather, with absoluterepeatable results.

-1

The general-specific structure

Section 1. Answer the following questions.

1. What are the applications of carbon dioxide lasers?

2. Why are lasers gaining increasing significance in production engineering?

3. Why are lasers also suitable for cutting non-metal materials?

4. Why does electronics industry also use lasers?

5. What is the result of the control of vaporization?

Section 2. Define the following terms according to their meaning in context.

l. advantages:

2. to enhance:

3. pattern:

4. brittle:

5. intricate:

Section 3. Say what the words underlined in the text refer to.

1. «These lasers» (paragraph 1):

2. «which» (paragraph 2):

19

".........---


3. «they»(paragraph 3):

4. «these items» (paragraph 4):

5. «which» (paragraph 4):

Section 4. Make a short summary of the text using your own words.

...............................................................................................................................................

...............................................................................................................................................

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""""""""""""""""""""""""""".........................................................................................

""""""""""""""""""""""""""".........................................................................................

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Unit 2. The problem-solution pattern

La estructura problema-solución

Todo texto técnico puede desarrollarse mediante una estructura expositivaen la que se plantean unos problemas y se ofrecen unas soluciones a dichosproblemas. Así, encontraremos numerosos textos técnicos relativos a la defini-ción de un problema, su solución y la evaluación de la solución concerniente adicho problema.

Dentro de la estructura organizativa de un texto, se distinguen cuatro ele-mentos principales: situación, problema, solución y evaluación. Situación, pro-blema, solución y evaluación son, por tanto, los cuatro apartados principales deinformación dentro del texto. Todos ellos están estrechamente relacionados en-tre sí: problema y solución, la situación que localiza el problema y una evalua-ción que juzga los efectos de la solución adoptada.

Situación

Se refiere al estado general de la cuestión. Es una idea o ideas introductoriasque ayudan al lector a localizar el problema que a continuación se va a plantear.Algunas veces, la introducción se omite, bien porque no es relevante, bien por-que se quiere dar mayor énfasis al problema per se, así como a su solución.

En un texto, la situación se localiza con preguntas como: cuál es la situa-ción, dónde han ocurrido los hechos, cuáles son las circunstancias previas, etc.

Problema

El problema surge por una deficiencia, un efecto secundario, o una conse-cuencia de algo. Se puede encontrar en forma de problema técnico, científico omatemático, por insatisfacción ante algo que no resulta favorable o satisfacto-rio, ante alguna situación adversa o negativa, por requisitos formales, proble-mas por necesidad de obtener algo, etc.

El problema responde, pues, a un aspecto de la situación que requiere unarespuesta, a un por qué en general.

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22

Solución

.,..........

English in Technical Engineering

La solución proporciona la respuesta al problema que inicialmente se ha-bía planteado. A veces lleva implícita la situación y el problema, hecho queocurre con relativa frecuencia en textos publicitarios en los que solamente sehace referencia a una solución a problemas previos, o dicho a la inversa, cómoun problema ha sido solventado.

Evaluación

La evaluación es un juicio valorativo, ya sea positivo o negativo, de lasolución adoptada, con respecto a su capacidad de superar el problema, su im-portancia, su claridad (en un informe, análisis... ), su eficiencia (en un motor,un método... ), su efectividad (de una teoría, hipótesis... ), etc.

Dentro de la evaluación podemos encontrar una referencia a la base(«basis») de la misma, es decir, los fundamentos que se han tenido en cuenta a' .la hora de adoptar una solución, y la valoración (<<assessment»),que es el juiciofavorable o desfavorable del resultado de la solución que se ha tomado.

Leamos el texto siguiente para identificar de modo práctico los distintoselementos del llamado «problem-solution pattern»:

Plastic plating offers new approach to EMI shielding

New European guidelines on electro-magnetic shielding,due to become legislationin the nearfuture, aredrivinga searchfor cost-effective ways of meeting tighter standardsin the shielding of enclosures for electronicequipment.

Until nowthe availablemethodsof achievingthese standards have included conductivepaint, spraying of metal arc particles or theapplication of foil. Al! of these systemscurrently require either intensive capitalinvestment or are highly labour intensive.

A technology pioneered in the sixties andperfected in the seventies is now set tochange al! this in certain sectors of thecomputer and data communication industries.

The technique involves plastic plating, aprocess in which a plastic, in most cases thebutadene in ABS or Bayblend, is etched tocreate pockets in the surface. An electrolessPalladium coat is applied to this, followed bya coat of electroless Nickel.

The component is then, to all intents andpurposes. a conductive metal component able

to be electro-plated in a conventional electro-plating bath with copper. The tenacity of bondof the plated surface to the substrate isclaimed to be similar to that of metal plate tometal. The metal coating can then be flashedwith chrome for aesthetics, or left as a copperor nickel coating. This absorbs EM radiationand converts it to electrical eddy current.

The problem-solution pattern 23

Plaslic plaling offers new approach lo EMI shielding(Eureka on Campus, Spring 1991, p. 5)

Exercise 1

Read the following extract and identify situation, problem, solution and evaluation.

HEAT ENGINES

Although steam can be readily generated by focused solar heat,small steam engines of IkW and less are very inefficient. A hot airengine operated with focused sunlight was proposed by Ericssonnearly a century ago. Stirling hot-air engines operated by solarenergy are being planned for space use. An improvement is beingstudied by Finkelstein, Utz, and Braun in which the solar energy isfocused directly into the interior of the engine chamber through atransparent window, thereby eliminating one ofthe chief difficultiesin getting sufficient heat transfer through the opaque engine headand its accompanying air films. Small hot-air engines appear to becapable of higher efficiencies than small engines and they aresimpler to operate. Still greater improvements in heat engines mightbe made if a radiation absorbing gas similar to iodine can be usedinstead of air.

(Sun World, 1991, vol. 15, no. 4, p. 21)

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Exercise 2

Reorder the paragraphs to make a whole texto

a.

The development of some form of continuous beam monitoring system would aid inthe rapid identification of machine malfunctions and, in time, allow a reduction in theamount of post weld inspection required, while maintaining product integrity, Rolls-Royce is, therefore, actively looking at ways in which this can be achieved.

b.

The best solution is to use some means of measuring the power density of the beam atthe joint surface. This can be done with existing equipment on a sampling basis bypassing probes thraugh the beam, or by traversing the beam across a slit in a plate, butat present this cannot be done continuously.

c.

Any test piece system will suffer the same deficiency. Some form of continuousmonitoring of machine performance is therefore needed. Monitoring of the output framthe console instrumentation is relatively easy, but due to the indirect nature of the signalsis not too significant.

The problem-solution pattern 25

Grarnrnar Review

Lexical signalling of the problem-solution pattern

Lexical signalling is used both by writers and readers to respectively organizeand understand a text in a correct way. It normally appears together withgrammatical signalling (that is, the so called cohesive markers or linkers).These are some examples of lexical signalling which often characterize each ofthe four different elements of the problem-solution pattem:

(a) Situation: words like «fact», «observation», «c1assification», «quantitativeideas», etc., signal or refer to the aspect of the situation which requires a solution.In other words, they introduce a frame of reference to the problem which isgoing to be solved.

(b) Problem: «problem», «unfortunately», «errors», «difficulties»,«disadvantageous», «source of error», «introduction of something negative»,etc., are words which signal what and how negative the problem is.

(c) Solution: «to solve», «to overcome», «to come up with», «to / in order to /so as to + inf.», etc., may help to identify the solution to the problem referred tobefore.

(d) Evaluation: it is signalled with words such as «to eliminate», «to improve»,«to increase», «to provide», «safety», «improvement», «very convenient», «toassure», etc. If the evaluation or judgement is positive, words such as«successful», «qualified», «of high accuracy», etc., are commonly used. If, onthe contrary, it is a negative evaluation, we may find terms such as «some marginof error», «quite unreliable», «unavailable», «still», etc.

...J......

26

Exercise 3

,...


Identify the different elements of the problem-solution pattern. Say how they aresignalled.

PARTICLECOUNTERoffers multiple sensor counting

The Model 8000 is an 8-channel digital counterutilizing state-of-the-artelectronics for processingand displaying of opera-tor-selected formats. It iscapable of controllingfrom one to four sensorssimultaneousJy in anycombination of aerosoland liquid configurations.Temperature, relativehumidity, air velocity anddifferential pressuretransducers can also beconnected for a complete

environmental reportingsystem. The counter iscompletely menu-driven,providing keyboard entryfor calibrationlvoltage set-tings.

HIAC/ROYCO.2431 Linden Lane,Silver Spring,MD 20910, USA,Te!. (301)4957000

(LPI March / April1990, p. 13)

Exercise 4

FASTINFO: ENTER tl'1 1339 ON READER CARD

With the following information, write a text with a problem-solution structure.

Situation:Problem:

old machinery used in an industryfrequent accidents, regular breakdownsconsiderable energy consumptioncost effective maintenance

purchase of new machineryless electricity consumptionbetter safety conditions at workincrease in production

Solution:Evaluation:

SITUATION ........................................................................................................................

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NOI.LV O'1VA3

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N O I.LO '1 OS

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LZ u.l¡:mvd uopn¡os-wa¡qo.ld alf.L

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Developing Skills

Activity 1

Read the text and identify the different elements of the problem-solution pattern. Explainhow each of them is signalled.

From our BelgiOl1.coJTespondenl:

Ouy Wambacq

MOREACCURATEANOINTERFACEABlETIte company recendy consultedHoneyweU lo develop a new weighingsystem which would be more accurate andeasily interfaceable with their computercontr01led system than that which ¡hey hadpreviously used. The weighing systemoperates on the balance principie. andquick. very accurate response is required.as weU as the ability to be quickly re-ranged for new weight parameters.

The solutiol1 for rhe application wasprovided by an SS94 Linear Hall effecttransducer. The sensor is used in the

balance 10¡¡ive an output as soon as Ihepresel wei¡¡hl is reached within a cerlainrange. A smaU ma¡¡netic strip (see figure 1)is attached to ¡he balance arm, and rhismoves up and down under ¡he weight ofpl'Oduce. the distance berween ¡hemagnelic strip and Ihe sensor producing aproponional signal. .

Bulk handling of fruit andvegetables has traditionatIy beenquite labour intensive. Toproduce uniform packages ofapples or tomatoes, for instance,requires a complicated sortingprocedure which ensures thatsizes of individual pieces of fruitor vegetables are similar, so thata standard weight is achievedwhen they are packed together.Gradually, mechanisation andautomation is máking its mark inthe industry, though, and manynew techniques are beingintroduced to cope with the extrademands brought about byincreasing populations. There isalso a new awareness in the

general public that a healthy dietis one which is supplementedwith fresh prQduce.

G. van Asch Electronics of SI. KatelijneWaver and N.V. Agra Sorteertechniek ofNieuwerkerken in Belgium are companieswho are in Ihe forefronl of Ihe move

towards Ihe use of new technologies in mehandling of fruit and vegetables, and haverecently introduced a new weighing deviceinto their range of equipmenl. Pigurd. /. Almllro,. 2. UDs 3. Bolance

/. Se"sol' 5. MO~lIer6. Srifflles.r(,olllm/

THE WEIGHlNG SYSTEM OPERATESON THE BALANCE PRINCIPLE,AND QUICK, VERY ACCURATE

RESPONSE IS REQUIRED

TIte output signal is ampiified and used todrive 20 LEDs in a monitor which isattached lOthe frame of the balance. 10 ofIhe LEDs (greeo) indicate variousunderweights; the olher 10 (red) indicateoverweighl. TIte amplification of theoutput signal can be adjusled to sel therequired weight pal'amereJ's for any typeof produce.

The company's spedalisation is inmechanical or compuleJ' control syslemsfor automatic conveyors and sortingmachines. TIte produce can be fed throughIhe syslems at a variety of speeds whichwill give 60 lo 200 compleled packs perminute on each conveyor, with a weighlcapadty of 800kg per hour. Systems canbe suppiied with 2,3,4,6,8. or 10conveyors, and peripheral equipment forvarious sizes of container. ineluding fillingmachinery can be suppiied.

THE SENSOR IS USEDIN THE BALANCE TO GIVE AN

OUTPUT AS SOON ASTHE PRESET \VEIGHT IS REACHED

WITHINA CERTAINRANGE

The problem-solution pattern

Sening up is simple. Suppose. for inslanceIhal a prederermined weighr ofIOkg +/- 20 grams is required. Acalibrated weighl of IOkg is placed on thescale. and ¡he balance stiffness is adjustedso rhat no LEO is lit. A funher ealibratedweighl of 20 grams is added lo Ihe seale,and Ihe sensor ourpul signal amplificationis adjusred until al1 10 red LEO. are lit.Thereafter. al1 packages which do notcause al1 10 LEOs on either side of ¡he

monitor,1O lighr up can be aeeepled andpassed on'lhrough Ihe handling s)'stem.

The sensor is very ea.y lo build in 10sueha system. is rugged and sensirive. andeXlremel)' reliable because il has nomoving pans. The customer is ver)'impre"ed with Ihe results to date fmm hisnew S)'Slem. tmd is currentl)' evalualingIhe possibiliry of applying a Honeywel1colour sensor al Ihe inlake end of Ihe

s¡,slem to appl)' quality control of produceinlenns of cipeness of produce based onits colour. VVewill be happy lo repon onJevelopments in this application in afuture issue of OUTLINE.. '

Figure 2The new balance system fromG. van Asch Electronics, Thelinear Hall effect transducer providednew accuracy and interfaceability.

29

Activity 2

(Out/ine, vol. 3, n.' 3, pp. 16-17)

Write a short surnrnary of the text with your own words (5 lines). Then, write yourpersonal opinion or cornrnent about the text (5 lines).

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

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Unit 3. Vocabulary in technical English

Vocabulario en inglés técnico

Vocabulario técnico específico

LLamado en inglés «technical vocabulary». Son palabras que se utilizanúnicamente en inglés técnico. Este tipo de vocabulario se caracteriza por sualto contenido léxico; dicho de otro modo, por su gran valor informativo. Sinembargo, su valor indicativo -esto es, en cuanto a importancia gramatical serefiere- es muy reducido.

Ejemplos:

«sprocket» (piñón), «welding» (soldadura autógena), «capacitor»(condensador), «swarf» (desbastado), «oxygen» (oxígeno),«voltage» (voltaje), «girder» (viga), «flange» (brida, saliente),«diode» (diodo), «cathode» (cátodo), «electrode» (electrodo),«derricking» (movimiento vertical de la grúa), etc.

Dentro de este grupo cabría señalar que hay algunos términos que cambiansu significado técnico según la rama técnica específica en la que se utilicen. Porejemplo, la palabra «jib» significa «brazo de grúa» en ingeniería de construc-ción, y «foque» (o tipo de vela de un barco) en lenguaje marítimo.

Vocabulario general

En este segundo grupo vamos a distinguir dos grupos o apartados distin-tos. Al primero le llamaremos vocabulario sub-técnico y, al segundo, vocabula-rio procedimental.

Se llama vocabulario sub-técnico (<<sub-technicalvocabulary») al vocabu-lario de inglés general (General English) que también se utiliza en inglés técni-co (Technical English), pero con un significado distinto. Estos son algunosejemplos:

«vice»: vicio, corrupción (G.E.); tornillo de banco (T.E.)«journal»: (G.E.: periódico (G.E.); cojinete (T.E.)

L

,..........--


«spring»: primavera, manantial (G.E.); muelle (T.E.)«conductor»: director de orquesta, cobrador de autobús o tranvía(G.E.); conductor,en física y en electricidad (T.E) .

«sleeve»: manga (G.E.); manguito de aislamiento, camisa incan-descente (T.E.)«nut»: avellana, loco (G.E.); tuerca (T.E.)etc.

El vocabulario procedimental (<<proceduralvocabulary») incluye todasaquellas palabras de inglés general que se utilizan en los textos técnicos a lahora de explicar conceptos y procesos específicos. Este tipo de vocabulariotiene un elevado grado de indexicalidad, es decir, un gran valor indicativogramaticalmente hablando. Por el contrario, su valor léxico o informativo esmuy escaso.

Ejemplos:

«machine», «device», «instrument», «apparatus», «system»,«process», etc.

En este apartado hay que incluir también los artículos, las preposiciones,los verbos generales, las expresiones locativas, etc., en general, todas aquellaspalabras que se emplean para señalar funciones comunicativas específicas (des-cripción, definición, clasificación, .oo).Se caracterizan por tener una lexicalidadmínima y la máxima indexicalidad; no obstante, son imprescindibles para po-der elaborar un texto técnico completo.

Ejemplos:

«the», «ajan», «to take», «to consider», «to comprise», «to becomposed of», «to be used fon>, «to c1assify», «at the side of oo.»,«at the bottom», «at the top», etc.

Vocabulary in technical English 33

Exercise 1

Read the following extracts and identify the type of vocabulary which is used in eachtext. Then, write a short summary about one of them.

THE STATUE OF LIBERTY

For one century, this grand lady with arm outstretched and torchheId high has we1comed millions of foreigners coming to seekfreedom and opportunity in America. An extravagant gift fromFrance to a young America, the newly-repaired copper-c1ad statueon Liberty Island is 151 feet high (the index finger alone is 8 feetlong). Located in the Statue 's massive base are two fascinatingdisplays, the American Immigration exhibit and the Statue ofLibertyexhibit. Statue of Liberty Ferry boats ply from Battery Parkat the lower tip of Manhattan to Liberty Island.

The trip to the island takes 15 minutes. Round trip fares are $6 foradults, $3 for children 3-16 years old, and free for children under 3years old. The fare inc1udes the option to visit Ellis Island, whichis located nearby. Boats leave seven days a week every half hour9a.m.- 3p.m. and the statue remains open until 5p.m., when thelast boat returns.

REDUNDANT«WATCHDOGS» GUARDSAGAINSTFALSE SIGNALS

The scanner ensures personal protection with completely free accessto a machine. Time in loading, checking, and setting-up can besaved because there is no requirement for a door or cover on themachine. After exiting the protected area, restart of a machine isonly possible by activating a command device, such as a manualswitch.

The scanner forms a grille of parallel infra-red light beams, eachof which is activated consecutively on the multiplex principIe. Therepetition frequency is 4,8kHz. A signal from receiver to emitterensures crystal-precision synchronisation, and constitutes an acti-ve component of the protective grille. As soon as the last emitterfreceiver pair is activated, the receiver sends a synchronisation signal

,..


and the cycle begins again. Every signal received by the receiver,as well as that simultaneously sent by the quartz oscillator ismonitored by a redundant «Watchdog». This patented dynamicWatchdog detects any initial signal fault or time lapse in anincoming signal.

Exercise 2

Classify the following words according to the different types of vocabulary explainedabove.

dynamo circuit joumal

carbon dioxide piece centrifugal

system diode process

feed speed design bore


Grammar Review

Word formation with suffixes

There is a great number of adjectives commonly used in the field of technicalEnglish which are formed by means of suffixes. These adjectives come from averb (from which they take their root) and a suffix (which specifies the meaningof the verb root). Some of the most important suffixes to form adjectives fromverbs in English are -ABLE, -IBLE, -UBLE (indicating possibility), -ED(indicating passive voice), and -ING (indicating active voice). Here are someexamples:

To fission > fissionable =that can be separated, fissionated.To control> controllable =that can be controlled.

To heat > a heated metal =a metal which has b.eenheated.To require > required characteristics =characteristics which are required.

To work > the working volume =the volume of something when working.To burn > the burning fuel = the fuel which is burning.

Other common suffixes in English are -IVE, -ORY, and -ENT (-ANT) foradjectives, and -ION, -ENCE for nouns. For example:

To rotate > rotation > rotatoryTo gravitate > gravitation > gravitatoryTo consist > consistence > consistantTo differ > difference > differentTo absorb > absorption > absorbent

Apart from verb derivation some other adjectives are formed by suffixationfrom a noun. In this case, the commonest suffixes are -AL, -AR, -IC, and -OUS, among others. Most of these adjectives come from Latin or Greek words,and are widely used in specialised languages such as those of Science andTechnology. Here are some examples:

technique > technicalperception > perceptualnucleus > nuclearhydro > hydraulicgas> gaseous

.-


Exercise 3

Give the noun and adjective forms of the verbs below.

1. to expand 6. to depend

2. to react 7. to compress

8. to corrode3. to conduct

4. to converge

5. to absorb

9. to instruct

10. to relate

Exercise 4

Give the noun form of the following adjectives.1. resinous 7. synchronous

8. circular2. automatic

3. global 9. essential

4. scientific 10. experimental

11. structural5. fibrous

6. solar 12. dangerous

Exercise 5

Complete these sentences with the correct adjective formo

1. The exploitation of all (to regenerate)on siting.

2. We should contribute to sol ve future (globe) energy and(environment) problems.

3. Technology will be able to reduce (to specify) costs.4. Light is absorbed by semiconductor material to generate pairs of (to activate)

(to charge) particles.5. The ratio of maximum (to extract) electricity is the most important

(physics) parameter for characterizing a solar cell.6. The prime objective was to secure (to suffice) electricity (to generate)

capacity.7. They developed a (to measure)

forms of energy depends

system to assess product quality.


8. To protect the (to sense) substrates, a low temperature should bemaintained.

9. (to operate) conditions can be displayed on the screen.10. To treat non- (to recycle) residues, a (thermos) waste

(to recycle) plant has been designed.

Word formation with prefixes

As said before, many technical words come from Latin, Greek or French. Sometechnical vocabulary is made up of prefixes which are added to a Latin, Greekor French root. Each prefix has its own specific meaning. Most of them areapplicable to verbs, although some of them are also used with nouns andadjectives.Some common prefixes which are widely used in technical English are thefollowing:

COUNTER- (against, opposite)DE- (cause not)DIS- (separate, do the opposite)IN-, 1M-, IR-, UN- (not)IN- (within, internal)INTER- (between, among)OUT- (external)OVER- (excess)RE- (again)SUB- (beneath, less than)SUPER- (above, more than)UNDER- (too little, below)

Examples:

disconnect, disassemble, dehumidify, impure, impossible, irregu-lar, ineffective, incompatible, unefficient, unnecessary, unavailable,inside, infiltrate, input, inlet, outside, output, outlet, outf1ow,superheat, superactive, subtechnical, substratum, subatomic,interconnect, intermediate, intermittent, reheat, regenerate,reinforce, remove, counterbalance, counterweigh, counteract,overload, overwork, overheat, underweight, undersize, underrate,underline, etc.

-


Exercise 6

Define the following words according to what their prefixes mean.

1. interface:

2. regenerate:

3. underground:

4. discharge:

5. supersonic:

6. demagnetize:

7. infiltrate:

8. unefficient:

9. subdivide:

10. reinforce:

Exercise 7

Give the opposite of these words by using prefixes.

stable elastic

inlet

solvable

similar

limited

attainable

possible accurate

avoidable connect overload

reversiblecertain perceptible

Noun compounds

Nouns are not only modified by adjectives. Sometimes, and especially inscientific and technical registers, they can also be modified by other nouns.This is the so called noun compound formation. Rere are some examples:

heat transfer =the transfer of heat from one place to another.steel bar =a bar made of steel.petrol engine =a car engine which uses petrol to run.


Sometimes, the nouns forming a compound are joined by means of a hyphen.The hyphen signals which words come together, and it is mainly used in instanceswhen the interpretation of the compound is ambiguous; for example, a «small-car factory» is a factory which makes small cars, whereas a «'small car-factory»is a factory of cars which is small.Here are some more examples of hyphenated compounds:

ozone-Iayer chemistrya one-kilowatt power amplifierthe space-time continuumthin-film metal-base transistors

The kind of relationship established between the modifying noun(s) and themain noun falls within the following types:

1. propertiese.g. a long-wire antenna is an antena which consists of a long wire.

2. materiale.g. a copper wire is a wire which is made of copper.

3. operatione.g. a petrol engine is an engine which works with petrol.

4. purpose:e.g. an air-conditioningsystem is a systemused to cool the air in a space.

5. locatione.g. flue gases are gases coming through the flue of a furnace.

6. timee.g. day shift is a ashift which takes place every twenty-fourhours.

7. shape or forme.g. a ball-pein hammeris a hammer whosepoint has the shapeof a ball.

8. inventor, usere.g. Carnotcyc1eis a cyc1edevised by Carnot.

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Exercise 8

Classify the following noun compounds according to the different types of relationshiplissted above. Then, define the compound according to such classification.

1. condensation loss2. metal bar3. butt weld4. carbon dioxide5. Bunsen burner

6. air compres sor7. dock crane8. needle-nose pliers9. furnace lining

10. computer industry

Exercise 9

Replace each of the sentences below by a noun-compound. Use a hyphen when needed.

1. centers for the control of traffic in the air:

2. a battery which has cells of twelve volts:

3. an alloy which contains nickel and iron:

4. a pump which is driven by means of gears:

5. a notch with the shape of a V:

Exercise 10

Explain the following noun compounds.

1. infrared radiation detector:

2. turbo-prop engine:

3. a two-stroke engine cycle:

4. power transmission problems:

5. air-core inductors:

Vocabulary in technical English

Developing Skills

Activity 1


ON THE HORIZON: SOLAR THERMAL POWER PLANTS

In California a breakthrough has taken place in the field ofconcentrating solar thermal systems with trough collectors (solarfarm principIe). A major reason for this is that such projects havethe backing of locallegislation. California already has an installedcapacity of 360 MW, and it has been possible to increase output to80 MW per unit. Present R & D activities are focusing on replacingthe thermo-oil, which is currently used as a heat transfer medium,with water that is evaporated and superheated under pressure inthe focal line of the trough collectors. Success with this projectpromises better steam qualities, and the added attraction that itwould no longer be necessary to use environmentally hazardousthermo-oil. It is likely that realization of this new principIe willbring with it considerable cost reductions, thus paving the way foreconomic feasibility. This latter condition is essential if thetechnology is to expand to other countries in the Earth's sun belt.

The tower concept is also a focusing system. Solar tower powerplants have a receiver mounted at the tower top onto which thereflected sunshine from a large area is concentrated by sun-trackingmirrors. In commercial terms, solar tower power plants have not

41

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yet come of age. The next few years will show whether it will bepossible to develop a concept with sufficient technical and economicsophistication to replace conventional power plants or solar farmsin sunbelt countries.

(Siemens Review, Fall1991 p. 23)

Section A. Answer the following questions according to the texto

1. What does the text deal with?

2. What is exactly the «breakthrough» the text refers to?

3. What are the main advantages of this system?

4. What do solar tower power plants consist of?

5. What are the future prospects of this system?

Section B. Underline those noun compounds that appear in the texto

Section C. Identify both suffix and prefix word formation in the tex;tand explain theirmeaning.

Unit 4. Definition in technical English

La definición

En inglés técnico escrito las definiciones suelen ser breves, sencillas y,sobre todo, muy precisas. Fácilmente se encuentran definiciones cuando se pre-sentan nuevos conceptos, ideas, tecnologías, métodos, instrumentos, dispositi-vos, etc. En otras palabras, siempre que se quiera especificar o detallar un con-cepto, objeto, etc., sobre el que posteriormente se va a hablar, se define dichoconcepto u objeto con el fin de que el lector sepa exactamente a 10que se refie-re el escritor.

Las definiciones simples son aquellas que comprenden, por 10 general,solamente una frase. Cuando una definición simple se amplía, abarcando asíuno o varios párrafos, hablaremos entonces de definición compleja.

La definición simple, o «simple definition», se divide en tres tipos: for-mal, semi-formal y no formal, (<<formal», «semi-formal» y «non-formaldefinition»), de acuerdo con la amplitud de información que se proporciona yel grado de precisión de la misma.

Definición formal

La definición formal nos da la información más amplia y más precisa. Porel contrario, la definición semi-formal omite algún elemento importante, y lano formal es menos precisa que las anteriores, pues proporciona menos infor-mación.

El esquema de una definición formal es el siguiente:

Term (T) =Class (C) + Differences (D)

El término (T) se define mediante la clase (C) o el grupo al que pertenecey las características (D) que 10asemejan y 10distinguen de los otros miembrosde su clase. Veamos la estructura de las siguientes definiciones:

An anemometer (T) is a meteorological instrument (C) used tomeasure the speed of the wind (D).

,...


A beaker (T) is an open glass vessel (C) which is used for chemicalexperiments (D).A clamp (T) is an appliance (C) for holding things together tightlyby means of a screw (D).

La definición formal puede contener información de diversa índole, gene-ralmente física (1), o bien se refiere a la función o finalidad del objeto descrito(2), tal y como aparece en los ejemplos siguientes:

(1) A triangle is a shape with three sides.(2) A thermometer is a device that registers the temperature of the atmosphere.

Definición semi-formal

La definición semi-formal contiene sólamente dos de los tres elementos

que componen la definición formal: el término a definir (T) y las característicasdiferenciales del mismo (D). La clase (C) a la que pertenece el término se omi-te, ya porque es obvia, ya porque ésta es demasiado extensa. Por ejemplo, todapalabra con la terminación «-logy» indica de por si que es una ciencia; palabrascomo «device», o «instrument» se utilizan para definir un gran número de obje-tos pertenecientes a un grupo muy general, y por tanto, no nos proporcionaríanninguna información relevante.

Al igual que la definición formal, la definición semi-formal normalmentesuele contener información descriptiva física del objeto (1), o información so-bre su función o finalidad (2). Por ejemplo:

(1) A triangle has three sides.(2) A thermometer registers the temperature of the atmosphere.

Definición no formal

La definición no formal nos da información muy generalizada y, por lotanto, poco precisa. Este tipo de definición substituye el término a definir bienpor una palabra de significado similar o una palabra más familiar para el lector,o bien por un opuesto. Por tanto, son definiciones no formales los sinónimos,los antónimos y las aserciones negativas.

Definition in technical English 45

Ejemplos:

«Automatic» means «self-acting» or «self-moving».The opposite of «inlet» is «outlet».«Slacken» is the opposite of «tighten».

Exercise 1

Join each of the following terms with its corresponding definition.

l. flowmeter2. condenser3. sedimentation4. quality control5. density

a. a process in which particles of solids suspended in a liquid are separated byallowing them to settle by the force of gravity.

b. the process of assuring that products have the required physical and chemicalcharacteristics.

c. an instrument used for measuring the flow of fluids.d. the weight of a given volume of material.e. a heat exchanger used for cooling vapor and condensating it into liquido

Exercise 2

Make definitions for the words given below.

1. a chisel:2. a car radiator:3. ductility:4. compressive strength:5. a voltmeter:

Otras maneras de expresar definición

Las siguientes son construcciones que con frecuencia se utilizan en el dis-curso técnico para expresar definiciones.

,..


A) Expresiones como «TO BE THE ABILITY TO + inf.»; «TO BE CAPABLEOF + gerund», «TO HAVE THE CAPACITYTO + inf.», «TO BEABLE TO+ inf.», «TO BE USED FOR + gerund»; «TO BE USED TO + inf.», etc. Porejemplo:

Hardness is the ability to withstand scratching or indentation.Corros ion resistance is the ability to resist chemical or electrochemical attack.A compass is an instrument used for determining direction.A hard metal is one which is capable of resisting corrosion.

B) Verbos que implican definición: «TO BE CALLED», «TO BE TERMED»,«TO BE KNOWN AS», «TO BE DEFINED AS», «TO BE CONSIDEREDAS», «TO BE REGARDED AS», «TO BE THOUGHT OF AS», etc. Estosson algunos ejemplos:

Pumps which obtain a higher specific speed through the action of a propeller are calledaxial-flow pumps.Heat treatment is known as the number of different procedures in which the propertiesof metals and alloys are changed.Electric current may be regarded / considered / seen as a flow of electrons through amedium.

C) Oraciones subordinadas relativas en las que bien se describe física ofuncionalmente el término a definir, bien se hace referencia a sus distintasetapas o pasos (en un proceso, por ejemplo), o bien se clasifica, se compara,se contrasta, etc. Por ejemplo:

An anmeter is a device which measures the strength of electric current.Protractors are toolswhich are used for measuring angles.

Exercise 3

Read the following paragraph which defines the concept of «energy» and identify thosewords signalling definition.

Energy may be thought of as that property of something which enables it to do work.When we say that something possesses energy, we suggest that it is capable in someway of exerting a force on something else and performing work on it. For example,


when an object moves, it has the capacity for doing work. It is this specific propertythat defines energy, sinee energy means the ability to do work.

Exercise 4

Classify the following definitions according to the type they belong to:

l. Gauges are used for measuring temperatures or pressures.2. Slide rules are instruments used to calculate rapidly.3. Valves are used to regulate the flow of fluids in piping systems.4. A barometer measures atmospheric pressure.5. Chlorine is used in water treatment for disinfection.6. Pumps with only one impeller are ealled single-stage.7. Computersenable to carry out complexcalculations.

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Grammar Review

Defining through relative clauses

Two separate sentences can be joined together by making the second one arelative clause. For example:

(a) A dam is a kind of structure.(b) This structure holds back the water of a river.(c) A dam is a kind of structure which holds back the water of a river.

In order to link these pairs of sentences, we use the relative pronouns. Aspronouns, they replace the name which comes before them in the sentence. Theseare some relative pronouns:

WHO =quién (el nombre al que substituye es una persona).WHICH =qué (el nombre al que substituye es una cosa o animal).THAT =substituye tanto a personas como a cosas.WHOM =a quién, para quién.WHOSE =cuyo, cuya, cuyos, cuyas (indicando siempre posesión).WHERE =en el/la cual, en los/las cuales, en dondeWHEN = en el tiempo o momento que, cuando

Here are some more examples of relative statements:

The manager, who is now at a meeting, will meet the projectengineers as soon as he finishes.The element which Berkeley discovered was called berkelium.This is the technician whom 1met in the workshop yesterday.This is the company whose employees are on strike this month.This type of rivets is used for joints where strength is required.

Relative clauses can be classified as «defining» or «non-defining» relativeclauses. Defining relative clauses (1) describe the name they follow bydistinguishing it from the other members of its class. The meaning of thesubordinate clause is essential in order to understand the meaning of the wholesentence. .

l


Non-defining relative clauses (2) do not define or refer to the noun before them.Their meaning is not essential; that is, if we omit them, the whole sentence isstill meaningful. This kind of relative clauses can be easily identified, since italways goes between commas.

(1) The wires which were not protected were broken.(2) The wires, which were not proteeted, were broken.

In sentence (1) only those cables which were not protected broke. The definingrelative clause specifies what cables broke, and this is essential information. Insentence (2), on the contrary, the relative clause tells us that all cables wereunprotected and that they all broke. This non-defining relative clause gives notessential information, but only provides additional information. Therefore, itcan be omitted without modifying the impórtant meaning of the whole sentence;that is, the fact that the wires broke.

Exercise 5

Join these pairs of sentenees making the seeond one a relative clause. Say whether theyare defining or non-defining.

1. The team designed a new template. This template was compatible with projeetrequirements.

...............................................................................................................................................2. The report eontained interesting information about new technologies. EMD

published the report last month.

"""""""""""""""""""""""""""...................................

3. Speeeh and music produce audio frequeneies. We eannot transmit these frequenciesdireetly.

...............................................................................................................................................4. A body is in stress when forees are applied to it. These forees cause its size and

shape to ehange.

...............................................................................................................................................

5. Water eooling is a method. The temperature of an internal-eombustion engine iseontrolled by this method.

...............................................................................................................................................

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6. Ammonioum chloride solidifies at 00 F. Ammonium chloride is commonly knownas salammoniac.

...............................................................................................................................................7. The punched card was a major step in the development of the computer. The punched

card was devised by Hollerith in the 1880s.

...............................................................................................................................................8. Several procedures were involved in the experimento The report detailed the

procedures.

...............................................................................................................................................9. Manufacturers, distributors and suppliers provide the materials. These material s

will be used in manufacturing and automation programs.

...............................................................................................................................................

10. A coating of diamond is used on optical surfaces. This coating protects from wearand tear.

...............................................................................................................................................

Relative clauses with prepositions

We may sometimes find relative c1auses with a preposition preceding them.These sentences are constructed as follows:

Riveting is a joining method. Two metal plates are fastened bymeans of this method.

Relative clause: Riveting is a joining method by means of whichtwo metal plates are fastened.

When we find a direct/indirect object with a preposition, the formal constructionis (1) preposition + WHICH. However, the most common form is either (2) toplace the preposition at the end of the sentence and to use the relative pronounWHICH or THAT as a link between the main c1ause and the subordinate one, or(3) to omit the relative pronoun, leaving the preposition after the verb, as in theexamples below:


(1) The ladder on which the worker was standing began to slip.(2) The ladder which/that the worker was standing on began to slip.(3) The ladder the worker was standing on began to slip.

Exercise 6

Join the following sentences with a relative pronoun. Make the second sentence therelative c1ause.

l. The machine code is made up of binary digits. The central processor unit deals withbinary digits.

...............................................................................................................................................2. Computers have magnetic disks. Data is stored on magnetic disks.

...............................................................................................................................................3. An air-conditioning system has a supply-air line. The cool air flows from the supply-

air.

...............................................................................................................................................4. The point is called the fu1crum. The body is free to rotate about the point.

...............................................................................................................................................5. Plastic plating is a process. In this process a plastic is etched to create pockets in the

surface.

...............................................................................................................................................6. The capacitor has a value of 27pF. The signal is passed through the capacitor.

...............................................................................................................................................7. Entropy increases until it reaches a maximum. Temperature will be uniform at this

maXlmum.

...............................................................................................................................................8. The signal is amplified to drive 20 LEDs in a monitor. The frame of the device is

attached to the monitor.

...............................................................................................................................................

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Short-form relative clauses

Sometimes relative clauses can be shortened by omitting part of the subordinateclause. Thus, they are called «short-form» relative clauses. A relative clausecan be reduced or shortened in the following cases:

1. When the relative pronoun is followed by the verb TO BE either in acontinuous or a passive formo In this case, both the pronoun and the verb TOBE are omitted:

Concrete consists of a number of substances (WHICH ARE) mixedtogether in certain fixed proportions.

The plane (WHICH IS) flying at an altitude of 2,140 metres issubjected to pressures of 80 kilonewtons per square metre.

2. If the relative clause is formed by WHICH and a simple present tense, thepronoun can be omitted, and the verb is changed into its gerund form (-ING).This rule is only applicable when the verb is a static one, that is, when itrefers to states, but not to actions. Some of the commonest static verbs in

technical English are «to measure», «to weigh», «to contain», «to consistof», «to hold», «to form», «to act as», among others.

The steel beams which form the chassis of the truck are weldedtogether.Short form: The steel beams forming the chassis of the truck arewelded together.

3. When the relative pronoun acts as direct object of the subordinate clause, itcan also be omitted.

The amount of energy (WHICH) the collector can gather istransmitted to the storage.

4. When the relative clause contains WHICH + HAVE, it can be shortened in

two different ways: (1) omitting the relative pronoun and changing the verb


TO RAVE into the gerund; (2) supressing both pronoun and verb, and insteadusing the preposition WITR.

Example:

A telephone dial consists of a rotatable plate which has ten fingerholes.(1) A telephone dial consists of a rotatable plate having ten fingerholes.(2) A telephone dial consists of a rotatable plate with ten finger holes.

5. At times, a relative clause can be reduced to its shorter form by replacing it

by an adjective:

Example:

High quality instruments use resistors which are wirewound.Short form: High quality instruments use wirewound resistors.

Exercise 7

Reduce the relative clauses whenever it is possible.

1. The tube is filled with mercury vapour, to which a small amount of argon is added.2. These steels, which are mixed with one or more metallic elements, are known as

alloy steels.3. The amount of energy a flat-plate collector can gather depends on several factors.4. Hydro-electricity is a kind of power which is produced by water.5. A zinc case, which acts as a container, is used as the negative electrode.6. These steels, which are mixed with one or more metallic elements, are known as

alloy steels.7. The research which is being carried out on this subject is extensive.8. The steam from the boiler, which has to be passed through a super-heater, is wet.9. The filament electrodes between which a stream of electrons flows heat.

10. The efficiency of an engine is the ratio of the work which is done to the heatwhich is received.

~

81-~


Developing Skills

Activity 1


These ideas were made precise by defining a quantity called entropy,which can be thought of, very roughly, as a measure of the potencyof heat energy. In a simple system such as a flask of water or air, ifthe temperature is uniform throughout the flask, nothing willhappen. The system remains in an unchanging state calledthermodynamic equilibrium. The flask will certainly contain heatenergy, but this energy cannot do anything. It is impotent. Bycontrast, if the heat energy is concentrated in a «hot spot» thenthings will happen, such as convection and changes in density. These.events will continue until the heat dissipates and the system reachesequilibrium at a uniform temperature.

The definition of entropy for such a system involves both heatenergy and temperature, and is such that the greater the «potency»of the heat energy, the lower the entropy. A state of thermodynamicequilibrium, for which the heat energy is impotent, has maximumentropy. The second law of thermodynamics can then be expressedas follows: In a closed system, entropy never decreases. If a systemstarts out, for example, with a non-uniform temperature distribution,i.e. at relatively 10w entropy, heat will flow and the entropy willrise until it reaches a maximum, at which point the temperaturewill be uniform and thermodynamic equilibrium will be achieved.

(Paul Davies, The Cosmic Blueprint London: Unwin Paperbacks.1987, p. 15)

Section A. Answer the following questions:

1. How does the text define «entropy»?

2. How does the text support this definition?

Definition in technical English55

3. What happens in a system until equilibrium at a uniform temperature is reaehed?

4. What faetors are direetly affeeted by entropy in a system?

5. How does the seeond law of entropy work in a system?

Section B. Write a short summary of the extraet above. Try to use your own words.

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Unit 5. Description in technical English

La descripción

La descripción en inglés técnico se utiliza para introducir, exponer o pre-sentar las características principales de un objeto, instrumento, dispositivo,método, experimento, etc. Hay tres tipos de descripción en el discurso especiali-zado para el campo de las tecnologías modernas: descripción física, descripciónfuncional y descripción de proceso. A menudo encontraremos textos que combi-nan los tres tipos de descripciones, si bien sólo una suele ser la predominante.

Descripción física

Este tipo de descripción -»physical description»- proporciona tanto las ca-racterísticas físicas de un objeto, aparato o instrumento (dimensiones, forma,peso, color, volumen, material del que está hecho, etc.), así como la relaciónespacial que existe entre cada una de las partes o de los componentes de los quese consta dicho objeto.

El texto siguiente, por ejemplo, se ha desarrollado mediante una descrip-ción física que se inicia con una breve introducción general, para pasar a deta-lles más específicos referentes a los distintos elementos que lo componen.

THE QUIET FLAT

The design concept for the quiet flat was to limit to a minimumsounds travelling from one flat to another, with sounds fromoutdoors not completely eliminated, allowing residents to be freeof the restrictions of regular flat living.

The building s are constructed completely from standardprefabricated elements, but the structures between the flats are ofdouble construction. The bearing walls between the flats are 150mm thick with 30 mm of air space in between. All the walls reston neoprene bearings. The floors consist of 200 mm hollow coreslabs with a floating structure on topoThat very efficiently preventsfootsteps being heard outside the flat and makes it possible for theresidents to choose any floor material -even natural stone.

..

58

,..


Outside walls are structurally bearing, and are ordinary concreteelements surfaced with blue and white ceramic tiles. Thebalconies are made of white concrete with glass enc1osures.

(Finnish Trade Review, 4/90, p. 35)

Design 01 Ihe quiel Ilal

I

l

Description in technical English 59

Exercise 1

Describe the following device. Give details about its size, shape, material, etc., andprovide information about the spatiallocation of its different parts.

on/off switchmotor coil

screen

mount

pivot

springs

vibrator arm

An electric shaver

Descripción funcional

La descripción funcional, en inglés «functional description», da informa-ción sobre el uso o el propósito de un instrumento, objeto, aparato o instrumen-to, así como sobre la finalidad de cada parte o componente del mismo. Unareferencia funcional puede estar contenida incluso en una sóla frase, ya de for-ma explícita (1), bien de modo implícito (2):

(1) A micrometer is a device used for measuring very small objects.(2) An ammeter measures electric current in amperes.

Veamos a continuación un ejemplo de descripción funcional en un textocompleto:

HEAD POSITIONING CONTROL SYSTEMS

Two separate control systems are used to control the position ofthe heads. The linear position control system, or fine position servo,keeps the servo head at the center of the servo track, and is usedwhen reading and writing data.

,..


A nonlinear position control system is used when the heads aremoved from one track to another (a seek). This nonlinear systemis designed to move the heads relatively long distances (0.0016inch for a single-track seek, and 2.1 inches for the longest seek) inthe shortest possible time.

The fine position servo system is designed to keep the servo headas close as possible to the center of the servo track. In addition, theservo head must quickly settle on track at the end of a seek. For the7933/35 the specific goals were to have a servo head tracking errorof less than 75 microinches and a settling time of 2.5 milliseconds.

(Hewlett-Packard Journal, January 1984, p. 14)

+

PositionSignal

CurrentCommand

Servo TrackPosition

Disc drive position control loop block diagram

Exercise 2

Choose one of the following instruments or devices and write a paragraph explainingits function.

(1) feeler gauge(2) protractor(3) galvanometer

(4) thermostat(5) solar collector

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,.............................................................

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,......................................................................

...............................................................................................................................................

..,..


Descripción de proceso

La descripción de proceso, llamada en inglés «process description», hacereferencia a las distintas etapas en las que consiste bien el funcionamiento deun objeto, máquina o instrumento, bien el desarrollo de un experimento o in-vestigación que se lleve a cabo. Este tipo de descripción hace referencia a losdistintos los pasos o estadios del proceso, al orden en el que éstos ocurren, y alobjetivo final que se persigue con los mismos.

Mientras que las descripciones física y funcional presentaban las caracte-rísticas físicas y el funcionamiento de un instrumento, máquina, etc., respecti-vamente, este tercer tipo de descripción especifica, por lo general, desde elprimer paso de cualquier proceso al último, es decir, desde el principio hasta laconsecución de un fin.

A menudo, la descripción de proceso viene acompañada de conectores queindican sucesión o secuencia temporal, y que sirven para unir las ideas que seincluyen en el texto con cohesión. Asimismo, este tipo de descripción se carac-teriza por una frecuente utilización de verbos en voz pasiva.

Lee el texto siguiente y diseña un diagrama de flujo con los distintos pasosdel proceso.

PLASMA SPRAY COATING PROCESS

Once the workpiece is mounted on the turntable, the operatorpresses the start button. The turntable indexes to position onegrooved slot of the workpiece precisely under the vertically spraygun. Argon is then injected into the gun nozzle for a few secondsto initiate high frequency ignition between the cathode and anode.Seconds later, an automatic valve gradually mixes in the secondarygas, which may be hydrogen, helium, or, in some cases, nitrogen.As the pressurized gas stream strikes the are, instantaneousionization occurs, generating temperatures up to 33,3000C.

The gun then moves downward and, at a pre-set point, a controlledflow of CuNiln powder is fed into the gas stream instantly melted,and sprayed at high velocity in a plastic state onto the workpiecesurface.

,...


Exercise 3

The following diagram represents the different stages of the process of a solar system.Describe the process with the help of the sentences below.

collector loss

heatloss

thermalstorage

fluidpump

auxiliaryenergy

fluid

pump

A basic solar heating system

1. Initially, solar radiation ...

2. Then, the fluid which is inside the collector ...

3. As the fluid is heated, some energy of the collectar ... and ...

4. Once the fluid is heated, it ...

5. While the heated fluid enters the storage, a heating element contained in the storage

tank ...

6. Before the heated fluid is pumped into the area where the heat is needed, ...

7. After this, ..., although some of the heat ...

8. Until solar radiation is again available, ...

9. Immediately afterwards, the cooled liquid ...

10. Finally, the liquid ... , and the cycle starts again.

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Grammar Review

Pattems of technical descriptions

One of the most common pattems when making technical descriptions in Englishis the use of the passive voice. The passive voice of an active verb is formedwith the verb «TO BE» (in the same tense the verb in the active voice appears)and the past participle of this verbo These are some examples:

1. Active: A spark from the ignition system ignites the mixture.Passive: The mixture is ignited by a spark from the ignition system.

2. Active: Centrifugal force produced intense stresses on the blades.Passive: Intense stresseswere produced on the blades by centrifugal force.

In technical discourse, passive statements are preferred to active ones, as inspecialised registers the object or result of the action stated by the active verb isoften regarded as more important than the subject who carries out the action.The passive construction of the main tenses in the active voice is the following:

ACTIVE PASSIVE

simple presentpresent continuoussimple past -past continuouspresent perfect .past perfect-simple futurefuture perfectsimple conditionalconditional perfectinfinitive

gerund

am/is/are + past participleam/is/are + being + past participlewas/were + past participlewas/were + being + past participlehave/has + been + past participlehad + been + past participlewill + be + past participlewill + have + been + past participlewould + be + past participlewould + have + been + past partoto be + past participlebeing + past participle

..,...........-


Exercise 4

Change the following sentences into the passive voice.

1. Concentrating collectors concentrate the sun's energy so that a smaller area canbe heated.

2. Some filter types have incorporated an antidrain check valve.3. A micron and a micrometer wou1d indicate the same unit of measurement.4. They have made the balconies of white concrete with glass enclosures.5. We rarely find pure metal s in nature.6. When Concorde was built, they needed a material which could withstand extreme

aerodynamic conditions.7. They are investigating this experiment in several1aboratories.8. The use of a thermocouple normally regulates the temperature.9. Water tubes which lined the walls had absorbed some of the heat of combustion.

10. An oxy-acetylene torch is going to produce an extremely hot flame.

Spatial order in physical descriptions

According to the range of information they provide, physical descriptions canbe either general or specific. When a physical description provides some gene-ral information, we usually find terms or words indicating, by and large, thespatial situation or location of each part or component. These terms are mainlyprepositions such as «above», «under», «next to ...», «to the left», etc.On the contrary, physical descriptions which are more specific use much moreprecise locative expressions as far as the position of the different parts isconcerned. They usually give more precise information (with exact figures,measurements, etc.).

Exercise 5

Classify the following locative expressions as either general or specific.

«1 mm. directly above», «to the right», <<near the end», «at an angle of 450», «2 cm.

out from the perimeter», «under the workpiece», «between the two axles», «at exactly

1000 Fahrenheit», «close to the shaft», «1 mm. from the centre», «a 55 pound weight»,

«at the bottom», «in the middle», «right in the middle», «below», «150 mm thick».


GENERAL SPECIFIC

1.2.3.4.5.6.7.8.

1.2.3.4.5.6.7.8.

Expressing temporal relationships

Temporal relations are expressed in technical English with the so called timec1auses or statements. Time c1auses consist of two sentences: a main clause and

a subordinate one. The temporal relationship established between them tells uswhether these two actions are simultaneous (1), or one comes before (2) or

after (3) the other. Read the followJng sentences and study their temporalrelationships.

(1) The metal is still molten. It is poured into moulds.As/while the metal is still molten, it is poured into moulds.

(2) The steam leaves the boiler. It is passed through a superheater.Before the steam leaves the boiler, it is passed through a superheater.

(3) You finished your work. You went home.After you finished your work, you went home.

Very frequently, this type of sentences appears in process descriptions, aswhenever we describe a process, some kind of temporal reference or relationshipis established. In order to inc1ude temporal references in a process description,sequence connectors are used. Rere is a list of some of the commonest temporalconnectors; each of them conveys a specific temporal relationship, that is, theyintroduce either previous, simultarieous or posterior actions:

«initially», «after this stage», «following this», «then»,«during this stage», «during this process», «at the same time»,«immediately afterwards», «subsequently», «as soon as»,«once», «at this stage», «finally», «until», «before», «while»,«as», «in + gerund», «on + gerund», oo.

.,....


Time c1auses, either expressing previous (1), simultaneous (2), or posterior (3)actions, can sometimes appear in a shorter form; they are then called «contractedtime statements». This reduction usually takes place when the subject of themain sentence and that of the subordinate c1ause is the same. In such a case, thesubject of the subordinate c1auseis omitted and the verb is replaced by its gerundformo For example:

(1) Before it enters, the steam is at high pressure.or

Before I Prior to entering the nozzle, the steam is at high pressure.

(2) While it is passing through the fan, the air is cooled.or

When I while I in passing through the fan, the air is cooled.

(3) After it leaves the boiler, the steam gives up some of its energy.or

After I on leaving the boiler, the steam gives up some of its energy.

However, there are some temporal structures in technical English which canalso appear in its contracted form even if the subjects of the main c1ause andthat of the subordinate one are different. This is quite frequent, for instance ininstructionalliterature.

When we are installing a boiler, the temperature conditions of theplace are very important.or

When installing a boiler, the temperature conditions of the placeare very important.

When we handIe acids, rubber gloves must be worn to preventburns to hands.orWhen handling acids, rubber gloves must be worn to prevent burnsto hands.

Gerund forms in contracted time statements are introduced by the temporalconnectors «after», «before», «since», «until», and «when(ever) (see example1). Apart from this type of reduction, two other types of reduction are also used.


Some connectors such as «once», «until», «when(ever)>>and «while», introdu-ce past participle forms (see example 2). Verbless clauses appear after «as soonas», «once», «when(ever)>>,and «while» (see example 3).These are some examples of the three types of reduction:

(1) He studied Engineering while working for this firmo(2) Once finished, production parts are protected from damage or corrosion.(3) When in difficulty, consult the manual.

Exercise 6

Write down sentences expressing temporal sequence with the connectors given below.

1.After ...

2. Once ...

3. While ...

4. Until ...

5. Before ...

Exercise 7

Write down a short description about an industrial or manufacturing process or aboutthe different stages of a study, research or experimento

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)r~~

. , ¿,

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Industrial production

Exercise 8

Change these statements to their contracted formo

1. When it leaves the furnace, the molten metal is channelled into moulds.

...............................................................................................................................................2. Before we apply heat for a weld, the plates should be c1amped together.

...............................................................................................................................................3. When rivets cool, they contract.

...............................................................................................................................................4. Before the fuel enters the boiler, it is pulverised.

...............................................................................................................................................5. After it leaves the discharge of one impeller, the water flows to the eye of the next.

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Description in technical English

Developing Skills

69

Activity 1

Read the followingtext and analysehowit has been developedby meansof a patternofdescription. Classify the type of descriptionthat appears in it.

THE PERFECT MATCH

VISUALDISPLAYThe system operates as follows. The

sample given by me customer, say, a

piece of Jeamer, wood, or wallpapet,

is exposed ro me spectrophotometer

which measures me light reflected

from me sample. The spectrum of

me sample is men transferred to me

compUter for analysis.

From me spectrum values, me

computer calculates altemacive tint.

ing rations, which are used tO

produce a shade corresponding as

dosel y as possible to me shade re.

quesred by me CUStomer. The alter-

nacive ~hades appear on me como

puter' s visual display, The cUStomer

can men choose for rumself which al.

temacive besr matches his own sam.

pie, which is a1so visible on me dis.

play. .

At mis Stageit is possible tO con-

sider me lighting condicions in whieh

me paint wil! be seen, for which me

computer can adjUSt me tinting ra.cios. The fmal fonnulation is fre.

quencly chosen on me basis of me

inrended location and purpose of me

parnt.

The end product, ¡.e. me requesr.

ed shade of paint, is produced bytransferring me tinting fonnulation

to me tinting machine. conrainingme pastes. Complying w¡m~e foro

mulation, me machine dispenses me

pastes into me can of paint merwhich me paint is mixed in a shaker

before going OUtto the customer.

The whole process flOm sample

anaIysisto end produCt rakes ooly afew minutes. This is a bonus for

both me cUStomerand Tikkurila's

salesmen, since the enrire syStemcan

be demonstrated simpJy, visually,onthe spot, anywhere in the world. The

spectlOphoromerer JS COmpatible. wim the existing Monicolorand

T emacoJor sysrems.

(Finnish Trade Review, 4/90 p. 31)

,....I

70 English in Technical Enf?ineering

The new spectrophotometer developed by Tikkurila measures the light rellected Irom a sample 01 leather,wood, wallpaper, or some other material.

Activity 2

Draw a chart of the different stages this process consists ai. Identify the cannectorsthat appear in the description,

Unit 6. Classification in technical English

La clasificación

Aparte de las dos funciones comunicativas vistas anteriormente (descrip-ción y definición), se puede encontrar también una función clasificatoria en eldiscurso científico-técnico.

En el inglés especializado la clasificación nos informa sobre el grupo o laclase a la que un objeto pertenece, o bien, si conocemos la clase, la clasifica-ción nos presenta los distintos miembros o sub-grupos de la misma. Existentres tipos de clasificación, de acuerdo con la cantidad de información que senos proporcione: clasificación completa, clasificación parcial y clasificaciónimplícita. En particular, en el caso de la clasificación implícita, no hay un pro-pósito clasificatorio evidente; dicho de otro modo, la información viene dadade tal manera que la clasificación aparece ereflejada, pero no de modo explíci-to, en el discurso.

'Clasificación completa

La clasificación completa (<<completeclassification») proporciona la si-guiente información, tal y como se refleja en el texto que aparece a continua-ción:

(1) información sobre la clase o el grupo al que los elementos a clasificar per-tenecen, así como información adicional sobre el tipo de relación que exis-te entre ellos.

(2) la base en la que se fundamenta la clasificación.(3) información sobre el objeto u objetos que se clasifican, es decir, sobre las

semejanzas y diferencias de los distintos elementos de la clase.

Chemical elements commonly used in laboratories can be dividedinto two great groups according to their carbon content. Gn theone hand, we find organic compounds, whose main characteristicis their carbon content. Gn the other hand, inorganic compoundsdo not contain carbonoWater is an example of inorganic compound.However, there are some compounds such as carbon dioxide which

r


have carbon content, but are nevertheless considered as inorganiccompounds.

Organic and inorganic compounds also differ in the elements theyare formed from. For example, organic compounds can contain onlycarbon, hydrogen, oxygen nitrogen and phosphorus, whereasinorganic ones can be formed from almost all the chemical elements.

Exercise 1

Read the text and draw a c1assificatory chart with the information it contains.

We can group measuring devices according to the type of measuringunit each uses. Therefore, these devices can fall into four maincategories. The first category is the one called «linear units», whichinc1udes measures such as metres, inches, miles, etc.

The second and third categories of measuring devices are knownas «volumetric units» and «weight units». Whereas the former isused for volume measurements such as litres, ounces, etc., the lattermeasures quantities (grams, pounds, kilograms, tons, etc. ).

Finally, the last type of our c1assification is applied for morespecialised measures used in technical work. Temperature, electriccurrent, etc., are examples of this kind of measures.

Clasificación parcial

Llamada así (<<partialclassification») ya que omite la base de la clasifica-ción, bien porque la clase a la que se refiere es demasiado amplia o general,bien porque se sobreentiende por el contexto. Por lo tanto, una clasificaciónparcial nos dará información sobre el nombre genérico de la clase y los miem-bros de la misma.

En el siguiente extracto, por ejemplo, se da por entendido que la clasifica-ción está basada en la función específica que realiza cada uno de los distintostipos de válvulas a los que el texto se refiere.

L

Classification in technical English 73

TYPES OFVALVE

Four particular valve types are commonly ued in piping systems:gate valves, globe valves, check valves and plug valves.

Gate valves are usually operated closed or wide open. They areseldom used for throttling, Le., regulating flow, to any fine degree.Globe valves, on the other hand, are adaptable to throttlingoperations and are often fitted with a renewable disk.

Check valves are used for limiting flow automatically to a singledirection in a piping system, while plug valves operate in the openor closed position by turning the plug through 900 with a shearingaction. This enables it to clear foreign matter from the seat.

Exercise 2

Write a short text classifying the main types of plastics. Follow the information of thechart to develop your ideas in an ordered way.

PLASTICS

(a) thermoplastics- made of coal- types: nylon (combs),

PVC (pipes),polythene (bags)

(b) thermosetting plastics- made of oil

- types: melamine (tableware),polyurethane (foams),phenolic resin (plugs)

Clasificación implícita

En una clasificación implícita, la clase a la que se está haciendo referenciano se menciona. El texto o párrafo no tienen un propósito clasificatorio abierto,pero sí una estructura implícita de clasificación.


Es el contexto lo que da la información -contenida de modo abstracto-sobre la clasificación. Incluso en algunos casos, se nos presenta un diagrama oárbol clasificatorio sobre el cual se apoya el texto, con el fin de que el lectorpueda percibir de una manera más fácil la función clasificatoria contenida demodo implícito en el mismo.

Exercise 3

Read the following text and complete the chart below with the information given in it.

Regenerable energetic sources are those which will never be usedup, for example, solar radiation, eolic energy and hydraulic energy.The first one comes from the sun, the second is produced by thewind, and the latter is related to the use of water in dams. Thesedifferent kinds of energy are clean, that is, they are not harmless tothe environment. Gn the contrary, non regenerable energetic sourcesare those which may be used up, mainly extractable materials takenfrom the earth. This is the case of petrol, coal, iron or metals, amongothers. This type is called artificial energetic sources; they produ-ce huge amounts of energy, but they are very polluting and thereforeenvironmentally harmless.

A. oo.

B. oo. 1. Types: a. oo.

b. oo.

c. oo.

2. Details: a. oo.

b. oo.

c. oo. 3. Types: a. oo.

b. oo.

c. oo.

4. Details: a. oo.b. oo.

.,..........-

l

II

I

II.

L


Grammar Review

Expressing technical classifications

One way to identify objects is by c1assifying them according to types orcategories. This kind of c1assification goes from the particular (a member of theclass) to the general (the whole class) or viceversa. We say, for instance:

Tanks, boxes and beakers are kinds of containers.Spanners, wrenches and planes are types of tools.There are two types of engine: petral and diese1.

If we want to concentrate only on one single item, the singular is used insteadof the plural. We then have a definition of the item according to the c1ass itbelongs to. For example:

A vice is a type of too1.A mainframe is a type of computer.A VDU is a kind of TV screen.

Classifications are often expressed by means of verbs such as «to divide ...into», «to split ... into», «to c1assify ... as», «to separate as», «to break downinto», «to fall into ... » , etc.. It should be noticed that the verb «to fall into»does not accept the passive voice. Here are some examples:

Rivet heads can be broken down into flat head rivets, countersunkrivets, mushraom rivets, pan head rivets and raundhead rivets.We can split plastics into thermoplastics and thermosetting plastics.AC-AC converter topologies can be classiffied into threecategories: dc link, ac link, direct link.The principIe storage areas in a computer fal! into two types: thedisk drives and the RAM (random access memory).

Another way of identifying objects is by c1assifying them according to theirparts or components. We should then talk of a c1assification combined with aphysical description. Again, if we want to emphasise or insist upon one specificpart, the singular is preferred, as shown in the examples below:

76

..,.........


The two main parts of a computer system are hardware and software.A jib is a part of a crane.A flange is one component of a girder.

Some verbs also imply or contain the idea of c1assification. The most commonlyused verbs in technical English are «to consist of» and «to comprise», whichare often employed in physical descriptions, in sentences such as the following:

Peripheral equipment consists of input, output and storage.A computer system comprises hardware and software.Water consists of oxygen and hydrogen.

Exercise 4

Read the following passage, decide the type of c1assification it contains and say howthis c1assification has been signalled. Draw a c1assificatory chart with the informationgiven in the passage.

Varlatlons on a themeIn an earlier Eureka on Campus, I pointed out that the mostimportant aspect 01 engineering thermoplastics is theirenormous variation in terms 01 properties. More thananything else. this diversity makes the materials 50 uselulin the engineering.world.

For many centuries. chemists have been increasing therange 01 metals by alloying them with other melals.Short-comings have been overcome and properties havebeen tailored lor specilic applications.

Over the past decade. a similar process has been takingplace with thermoplastics.

When it comes to linding the righl malerial lor aspecilic applicalion. the cheapest approach delermineswhether the ideal material (or something near 10 ill existsalready. II it doesn't. the alloying approach has manyadvantages. particularly in terms 01 speed and cosl, overthe alternative route 01 synthesising a lotally newpolymer.

In the world 01 thermoplaslics. there are three commontypes 01 blend: miscible. immiscible and partially miscible.

With miscible blenda. IWO types 01 polymer moleculeintermix completely to lorm a single phase materíal. Byvarying the proportions 01 constiluent polymers.important characteristics, such as the heat

performance 01 the blend can be adjusted.. Immiscible blenda, on the other hand. are so-calledbecause the polymeric elemenls each relain their phasesinde¡jendenlly of one anolher. These materials can beseeh as a kind of reinforced plaslic. consisting of apolymer combined wilh a second polymeric reinforcingfiller or modifl8r,

BelWeen the IWO extremes are partially miscibleblends. A multi-phase blend is produced. one which hassome attributes of both components along with someshifts in property levels. Materials which combine asemicrystalline with an amorphous material are goodexamples 01 such blends. PCIPBT (PolycarbonalelPolybutytene Terephthalatel. lor example. combines aduclile. dimensi9nallystable mateñal with resislance 10petrol. It is widely used. therefore. in the manufacture ofautomotive bumpers.

In addition to the variety 01 generic polymer speciesand to the possible blending and polymer modificalion. araft of reinlorcing fillers. stabilisers and additives givesrise to a huge array of commercial grades. From this ever-growing spectrum of materíals and grades. the designengineer or specifier can select according 10 specificrequirements 01 the part under consideration.

(Eureka on Campus, Spring 1991, p. 28)


Exercise 5

Select one of the following subjects and write a classification according to types.

(1) the different types of energetic sources(2) joining methods in industrial engineering(3) chemical elements commonly used in laboratories(4) sources of electromagnetic interferences

Exercise 6

Write a classification with a physical description (according to parts) of one of thefollowing items:

(l) a telex(2) a radar(3) an electrical circuit(4) a TV set

I

~


Developing Skills

Activity 1

Read the passage below and answer the following questions.

TOMORROW'S NEWSPAPER

Newspaper production is a manifold process. The newspaper itselfis a medium of information in its news and editorial sections and amedium of communication in its advertising section. Interestingand up-to-date information must be researched, collected, editedand set for all sections. Moreover, for the production and marke-ting of their products, newspaper publishers require a suitableadministration and management structure.

In order for it to be fully effective, the performance range of anelectronic newspaper system must be extensive. It must beemployable in the editorial, advertising and managementdepartments and aid activities such as text processing and layout,production, marketing, planning and administration. The systemshould bring the following advantages:

- more up-to-date information and faster processing- more efficient make-up and production- more reliable and efficient receipt of information (agency reports

and advertisements)- opportunity of electronic information management (archiving

and retrieval)- opportunity of linkage to worldwide electronic communication

systems (databases, videotext)

1. What does the text deal with?

2. Why does the text say newspaper production is a manifold process?

3. Is an administration and management structure really necessary? If so, why?

II

....

Classification in technical English

I

I

I

J

4. What is the aim of the electronic newspaper system?

5. Can you summarize the main features of the system?

Activity 2


centers - network - communication - supports - through - thus -meet - carried - such - for

COSY 200

As a future-oriented newspaper system, COSY 200 (1)activities in the editorial, advertising and production areas.Archiving is also supported (2L use of the GOLEMdatabase system. COSY 200 (3L represents anorganizational framework ~ithin which all text editing andprocessing tasks for newspaper and magazine production can be(4) out.

Due to its great flexibility, COSY 200 can be adapted or extendedto (5) the needs of any type or size of organization. Themost important components of (6) a system are:

- a computer (for increased operational reliability a dual computersystem is employed)- a dense (7) of terminals (also regionally branched)- data transmission to geographically distant production(8)- electronic storage (databas es) with retrieval via the computer- interfaces to (9) networks (e.g. videotext, agen-cies -literature reference hosts)

Appropriate user training is vital (lO) the efficient useof COSY 200. A complete set of courses is provided by our Dataand Information Systems Training Center.

...

79

r'I


(Siemens Review, XLIX 1982, no. 1, pp. 8-9)

Unit 7. Cause-effect relationships in technical English

Relaciones de causa

Podemos explicar un suceso, hecho, etc. bien haciendo referencia a la cau-sa que lo produce, al efecto, resultado o consecuencia que del mismo se deriva,al medio o a la finalidad de llevar a cabo dicho hecho, etc. Estos son algunosejemplos de relaciones causales interproposicionales:

Variations in speed bring about loss of efficiency.The accident was brought about by inadequate safety precautions.Copper is produced by a series of chemical processes.Heat dissipates according to the second law of thermodynamics.Cables are composed of thousands of wires which are galvanizedto resist corrosion.

En los textos técnicos, la relación causa-efecto (<<cause-effectrelationship»)suele encontrarse combinada con otras funciones. Así, la encontraremos en des-cripciones, en definiciones, en textos de carácter argumentativo o expositivo,etc. Estudiemos por ejemplo la relación causa-efecto en el siguiente párrafo:

VALUE OF ENERGY

We are able to travel great distances in short times by using a choiceof conveyances; we can communicate instantaneously with personsanywhere on earth; and we controllarge amounts of energy at ourpersonal whim in the form of automobiles, electric tools, appliancesand comfort conditioning in our dwellings.

How did these changes come about? They have resulted from acombination of inventiveness and ingenuity, coupled with apainstaking construction of theory by some of the great scientistsand engineers throughout the years. ( oo.)

As a result of the development of the science and application ofthermodynamics, our ability to obtain energy, transform it, and

~I


apply it to society's needs has brought about the change fromagrarian to modern society.

(Fundamentals 01Engineering Thermodynamics, John R.Howell and Richard O. Buckius. New York: Me Graw-Hill Book

Co. 1987, p. 5)

Exercise 1

Match each cause with a corresponding effect.

l. air pollution2. reduction of power3. carelessness4. metal fatigue5. temperature increase

a. metal deterioratesb. wheels rotate more slowlyc. metal expansiond. diseasese. industrial accidents

Exercise 2

Make sentences giving explanations to the following topics.

l. A broken drill: .................................................................................................................

2. Evaporation: ..........

3. Excessive fuel consumption: .........................................................................................

4. Expansion of metal: ........................................................................................................

5. Development of nuclear energy: ...................................................................................

Para estudiar de un modo más concreto las estructuras de causa-efecto quecomúnmente aparecen en inglés técnico, se podría establecer la siguiente clasi-ficación en tres grandes grupos: relación causa-efecto, relación medio-fin y me-dio-resultado, y relación razón-resultado.

Cause-effect relationships in technical English 83

Relación causa-efecto

Este tipo de relación expresa la causa o hace referencia al efecto resultantede una ación determinada. Identifica cuál es la causa y cuál el efecto en lossiguientes ejemplos:

Heat dissipation brings about loss of efficiency.Many industrial accidents are due to carelessness.Technology always leads to an increase in productivity.Careful studies have given rise to the implementation of solarenergy in several areas of the country.

Relación medio-fin y medio-resultado

En este tipo de relación, la oración subordinada hace referencia bien almedio o modo empleado para la consecución de un hecho, o bien la finalidad oel propósito de la acción expresada por el verbo. Estos son algunos ejemplos:

Friction wear is avoided by using lubricating oil.Air conditioners are installed in order to avoid excessive heat.Temperatures below 00 are needed so that frozen food may bestored.Safety precautions are taken in order that industrial accidents maybe avoided.

Relación razón-resultado

La oración principal expresa el resultado de la razón planteada en la ora-ción subordinada. Estos son algunos ejemplos:

Electricity comsumption will not increase because of theimplementation of heat recovery and waste heat technologies.As the structure is self-regulating, latching mechanisms are notrequired.The electronic equipment was damaged since is was not kept inthe appropriate conditions.

,.........


En el caso de que no exista una subordinación entre las dos proposiciones,sino dos oraciones principales (véase el ejemplo siguiente), la primera oraciónexpresa la rezón y la segunda es el resultado de la primera:

The degree of humidity had to be maintained. Therefore, ahumidifier was used.

Exercise 3

Decide which type of relationship is expressed in the following extracts.

A.Because of their excellent absorption coefficients, these substancescan be applied in micrometer-thick films to achieve total absorptionof all incident solar radiation.

(Siemens, Fall1991, p. 22)

B.

Energy consumption has been increasing throughout history.Invariably, two forces have spurred this development: growingpopulation, and improved living standards. The latter has largelybeen the result of the widespread introduction of machines, which,however, also consume energy.

(Siemens. Fall1991, p. 16)

C.By varying joint dimensions on screen it is possible to arrive at anoptimum design in order to fulfill a particular set of requirements.This has been claimed before, but many designers are presentlyunwilling to venture into adhesively bonded joint technology,because they are uncertain about the performance they can expect,particularly in the long termo

(Eureka on Campus, Spring 1991, p. 62)

Cause-effeet relationships in teehnieal English 85

Grammar Review

Expressing cause-effect relationships

Cause-effect relationships are made explicit in technical discourse by means ofcertain verbs, expressions and sentence linkers. We call causative verbs thoseverbs which are used to introduce a «cause-effect» relationship. The mostcommonly ones used in technical English are, among others, «to bring about»,«to cause» «to result in / from», «to lead to», «to give rise to», etc. Here aresome examples:

Heating the metal in air brings about oxidization.Any kind of movement between surfaces causes friction.Subsequent cooling of the material results in solidification.Implementation of state-of-the-art technology can lead to a majorreduction in energy use.Improvements in computer technology have given rise to theirgreater commerciality.

1t should be noticed that the verb «to result in» always goes after the cause andbefore the effect. On the contrary, if the effect comes at the beginning of thesentence and the cause at the end, the preposition «in» is replaced by «from»,as in the example below, which is the same sentence but expressed in a differentway:

The non lubrication of the car components brings about / resultsin corrosion.

Corrosion is brought aboUt by / resultsfrom the non lubrication ofthe car components.

Some other verbs in English may also indicate some kind of effect in an implicitway. These verbal structures are those introduced by verbs such as «to enable»,«to allow», «to permit», «to cause» and «to make» followed by a direct objectand an infinitive with the particle «to». Notice that after the verb «to make»,there always comes a bare infinitive; that is, without the particle «to». Here aresome examples:

1.


A thermometer allows us to measure the temperature.Rapid cooling makes metal contract.The use of computers and other technologies causes a considera-ble saving of time in modern life.The use of gauges enables engineers to read temperatures orpressures.

Apart fram the so called causative verbs and those verbal structures seen above,technical English also uses some other words and expressions taken from thegeneral corpus of English, which also express cause-effect relationships. Porinstance, expressions ofthe type «the effect of», «the cause of», «the consequenceof», «as a consequence», «consequently», «as a result», etc., are widely used torefer to these relationships.

Exercise 4

Make sentences expressing relationships of cause and effect with the help of the, .

following statements.

1. A rise in temperature.

...............................................................................................................................................

2. Insulation of electrical wires.

...............................................................................................................................................

3. Intensive research in engineering issues.

...............................................................................................................................................

4. Use of corrosive chemicals.

...............................................................................................................................................

5. The development of the chip.

...............................................................................................................................................


Exercise 5

Deduce from the meaning of the sentence the implied cause(s) or effect(s) of each ofthe following statements.

1. The machine needs repairing.2. No specifications are required for the use of this tool.3. It is necessary for a running motor to be cooled by a fan.4. Major efforts will be needed to solve the decrease in energy production.5. A nuclear reactor necessitates a large amount of water for cooling.6. Enterprises need to be promoted by the government to ensure the country's

international competitiveness.7. It is essential for the valves to open and close correctly.8. The drill must be positioned correctly.9. Goggles must be worn to avoid damage to the eyes.

10. Seat belts must be fastened when travelling by planeo

Patterns of means, end and purpose

The following are some of the most common forms used in technical English toexpress the means by which a given effect can be obtained or achieved: «(by) +gerund», «by + noun», «by means of + noun», «a means of + gerund», «by thismeans», «with», «with the help of», et,c.All these expressions state the meansused to obtain some final or specific results.

Examples:

The lenses are protected by organic gas against sparks.Quality control and production have been improved by installinga process control system.Electromagnetic induction is a means of making better metal matrixcomposites.Power supplies must be safeguarded with (he help of a moreefficient use of coal and nuclear power.

Apart from the means, we can also express the purpose or the finality of a givenaction. Purpose c1auses are expressed in English in different ways. For instance,with expressions such as «the aim of», «the purpose of», «the object of», etc..Infinitives of finality or grammatical structures such as «so as to + inf.», «in

jI

...


order to + inf.», and «for + gerund» are also used to introduce this type ofrelationship. Besides, there are several connectors to express purpose, forexample, «so that» or «in order that». Rere are some examples:

The aim of the motor car is to provide transport for people.The cryptochip can be used to implement high-grade securityfunctions in networks and equipment.Scientists have developed this test for calculating the totaltemperature rise in the process.Steam is allowed to enter in order that the pressure is sufficientlyhigh.Turn the electric power off so as not to produce a short-circuit.

Exercise 6

Complete or rewrite the sentences below expressing either means or purposerelationships.

1. a gas in a cylinder, temperature is raised. (to compress).

2. The framework of the building was supported --- girders.

3. CAD is used for '

4. New discoveries are needed better results in the industrial field.

(to achieve)

5. Air is allowed to flow into the filter. The inlet valve opens. (to open)

6. The purpose of using photoelectric control s is '

7. Pure feed water is used the formation of deposits may be avoided.

8. Some of the stresses in metal s are prevented --- a method called annealing.

9. The crude ore is purified so as to be used for industrial purposes. (so that)

10. Many modifications were done to improve the performance of the engine. (for)

Cause-effeet relationships in teehnieal English 89

Exercise 7

Rewrite the following sentences using the word(s) given in brackets.

1. They reset the thermostat to increase the temperature. (with the purpose of)

........................................................................................................................................2. The high level of system reliability is ensured. Permanent self-monitoring of the

electronic circuits ensures it. (by)

........................................................................................................................................3. Bearings are lubricated. Reduction of friction. (in order that)

........................................................................................................................................4. Natural resources are protected. Low-energy systems should be established to protect

them. (by)

........................................................................................................................................5. An engine provides power to drive and turn the car wheels. (the purpose of)

........................................................................................................................................,6. Metal bars are cooled slowly in order to avoid distortion. (so that)

........................................................................................................................................7. A trace of cuprous iodide serves as a catalyst to accelerate the reaction. (the aim of)

........................................................................................................................................8. Commands are sent sequentially to each of the processors so that malfunction

instruments are activated. (so as to)

,..............................................9. To eliminate the need for a separate signal, the dock information is encoded with

the data.

........................................................................................................................................10.This method is recommended to avoid decomposition at high temperatures. (in order

that)

........................................................................................................................................


Patterns of reason and result

The commonest connectors for expressing reasons in English are, among others,«because», «as», «since» (the three of them followed by a subordinate c1ause),and, «because of», «owing to», «due to», «for reasons of» (all followed by anoun or nominal expression). Here are some examples:

As only one valency stage is involved in the reaction, the equivalentweight is the same.Losses may occur beca use the reaction is not instantaneous.Since this industry uses solvent-free coatings, there are noenvironmental problems.The steam pressure fell due fo condensation in the cylinder.The results were not accurate beca use of slight atmosphericoxidation.

Owing fo their static stress situations, metallic structures are widelyused.

To express result, the commonest connectors and expressions are «so»,«therefore», «thus», «thereby», «hence», «consequently», «as a consequence»,«as a result», etc. For example:

Capacitance is usually measured in microfarads or picofarads;fherefore, the farad is too large a unit.PVC is used for covering cables. Thus, it is a good insulator.The most efficient manufacturing techniques are used. As aconsequence, production costs are maintained.The molten metal did not corrode. Thereby, a flix-cored wire wasused.

Exercise 8

Join the following sentences by means of a reason-result connector.

1. Copper is used for cables. Copper is a good conductor.2. 80ft iron is used in electromagnets. 80ft iron magnetizes easily.3. The beams fail. The top layers are crushed and the bottom layers torno4. The moon's force of gravity is less than that of the earth. People weigh less on the

moon.

5. Water was sprayed into the steam causing condensation. The condensate is notcontaminated.


6. The aim of dampers is to control the flow of outdoor air and recirculated air. Toregulate the mixture.

7. A flux was applied to the metal. Oxidation was prevented.8. The oil filter was not changed. It became blocked.9. The building broke down because strong materials were not used. Circulation

became impossible.10. The flow of electrons through an insulator is very small. It can be ignored.

Exercise 9

Join or rewrite the following statements with the words given in brackets.

l. Laboratory equipment must be used carefully because the cost of replacing it isvery high. (for reasons of)

......................................................................................................................................2. Only solids have to be disposed of. Most of the liquid cool is from evaporation.

(as)

......................................................................................................................................3. The worker did not pay attention to what he was doing. He cut himself. (because)

......................................................................................................................................4. They turned on the air conditioning. It was hot. (due to)

......................................................................................................................................

5. The batch size is fairly small. Multiple loading of this particular component is notnecessary. (because of)

......................................................................................................................................6. Rapid evaporation at the heating surface tends to make the steam wet. (thus)

......................................................................................................................................7. Worldwide standards are introduced. Vendors can focus on particular

neighbourhoods within the realm of mechanical engineering. (as a consequenceof)

......................................................................................................................................8. Implementation of good methods. The firm increases the production for the next

year. (thereby causing)

......................................................................................................................................

.,.........-


9. An air-conditioning system allows indoor temperature to be conditioned. (the resultof)

......................................................................................................................................10. The continuing improvement in hardware technology has caused CAD, CAM and

CAE to expand. (result from)

........................................................................................................................................................

Cause-effect relationships in technical English

Developing Skills

Activity 1

93

Read the text and find the different types of cause-effect relationships that appear in it.

A NEW LOOK FOR THE OFFICE WORK-PLACE

The constant evolution of computer technology has created the needfor the adoption of flexible office layouts in order to accommodatethe ever changing material or physical requirements dictated mostlyby new electronic innovations.

This development has brought about the continuing disappearanceof «office rooms» and the setting-up in their place, of open officespace and the creation of personal «islands».

The compact nature of computers and related equipment has broughtabout the creation of a restful sense of orderliness by eliminatingthe unsightly view of miscellaneous accessories.

It's interesting to note that design in the office follows therequirements of necessity much more than in the home. Those whouse designer modelled equipment and offices have played no partin their choice. Decisions carne from above and selection criteriawere undoubtedly functional: state-of-the-art, reduced runningcosts, improved productivity. Choice of office furniture isconditioned by employee status, space available and, lastly looksand finish.

(Times Magazine, October 1989, p. 5)


The new look al modern offices

Activity 2

Write a summary or give your own opinion about the text (10 lines).

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

...............................................................................................................................................

'Cause-effect relationships in technical English 95

Activity 3

Group discussion about one of the following subjects:

1. The effects of nuclear power p1ants in our environment.

2. Reasons for the appearance and deve10pment of computers.

photograph

Activity 4

Complete the extract below with the following words: by - improving - avoid - or - to- meet - therefore.

TOWARD MORE EFFICIENT USE OF FOSSIL FUELS

It will be impossible to (1) shortages of oil and naturalgas. Power supplies must (2) be safeguarded to asubstantial extent (3) making more efficient use of coal


and nuclear power. Continued expansion of nuclear power programsis imperative in order (4L mitigate environmentalproblems, since it will be impossible to (5) demandsfor a considerable cut in global C02 emissions either by(6L the efficiency of fossil fuel utilization(7)-- by increasing the contribution of renewable energiessupplies.

(Siemens Review, Fall1991, p. 20)

r

Unit 8. Hypotheses and conditioJ)s

Hipótesis y condiciones

Relación de condición-consecuencia

La llamada relación de condición-consecuencia, expresada por medio de ora-ciones condicionales, está constituida por una condición o hipótesis y su conse-cuencia lógica. Las oraciones condicionales se estructuran de la siguiente manera:

(1) oración subordinada: en ella se establece la condición, hipótesis o predic-ción. Viene introducida por la conjunción condicional (<<if»,<<unless», etc.).El significado que describe esta oración es lo que va a condicionar la ora-ción principal.

(2) oración principal: es la consecuencia directa de la condición o hipótesisformulada en la oración subordinada.

Veamos con el siguiente ejemplo cómo se construye una oración condicional:

If batteries are low, the electrical device does not work at all.

La oración subordinada viene introducida por el conector «IF»; es la queestablece la condición o hipótesis a tener en cuenta: «Si las baterías (pilas)están bajas, oo.».

If batteries are low, oo.

La oración principal es la consecuencia de la condición planteada en laoración subordinada. El resultado o la consecuencia de que las baterías (o pi-las) estén bajas es lo que viene dado en esta segunda oración; el resultado esque el mecanismo eléctrico no funciona.

oo.the electrical device does not work at al!.

En resumen, toda oración condicional está constituida por la siguiente es-tructura: condición (oración subordinada) + resultado o consecuencia (oraciónprincipal).


Es importante recordar que, por lo general, las oraciones condicionales seutilizan en inglés técnico para expresar hipótesis, predicciones o posibles argu-mentos a partir de los cuales se puede o se pretende obtener un resultado con-creto.

Veamos ahora un texto desarrollado con este tipo de estructuras. Comoacabamos de ver, todas las condiciones o hipótesis que aparecen están introdu-cidas o señalizadas por el conector condicional. De cada una de estas condicio-nes podemos deducir una consecuencia en particular.

PROCESSOR SYSTEMS

The communications processor has a watchdog timer which iscontinually reset by software during normal operation. If thewatchdog timer is not reset, signaling a fault, the communicationsprocessor is automatically prevented from exercising control of theHP-IB. If the communications processor malfunctions, display ofthe ECG waveform and other parameters continues, but the controlson the display and the strip chart recorder will not function. If thedisplay processor fails, no meaningful display is provided, but alarmand manual recordings (using the keys on the display) remainoperational.

(Hewlett-Packard Journal, November 1980, p. 16)

Exercise 1

Fill in the chart identify the results or consequences given in the fragment above.

CONDlTION RESULT

1. (a)

2. (a)(b)

3. (a)(b)

Hypotheses and conditions 99

Exercise 2

Write hypotheses or conditions for the following consequences.

1. Ifsteam.

, water becomes

2. If , solar energy will have to be

developed.

3. If , the electrical circuit in the distributor must be

checked.

4. If a dial , the reading will not be the correct

one.

5. If you , your eyes will not be

damaged when working with a grinding wheel.

Exercise 3

Now, write a consequence or result for the following statements.

l. If the rivets are too near the edge of a metal surface, it '''''''''''''''''''''''''''''''''''''''''''' .

2. If pressure increases, the refrigerant .

3. If a condensation process takes place, liquid .

4. If the electricity supply is switched off, .

5. If finished parts are not protected, .


Grammar Review

Patterns of conditions

When we want to express a conditional statement about something that may ormay not happen, we use a subordinate clause introduced by «IF» or otherconnector of condition. The subordinate clause will always be accompanied bya main clause in which the result or consequence is stated. If we want to placemore emphasis on the result or consequence, we place the main clause first (theconsequence), and then, the subordinate clause (the condition); if not, we do itthe other way round. Look st the following examples:

If there is no petrol in the tank, the car will not move.(condition) + (consequence)

The car will not move unless there is petrol in the tank.(consequence) + (condition)

Conditional sentences fall into three main types, according to the verb tenseswhich are used in both the conditional clause and the main clause.

(1)We use the simple present (both in the main clause and the subordinate one)whenever the result takes place once the condition has been accomplished.The imperative form is mostly used when giving orders (direct instructions).

IF + SIMPLE PRESENT... SIMPLE PRESENT / /MPERATIVE

Examples:

If a body is immersed in a fluid, its loss of weight is equal to theweight of the fluid displaced.If the electric power is off, the machines do not work.If the carburettor does not work, check its condition.

An alternative form to these general conditions is to use the simple future tensein the main clause, especially when we are sure (100% certainty) that the resultstated in the main sentence will take place if the condition is accomplished.


IF + SIMPLE PRESENT .0.SIMPLE FUTURE

Examples:

If we use a flexible coupling, we will avoid many troubles.If the sluice gates are opened, water will flow out of the lock.If a beaker is dropped, it will break into pieceso

(2)If the result af the canditian is uncertain ar daubtful, that is, when we are natsure whether the result ar cansequence is gaing ta be fulfilled ar nat, thesimple past is used in the subardinate c1ause and the simple canditianal(WOULD + inf. withaut TO) is the tense used in the main c1ause.

IF+ SIMPLE PAST, oo.SIMPLE CONDITIONAL

Examples:

If we doubled the voltage, we would halve the current required.If they used a strong metal, the strength of the alloy would be higher.If a coupling were used, fatigue failure would be avoidedo

(3)Whenever we refer ta past canditians that did nat take place, the past perfecttense is used in the subardinate c1ause, and the perfect canditianal (WOULD+ have + past participle) appears in the main c1ause.

IF + PAST PERFECT, oo.PERFECT CONDITIONAL

Examples:

If they had followed the safety instructions, they would haveavoided the accident.

If they had lubricated the bearing, it would not have been damagedo

~

...-.'P""'"


Exercise 4

Read the following sentences and classify them into according to the three types ofconditionals seen above.

1. If the switch is pressed, the bell will ring.2. If we increased the thickness, the steel plate would be stronger.3. If a stronger material had been selected, losses would have been minimised.4. If we used this method, production costs would be reduced.5. If springs are used to hold the pannel, instability will be the result in the horizon-

tal position.6. Students fail their exams if they don't work hard during the year.7. Teachers would have given good marks if students had studied more than usual.8. If workers are not more careful, the number of accidents will inevitably grow.

Other ways of expressing conditions

We can also express conditional statements by using the following words or"structures:

1.UNLESS: its meaning is similar to «If not». «Unless» cannot be used in thethird type of conditional clauses.Let us see how a sentence can be changed from an «if-conditional» to acondition introduced by «unless»:

Example:

If there isn't too much material in the die, the hydraulic pressure does notincrease.

Unless there is too much material in the die, the hydraulic pressure does notincrease.

2. PROVIDED (THAT)>>,«PROVIDING (THAT)>>,and «ON CONDITION(THAT)>>also introduce conditional statements: they are translated intoSpanish as «con tal (de) que», «a condición (de) que» etc. Here is an example:

If welding is allowed to proceed, the error warnings areautomatically reset.orProvided (that) / providing (that) / on condition that welding isallowed to proceed, the error warnings are automatically reset.


Exercise S

Make similar sentences in meaning to the statements given below.

l. If all delta registers reach their zero state, the movement completion signal is set.

........................................................................................................................................2. We may have a solution for you if you have a heat treating productivity problem.

........................................................................................................................................3. Full technical support and customer training is available if it is required.

........................................................................................................................................4. If any of the processor systems fails, the remaining processors do not continue to

operate.

........................................................................................................................................5. Water cannot be formed if hydrogen and oxygen are not mixed together.

........................................................................................................................................

Hypotheses, predictions and recommendations

In technical English we usually come across with conditional structures whosemain clauses have a modal verb (can / could, may / might, must, should, oughtto, etc.), indicating degrees of probability, possibility, certainty, likelikess, etc.These structuras are widely used to express hypotheses, arguments or predictions,to make recommendations, etc.

Examples:

If not installed properly, the radio equipment may causeinterferences with radio and TV reception.If you have any question about the configuration of cache memory,you should consult your local dealer.

Besides, we should also remember that indirect instructions in technical Englishused the modal «MUST» in their structure. Very frequently, a conditional clauseaccompanies both direct and indirect instructions. For example:

--L

,--,...


Direct instruction: Change the brushes if they are worn.Indirect instruction: The brushes must be changed if they are worn.

Exercise 6

Make hypotheses or predictions about one of the following subjects:

1. the use of nuclear energy

2. the development of computers

3. effects or results of friction in engineering systems

4. pipeline corros ion

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...............................................................................................................................................

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Exercise 7

Write the possible consequences of the following hypotheses or predictions.

1. If the temperature is too high, .

2. Provided that additional problems are solved soon, .

3. If the transmission systems did not work proper1y, .

4. If fatigue failure appeared, .5. If the connected shafts had been in the proper place, .

Hypotheses and conditions

Developing Skills

Activity 1


THE CHARACTERISTICS OF STANDARD ELECTRICALPRODUCTS

Electric motors covering the range from drives for data-processingequipment and machine tools to high-voltage motors for pumps,compressors and blowers have become indispensable to the moderneconomy. Low-voltage switchgear used as main switchboards,subdistribution boards and motor-control centers ensures that powerdistribution is suitably adapted to modern production processes.Switching devices that process instructions, monitor machines ormake and break circuits constitute the links between the powersource and the loads. Common to them all is that they are subjectto international and national regulations, they are manufactured inlarge numbers and can be employed independent of the productiontechnology. They are therefore defined as standard electricalproducts for industry.

The reliability requirements for these standard products are veryhigh because they see increasing use in complex installations wherethe failure of a single part can cause considerable damage. Thegreat demand for this equipment necessitates short delivery timesat prices that offer good value. These conditions have promptedmanufacturers in the last 30 years to pay particular attention to thefield of standard products. In fact, standardized ranges of motorsand switchgear for almost every requirements have been created.High production volumes justify greater sophistication inproduction up to fully automatic production lines and testing faci-lities. Quality control carries particular importance here because itguarantees that the customer's technical requirements will be meteven in large production runs.

The Standard Products Division within Siemens' PowerEngineering Group is mainly product and system oriented, incontrast to most other divisions oriented primarily towards variousbranches of industry; the universal applicability of standardproducts accounts lor this.

105


Section A. General comprehension questions.

1. What are the main characteristics of standard electrical products?

2. What is the reason why requirements for these products are so reliable?

3. What does the great demand ask for?

4. Has there been any effect of such demand? If so, which one?

5. Where does the relevance of quality controllie?

Section B. Vocabulary development: Link each of the following terms with itscorresponding definition: blower - switchgear - delivery - to prompt - toaccount for

a. a. to be the reason ofb. the act of handling overc. device for making, breaking or changing the connections in an electrical circuitd. a device for producing a current of air or gase. to cause, to move to action

Activity 2

Expand the following notes into a longer paragraph.

Growing concern about increase of carbon dioxide in the

atmosphere. Thought that this increase can rise the average

temperatures in the world. Then, North and South Poles melt. Level

of sea water rise. Countries flood. Other economic disasters take

place.


Activity 3

Make a list of observations and results about any mechanical, electrical or chemicalsystem or device you know. Try to use as many conditional structures as possible ofthose seen in this unit.

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Unit 9. Technical instructions

Instrucciones técnicas

Resulta relativamente fácil encontrar en el inglés para las ramas técnica ytecnológica estructuras en forma de instrucción, pues son éstas unas de las cons-trucciones que más se emplean tanto en el ámbito científico y de investigacióncomo en el laboral. Libros de texto, manuales de laboratorio, folletos para elmanejo de aparatos, etc., contienen todos ellos estructuras instruccionales.

Como su nombre indica, las instrucciones técnicas nos proporcionan elconocimiento sobre el uso o manejo de instrumentos, máquinas o dispositivos,la puesta en marcha de un determinado método, práctica, experimento, etc.Existen tres tipos de estructuras en inglés técnico: instrucciones directas, indi-rectas, y la llamada información instruccional.

Instrucciones directas e indirectas

Las instrucciones directas (<<direct instructions») se forman con el verbo

en imperativo, seguido de un complemento directo. En las instrucciones indi-rectas (<<indirect instructions») el complemento directo de la estructura directapasa a ser el sujeto de la instrucción indirecta. La forma verbal de imperativo seremplaza por un verbo modal (generalmente el verbo «MUST») seguido de uninfinitivo en voz pasiva. En los dos ejemplos siguientes, la primera frase vienedada en forma de instrucción directa, mientras que la segunda es una instrucciónindirecta. No obstante, ambas construcciones significan exactamente lo mismo.

(1) Unplug the device after using it.or

(2) The device must be unplugged after being used.

(1) Do not mix water and sodium.or(2) Water and sodium must not be mixed.

Las instrucciones directas suelen aparecer en forma de listados, siguiendoun orden de numeración o una ordenación lógica. Las instrucciones indirectas,

--"'IIIIt...


por el contrario, pueden formar párrafos o incluso un texto completo donde seincluya, por ejemplo, información adicional en relación con el aparato, disposi-tivo, etc., del que se trate.

Exercise 1

Say whether the following instructions are direct or indirect and change them to indirector direct forms respectively.

l. The VDU mounting should be provided with a rigid horizontal plate.2. Close the filter holder properly.3. Press the second pedal to stop the caro4. This machine must be kept out of the reach of children.5. Before plugging in, check the main voltage.6. If the main cord is damaged, it must be replaced by a special one.7. To remove the obstructions, let the air stream in opposite direction through the

hose, pipe or nozzle.8. Pull the handle in the direction of the arrow.9. The limit should not be exceeded by the height of the water in the filter.

10. When the pilot light lights up, activate the steam outlet button.

Información instruccional

La información instruccional (<<instructionalinformation») es todo aquello queayuda al lector a entender mejor las instrucciones, completando la informaciónanterior. Acompaña tanto a instrucciones directas como indirectas, y puede añadirlos siguientes tipos de información: precauciones (<<cautions»), avisos(<<warnlngs»), recomendaciones o sugerencias (<<recommendations»,«suggestions»), notas addicionales «<notes»), especificaciones (<<specifyingstatements»), finalidad de la instrucción (<<purposestatements»), etc. He aquí al-gunos ejemplos que comúnmente aparecen en manuales o folletos informativos:

The balance will break under heavy loads.This part of the device should be handled with great careoDo not touch a plug with wet hands.This instrument also avoids short-circuit in the system.Only manual gearboxes need a pedal to be used; automaticgearboxes do not need any.Use an insulated wire-stripper to strip the cables to avoid directcontact with the electric current.

Technical instructions

Exercise 2

Complete the following sentences with their corresponding endings.

1. Put the fire out ...2. Do not use cold water to flush the system when the engine is hot; ...3. Follow manufacturers' ...4. The bolts should not be ...5. The cylinder head must be protected so that ...6. Use a humidifier ...7. Prevent leakage ...8. Stick the label ...

a. ... in compressors.b. ... on the correct item.c. ... recommended instructions.d. ... otherwise, it will break.e it does not crack between the cylinder-head bolts.f with the fire extinguisher.g. ... to increase the humidity in the air.h. ... slackened.

Exercise 3

Put the verb in brackets in the correct formo

SCAN SELECT QUICK MEMORY

When the QUlCK button (1) (to press), stations(2L (to receive) beginning from the low and(3) (to move) in order to the high frequencies. Whena station (4) (to receive), after (5)(to pause) for five seconds, it resumes (6)for the next station. This (7)upper limit of the broadcast band (8)

(to search)(to repeat) until the

(to reach).

...............

111

r ..

112 English in Technical EngineeringtIB

BGrammar Review

Patterns of technical instructions

Apart from giving orders, the imperative form of a verb is used in technicalEnglish for expressing instructions and instructional information (in user'smanuals, warnings, suggestions, cautions, etc.).

Examples:

Unplug the machine before cleaning it.Check the ignition system before starting the motor.

In English, the imperative form of a verb is made with the bare infinitive (inf.without the particle «to»). Notice that the imperative does never have a subject.

!1;1

I\

!

l'

1:"1,1

Examples:

Check whether the connections have been made correctly.Tighten the bolts with a spanner.

For negative sentences with an imperative form, we use the auxiliary «DO NOT»(or its contracted form «DON'T») before the bare infinitive.

Examples:

Do not open the safety valve.Do not handle chemical products without wearing gloves.

Exercise 4

I

I

11

Look at the picture below and write instructions using both direct and indirect structures.

l. .

2. "'"'''''''''''''''''''''''''''''''''''''' .

3. .

4. Do not .

5. Do not .

~

""P"'"

d04S>jJOMS4¡ ¡e Á¡s¡es pue BUIP¡SM~J\t

01 sU°!1:m.ljSU! ¡V:J!Ulf:J;}.L

............--


Variations of modality in technical instructions

In order to change a direct instruction into an indirect one, the steps belowshould be followed:

(l)the object ofthe imperative form in the direct instruction becomes the subjectof the indirect statement.

(2)after the subject of the indirect instruction, there comes the modal verb,usually the modal «must».

(3)the modal is then followed by the main verb of the direct instruction, but thistime, as an infinitive in the passive voice (be + past participle).

Examples:

Switch the TV oo.The TV must / should be switched oo.

Do oot allow water to draio ioto the filter.Water must / should oot be allowed to draio into the filter.

In General English, the modal «should» also indicates an idea of obligation,but much less strong than that of «must»; it is rather a kind of suggestion.Likewise, in technical English the verb «should» implies a given option, thatis, the reader/user is free to follow or not what the instruction says. Let usfurther explain it with the examples below. In the first two examples the modal«should» implies an obligation, although it is not so strong as it would be withthe use of «must»; it is a kind of obligation, but suggested in polite terms. Inexample 3, however, «should» implies that it is advisable to follow theinstructions, but it is the reader/user's choice to do it or not:

(1) Work in a factory should be carried out taking into account aminimum of safety conditions.

(2) Fragile items should oot be haodled with carelessness as theyeasily break.

(3) Instructions for the use of such a complicated device shouldbe read carefully.

l

Technical instructions 115

Exercise 5

Change the following instructions from direct to indirect form or viceversa.

1. Protect your face with a mask.2. Switches must be turned off to prevent accidents.3. Do not touch the machine unless the power is off.4. Research should not be carried out without financial help.5. Copper cables must be replaced by optical cables in the nodes of telecommunication

network.6. A fan must be installed to avoid excessive air pressure.7. Use a thermostat to regulate temperature.8. The flow of liquid must be regulated by an expansion valve.9. Car bodies should be protected from corrosion by means of several coats of paint.

10. Filtration should be used in water treatment.

Exercise 6

Identify each of the following headings with its corresponding set of instructions.

a. Setting the variable steam control.b. Setting the temperature for steam ironing.c. Iron ready for steam ironing.d. Filling with water.e. Connecting the iron to the electrical supply.

1. Steam is produced as soon as the iron is held horizontally.2. Plug the iron into the electrical supply. The Temperature Light comes on and indicates

that the iron is heating up.3. Rest the iron on its heel and using the plastic measuring jug supplied, fill up to the

'max' mark with water.4. Turn the Temperature Control Dial to the coloured steam section. Only very delicate

synthetics should be ironed with the Temperature/Control dial set at the beginningof the coloured section.

5. Set the Variable Steam Control to the required level 0= lower steam, 10= highsteam).

...............

.


Interpreting additional information in instructions

As seen before, instructiona1 information -in the form of observations, warnings,

safety precautions, recommendations, etc.- provides a better understanding of atechnical object, apparatus, device, method, etc., with respect to its use, perfor-mance or maintenance.

This kind of information should therefore be interpreted as complementary data.This information is not essential in order to understand the main points when

using a given machine or device, but it somehow he1ps to expand and furtherspecify the strictly technical instructions given in a manual.

Exercise 7

Explain the additional information given in the following sets of instructions.

a)SOLAC ESPRESSO BAR

- Do not switch on the coffee machine without making sure thatthe voltage on the characteristics plate coincide with that inyour house.

- Do not tum on the coffee machine without water in the reservoir.

- Do not immerse the machine or allow it to get wet.- Keep it out of the reach of children.

Technical instructions

(b)REPLACING MOTOR PROTECTION SYSTEM IN AVACUUM CLEANER

After some time, the motor protection filter will need replacement.For that reason a new motor protection filter is provided with eachset of original Philips HR 6938/0slo dustbags. You can simplyreplace this filter when placing the first of this set of dustbags.

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117

'1

118

Developing Skills

Activity1

Follow these instructions:

~


1. Select an instrument, device, apparatus, etc., from the drawings below.2. Write instructions about the object you have chosen.3. Write some instructional information to complement the instructions.

Technical instructions 119

Activity 2

Complete the following two extracts regarding the handling of a record player unitwith the words given below.

excessive - in - unit - not - it - location - to - may - sunlight - or

A. LocationInstall the (lL in a well ventilated location where(2) will not be exposed (3) high temperature(4L humidity. Do (5L install the unit in a(6) which is exposed to direct (7) , or nearto hot appliances or radiators. (8) heat can adverselyaffect the cabinet and internal components. Installation of the unit(9) a damp or dusty environment (10) resultin malfunction or accident.

as - cause - such - for - be - performance - off - placing -generating - installed

~

B. Precautions regarding installationPlacing and using the unit (l1L long periods on heat-(12) sources such (13) amplifiers will affect(14) . Avoid (15) the unit on the heat-generating sources.Install the unit as far as possible from TV sets. The unit(l6L in close proximity to such equipment may(17) noise or degradation of the picture. Such noisemay (18) particularly noticeable when an indoor antennais used. In (19) a case, make use of an outdoor antenna, orturn (20)_- power to the unit.

Unit 10. Visual-verbal relationships

La relación visual-verbal

Se llama relación visual-verbal (<<visual-verbal»relationship) a la que seestablece entre una ilustración (diagrama, dibujo, tabla, gráfico, etc.) y un tex-to. La información visual tiene como principal objetivo clarificar los conteni-dos expuestos anteriormente, proporcionar una información adicional, o daruna explicación más detallada.

A menudo, el material ilustrativo viene dado en forma de funcionescomunicativas específicas, es decir, se describe, se define, se clasifica, etc.

Todo texto que acompañe a una información visual debe mencionar cuán-do tiene el lector que mirar a la ilustración, por qué se ha introducido dichoelemento visual, y cuál es la relación que existe entre el texto y la aportaciónvisual.

Tipos de relación visual-verbal

Podemos encontrar los siguientes casos:

(a) si el texto es más importante que la ilustración y, por tanto, la ilustraciónviene determinada por la información del texto, nos encontramos normal-mente con ilustraciones (dibujos o fotografías) de objetos descritos,diagramas de procesos, cuadros clasificatorios, etc. Este tipo de informa-ción visual suele aparecer bien junto al texto, o bien en apéndices adjuntosal mismo. De esta forma, el elemento visual clarifica o respalda los conte-nidos expuestos en el texto, por lo que las ilustraciones se suelen colocarjunto al mismo.

(b) si la información viene dada primordialmente por el elemento visual, éstepuede ser información a modo de resumen (en gráficas o tablas), informa-ción locacional (en mapas), recopilación de datos o porcentajes (tablas nu-méricas), etc. En general, es todo tipo de información difícil de describirde forma detallada con palabras y que queda mejor explicada visualmente.

J--"""IIl.


Exercise 1

Read the text and answer the following questions.

1. Does the visual give additional or relevant information?

2. Which communicative function does the visual develop?

3. What is the function of the visual?

Figure 3 shows the number of nuclear power plants and theproportion of generating capacity they account for in a number ofcountries. With 111 nuclear power plants, the USA has more thanany other nation; but France, which generates 75% of its electricityfrom nuclear sources, has the greatest installed nuclear generatingcapacity. Germany is somewhere in the middle: in the former Fe-deral states 20 nuclear power plants are in operation, generatingalmost 40% of all electricity supplied to the public grid. In the newGerman states, the five nuclear power plants that were in operationcontributed a meager 10% to the public grid. For the moment, theseplants have been shut down for safety reasons and are not likely toresume service.

Proportion of electricityproduced with nuclear power

Nuclear powerplants in operation

World total 424

USSR 55

U.SA 111

Great Britain 40

Japan 39

Spain 10

Germany (former Fed. states only) 20

Switzerland 5

Sweden 12

Belaium 7

France 54

Nuclear power plants and relative installed nuclear generating capacity in variouscountries. (Siemens Review, Fall1991, p. 19)

T

Visual-verbal relationships

Exercise 2

Look at the diagram below and interpret the information given in it.

Japan's present industrial production. The upper left quadrantproves the most attractive because productivity and income aregreater in high-technology industries, and competitive industriesgenerate greater profits. The size of the boxes indicates the relativeimportance of each industry.

(Siemens Review, 1981. nQ2, p. 27)

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123

1


Grammar Review

Cornrnunicative functions with visual-verbal relationships

Visual information can provide us with the physical characteristics of any givenobject, device or instrument. In this way, visuals give us information about themain parts or components the device or object consists of.As far as process description in technicallanguages is concerned, the so called«flow-charts» or «flow-diagrams» visually display information about the per-formance of any kind of machine or instrumento They also provide us with anexplanation of the different stages (or one stage in particular) of the developmentof a given process.The following example may illustrate how the visual-verbal re1ationship can begrounded, for instance, on a physical description.

A MILLING-MACHINE

A milling-machine is composed of two main assemblies: theoverarm and the knee assembly. The former consists of three parts:a cutter, an arbor and an overarm. The first one is located on ashaft (called the arbor) below the overarm and between two verti-cal arms. The lower assembly is also formed by three parts: thework table, at the top of the knee assembly, the saddle, and theknee, which is at the bottom of this assembly.

A knee-assembly type milling machine

Visual-verbal relationships 125

Other ways or functions for developing contents (that is, through c1assification,instructions, cause-effect relationships, etc.) are usually accompanied by visualinformation. In the example below, the information conveyed in visual terms(the diagram) summarizes the c1assification of rivets developed in it:

RIVETS

We can c1assify rivet heads according to their different uses. Rivetswhich are used for joints where little strength is necessary are called«fIat head rivets». On the other hand, where a fIush surface isrequired, both «countersunk» and «mushroom» head rivets arepreferred. The latter can also be used for strong joints.

Apart from these three kinds, there are two more types of rivets:«roundhead» and «pan-head» rivets, which are recommended forjoints which must be very strong. This last type is specially designedfor heavy constructional engineering because of its exceptionalstrength.

Figure 1: CLASSIFICATION OF RIVETS AND THEIR USES

RIVETS USES

fIat headcountersunkmushroom

little strengthfIush furnacefIush furnace& strong jointsvery strong jointsvery strong joints& exceptional strength

roundheadpan head

Exercise 3

Complete the text with the missing words and the help of the information given in Fig.2.

speech, output(s), voice, exerciser, application, words,computers, vocabulary, package

--II1II.. J


SPEECH LIBRARY SOf'TWARE

Fig. 2 illustrates the speech software (1) used by HP1000 and HP 3000 (2L to generate speech outputwith the 27201A Speech Output Module. This package providessevera1 useful features. First, it provides a (3L-------of over 1700 commonly used words and sounds in a form ready tobe downloaded to a module and spoken. Second, the packageprovides easy access to these (4L and sounds. Third,the speech software provides a data base structure for the speechdata and a program for managing the data base. Fourth, the soft-ware makes it easy for a user to include speech (5)in the user's application programs.

The VX ((6) (7) ) program lets the usercontrol the 27201A without having to code module commands andspeech data in a programo The interactive access provided by VX1ets the user clear the module, download se1ected(8) data to it, and cause it to speak by usingonly a few keystrokes. Thus, a user can listen to different(9) quickly to choose the best sounding one forthe user's (lO)

(Hewlett-Packard Journal, January 1984, pp. 35-36)

Word Library(Raw vocabulary)

VSCHMA(IMAGE schema lile)

VX-Voice

Exerciser Utility(Speech output,

speech liledevelopment)

VMNGR-Data Base

Manager Utility(Word editing and

generation)

IMAGE VocabularyData Base

(Word and sourodlibrary)

Fig. 2. Outline 01the Speech Library software package lor HP 1000 and HP 3000 Computers.


The use of modality in technical English

Some verbs and auxiliaries from the common core of general English receive aspecial treatment when they are used in technical contexts. Here are some ofthese instances. The auxiliary «will», for example, apart from expressing a futuretime as in its general use, is also employed in a technical context to indicateabsolute certainty, that is, to imply that the thing or event stated will certainlybe fulfilled.

If a beaker faUs, it will break.The construction of the new building will be reinitiated as soon asfinancial problems are solved.

On the other hand, when expressing possibility, the modals «can», «could»,«may» and «might» are used when there is not 100% certainty. The modals«can» and «could» are also used to express possibility or ability to do something.When ability is expressed, some other expressions can also be employed, suchas «to be able to + inf.», «to be capable of + gerund», «to have the ability to +inf.», «to have the capacity to + inf.», etc.

You can get a better salary if you work very hard.This computer has the capacity to perform several functions in ashort time.This state-of-the-art machinery is capable of increasing / able toincrease production up to 20%.

The modal «can» is also used when asking for permission in an informal way.The past form of «can», «could», is rather more formal:

Can I open the window of the workshop? It is very hot inside.(a worker addressing another worker)Could I open the window of the workshop?(a worker addressing the boss)

When the permission is not granted, the negative form is used (<<cannot»,«couldnot «, «couldn't»):

Workers cannot leave the factory till six o'clock.The firm could not signed the contract because the shareholdersdidn't want to accept its conditions.

j -


The modals «may» and «might» (the past form of «may») are mainly used toexpress probability, that is, not absolute certainty about something to happen.As said before, we use the auxiliary «will» when it is absolutely certain thatsomething is going to happen; when it is almost or quite certain, we use «can»;if it rarely happens, «may» is used, and when it is almost impossible to happen,«might» is preferred.

Lubrication of the main parts will reduce friction.A crane can lift heavy loads.The testing of the new machine may take a long time.The government might invest in research and development, but itis almost impossible it is going to do so because of the criticalstate of the country's economy.

The modals ~<must»and «have to» (<<hadto» as the past tense of both modals)are both used to express obligation. Nevertheless, whereas «must» suggest anobligation imposed by the speaker, «have to» implies an external obligation(imposed, for instance, by an authority or external circumstances). Here aresome examples:

We must handle electrical devices with careoWe must follow the safety instructions to prevent accidents.You have to pay attention if you want to learn how to solve theseproblems.You have to accept the employer's conditions if you want to getthe job.

It is important to remember that in technical English, the modal «must» is widelyused in indirect instructions. For example:

Careful must be taken when handling poisonous substances.etc.

The modals «should» or «ought to» are both used to indicate suggestions, andin technical contexts, for giving recommendations:

This type of rivets should / ought to be used when there is a flushsurface.

This method should be used when strong joints are required.Guards should be correctly positioned to be fully effective.


The verb «need» is used to express necessity.

The company needs a huge amount of money to buy the newmachinery.A great investment is needed to carry out this important research.

The negative form of «need» can be either «needn't» (when the one who speaksgives his/her permission not to do something, as in example 1), or «do not need»(when there is no need to do something, but it is done, as in example 2).

(1) You needn't finish all your tasks right now. You can finishthem tomorrow.

(2) You don't need to worry so much about the managers' dispu-te; otherwise, you will get a headache.

Exercise 4

Complete the following sentences with the appropriate modal verbo

.1. A force cause an object to shift its position.2. If the bearings are not lubricated, they become damaged.3. Power plants generate thousands of watts of electric power.4. This problem be approached from several points of view.5. The reactions of chemical substances be represented by chemical

equations.6. Water turn into steam at 1000 C.7. If the oil filter is not changed regularly, it become blocked.8. This new type of computer solve many problems in the field of

industrial designo9. Some material s resist the passage of electric current through them.

10. If a metal cools rapidly, it fracture.

j


Developing Skills

Activity 1

Read the text below and answer the following sections.

FUEL EFFICIENCY AND COGENERATION

Fuel efficiency is an effective way to decrease emissions throughoutmost of the world. The energy input to products can be decreasedthrough integration of different energies through recyc1ing,production modification, more efficient transportation, etc. Inenergy production the key factor is cogeneration rather thancondensing power production with fossil fuels as shown in figure3, which compares these two approaches.

Cogeneration takes place when heat is liberated from the fuel. It isfirst used in turbines to produce electricity. After that the waste'sheat is used for district heating or other heating purposes. Whenthe heat is gained from the waste, no extra fuel is needed as inseparate electricity and heating production.

In Finland most of the heat loads are utilized for cogeneration anddevelopment work is taking place to increase the power-to-heatratio (see table 2). When the ratio is increased from 0.5 to 1, aplant producing 200 megawatts of heat for district heating isincreasing its high efficiency electricity from 100 to 200 megawatts.Through combined cyc1epower production more cogenerated powerwith high efficiency can be produced. The combined cyc1e, whereinstead of a steam cyc1e the plant has gas turbines and a steamcyc1e using waste heat from gas turbines, is available for naturalgas distillates and other «easy fuels». For solid fuels, pressurizedcombustion or gasification is required. Development work is takingplace in many countries around the world.

(Environmental Engineering Education Bulletin, Autumn1993, pp. 6-7)


C02 emission dueelectricity production9 C02/kWh electricity

1000 Coal,conventionaltechnology

500

Finnishaverage(includinghydro,nuclear)

oCondensing power plant Cogeneration

TECHNOLOGY

Figure 3. Cogeneration is an effective way to reduce COz-emissions.

Tabi¿ 2. The efficiencies and power to heat ratios oi various power production systems. II

I

Power/heat Effiency (LHV)ratio %

DISTRICT HEATING POWER PLANTS- conventional: coal 0.48 - 0.58 85

natural gas (Combined cycle) 1.0 85- gasification IGCC: coal 0.75 85- pressurized combustion - PFBC: coal 0.65 85INDUSTRIAL POWER PLANTS

- conventional: wood waste, peat, coal 0.1 - 0.25 - 0.35 85- gasification IGCC: wood waste, peat, coal 0.5 - 0.65 - 0.75 85CONDENSING POWER PLANtS- conventional: coal 38-44

natural gas (Combined cycle) 52-56- gasification IGCC: coal 45-48- pressurized combustion PFBC: coal 44 - 47


Section 1. Answer the following questions.

1. Why is fuel efficiency effective when trying to decrease emissions?

2. What two approaches does figure 3 show?

3. How does the text define the word «cogeneration»?

4. How is fuel efficiency and cogeneration being used in Finland?

5. What is needed for the special case of solid fuels?

Section 2. Discuss the following points.

1. Which is the purpose of the visual information of Fig. 3?

2. What kind of communicative function does the text contain?

3. Does the text indicate when the reader has to look at the visual information? How?

4. What kind of relationship is there between the text and the visual?

íI

Unit 11. Technical reports, abstracts and articles

Informes técnicos, abstracts y artículos

Son muy diversas las actividades profesionales de hoy en día que requie-ren el uso del idioma inglés. Podríamos citar por ejemplo la redacción de infor-mes, abstracts, conferencias, ponencias, artículos, etc., entre otros documentosempleados en los ámbitos profesional, académico y de investigación.

No obstante, cabría mencionar que existen también otras muchas situacio-nes prácticas en las que el inglés escrito se hace imprescindible. Así, por ejem-plo, aparte de actividades orales como conversaciones telefónicas, entrevistasy reuniones o encuentros con otros colegas extranjeros, etc., un especialistanecesita un lenguaje formal para comunicarse a través de cartas comerciales,faxes, impresos, etc.; en general, todo tipo de cuestiones burocráticas.

Informes técnicos

Siempre que se nos pida un informe sobre cualquier máquina, instrumen-to, aparato, experimento, proceso, método, etc., debemos tener en cuenta lossiguientes apartados.

En primer lugar, hay que utilizar un lenguaje sencillo, con frases cortas, ycon una clara construcción gramatical. Ante todo debe primar la sencillez y laobjetividad expositivas.

Seguidamente se debe fijar un orden a seguir en nuestra exposición, esdecir, empezar hablando de lo más general para pasar a continuación a lo parti-cular o a lo más concreto. Además de esta estructura lógica, es muy frecuentetambién que los informes se ajusten a la llamada estructura problema-solución,donde, como ya hemos visto, se plantea un problema y se ofrece una solución yun juicio valorativo -bien positivo, o bien negativo- sobre dicha solución.

Si se trata de una máquina, instrumento, dispositivo, etc., daremos unadescripción o definición general del mismo, para luego pasar a una descripcióndetallada -física, funcional, etc.- de cada uno de sus componentes. Asimismo,también se pueden utilizar otras funciones comunicativas tales como la clasifi-cación en partes o en tipos, la definición de cada uno de los componentes que lo

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integran, etc. Al mismo tiempo, se puede hacer uso, por ejemplo, de instruccio-nes, de relaciones causa-efecto, de construcciones condicionales, etc. En resu-men, de todas las distintas estructuras lingüísticas o formales propias del inglésespecializado.

Si sobre 10que estamos informando es un experimento o hecho, en primerlugar señalaremos la hipótesis a demostrar o los planteamientos iniciales de losque se parte, así como el propósito a conseguir. Seguidamente, haremús unadescripción o referencia a cada uno de los pasos que se han seguido en dichoexperimento u observación. Finalmente, se llegará a unas conclusiones o solu-ciones con respecto a lo que anteriormente se ha ido exponiendo.

Finalmente, podemos añadir información adicional o complementaria me-diante inserción de elementos visuales junto al texto, con el fin de que dichainformación visual pueda servir de ayuda -a modo de aclaración o informacióncomplementaria- a la persona que lea el informe.

Cómo redactar un informe técnico

. El siguiente es un informe sobre un sistema informático, y se ha desarro-llado de acuerdocon la estructura general que acabamosde explicar.

1. The new computer system A-34 consists of the usual softwarebut a state-of-the-art hardware. This hardware comprises thedifferent types of equipment or devices available together with thecomputer. In the software, the last programs that have recentlyappeared in the computers market in the U.S. have been inc1uded.

2. (a) As usual, two components form hardware: the centralprocessing unit (CPU) and the peripheral equipment. The formernot only controls all the devices, but also processes the informationwhich is introduced to and taken out of the computer. The latter isused, first, to give information to the computer as input; secondly,to store this information. And finally, to get this information fromthe computer, that is, the so called output.

2. (b) As for the first category of peripheral equipment, input, weshould point out that its most complex and sophisticated mechanismis the keyboard. This keyboard has been designed with the latesttechnology. Moreover, it has been given an anatomicalconfiguration in order to facilitate the typewriting to a great extent.

Technical reports, abstracts and articles 135

On the other hand, storage devices fall into two categories -tapeand disk. Both kinds have been provided with the most advancedtechnologies that have been developed in recent years.

Finally, two important parts of the computer, the visual displayunit (VDU) and the printer, can be c1assified as types of outputdevices. By means of them we can obtain all kind of informationrequired at any time or any given momento

3. The computer system also contains a guide intended as anintroduction for beginners. In it, many commands, functions,keywords, and other elements have been explained in detail.

A-34 Computer System

La siguiente es la estructura seguida en el informe anterior:

(1) Descripción general sobre el sistema informático. Está desarrollada medianteuna definición por partes y una descripción física de cada uno de sus princi-pales componentes. Dicha descripción viene señalizada por palabras como«consists of», «means», etc. Existe también una evaluación positiva señali-zada por el adjetivo «state-of-the-art».

(2) Descripciones física y funcional de los distintos componentes del ordena-dor. Esta descripción sigue un orden lógico. En el apartado (a) se definenlas dos partes principales del sistema: el CPU y el sistema periférico. El

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apartado (b) explica con más detalle el segundo de estos componentes. Tam-bién aparece una posible señalización clasificatoria, así como una evalaciónpositiva indicada por términos como «complex», «sophisticated», «latesttechnology», «anatomical configuration», «to facilitate», etc.

(3) Una vez que el sistema ha sido descrito, el punto tercero proporciona infor-mación adicional o complementaria. En él se nos explica, por ejemplo, queexiste un manual del usuario para una mejor y más fácil utilización del or-denador.

Exercise 1

Complete the following World Market Report with the past tense of the verbs givenbelow.

to beto increase

to dropto reach

to bringto reflect

The U.S. Machine tool industry (1) its output ofbasicmetal-cutting and metal-forming tools by 21% in 1980, accordingto NMTBA. Machine-tool shipments for the year (2)$4.7 billion. However, new 1980 orders for machine tools(3) 16% for the year. Their value (4)$4.66 billion, but «this modest order decline, which(5L orders more nearly into balance withshipments, (6L high interest rates andrecessionary fears during the year», according to Associationpresident James A. Gray.

(IAMI, 3/1981, p. 94)

Exercise 2

Write down a short report on one of the following devices:

1. an electric circuit2. a microcomputer3. a bar-code reader

4. photocopier5. printer


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Electronic devices

Exercise 3


accuracycomputer

digitaldeveloped

mechanicalmeasuring

tobeen

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r138 English in Technical Engineering

LARGE-SCALE THREE-DIMENSIONAL MEASURINGMACHINE

A 1arge-sca1e, three-dimensional OL machine hasrecently been developed that makes it possible (2L--- recordthe coordinates of 1arge surfaces and objects with 10x the(3) of previous such machines.

The machine was (4) at the Center for MechanicalEngineering and Process Technology, U.S. Dept. of Commerce,Gaithersburg, Maryland, U.S.A., by (5) engineerWilliam Haight and physicist Robert Hocken (pictured below). Itis built around three (6) theodolites, a laser projector,and a desk-top OL , The machine is completelyportable and has (8L used, for example inside a 36-mdiam. LNG (liquified natural gas) cargo tank.

(IAMI, 311981, p.15)

Picture


Abstracts y artículos

A la hora de elaborar por escrito un tema especializado hay que tener encuenta, por un lado, que la información esté expresada de la forma más concisay objetiva posible, y, por otro, que el texto que elaboremos sea no sólo coheren-te en cuanto a sus contenidos sino que también tenga cohesión gramatical.

Asimismo, hay que prestar especial atención al estilo del texto escrito (de-pendiendo de si éste tiene que ser formal o no formal), así como al propósitocon el que se escribe (informar, evaluar, persuadir, etc.) y al tipo de público alque va destinado (público general, especialistas, etc.).

Todo artículo especializado en inglés científico-técnico sigue la siguienteestructura a la hora de presentar los contenidos:

1. título (<<title»)2. resumen (<<abstract»)3. introducxión (<<introduction»)4. desarrollo (<<mainbody»)5. conclusiones (<<conclusions»)6. agradecimientos (<<acknowledgements»)7. bibliografía (<<bibliographical references»)8. apéndices (<<appendixes»)

El título del artículo tiene que ser claro, simple y lo más conciso posible;palabras como «study», «approach», «findings», «reference», «analysis»,«description», etc., suelen introducir los títulos de artículos. El «abstract» es unbreve resumen o presentación de las ideas sobre las que el texto va a tratar. Deesta forma, el lector puede conocer si el tema que se aborda es o no de su inte-rés. Por lo general, el abstract se refiere al experimento o estudio que se hallevado a cabo, así como a las hipótesis de las que se parte, los métodos emplea-dos y los procedimientos seguidos. Normalmente no se suelen incluir conclu-siones con el fin de que el lector lea el texto completo. El siguiente sería unejemplo de abstract para un artículo o ponencia:

A modern ultrasonic inspection system is finding increased use asa replacement for conventional ultrasonic equipment in many ofits present applications. This article describes the P-Scan Systemand its applications in quality control of new welds, a field wheredocumentation of quality is subject to ever-increasing demands bybuyers and certifying authorities.

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Tras el abstract comienza propiamente el artículo en sí. Este consiste enuna introducción o presentación de lo que se va a tratar (<<introduction»),segui-da del desarrollo (<<mainbody») o explicación detallada del estudio, experi-mento, análisis, etc., llevado a cabo (instrumentos y métodos empleados, posi-bles errores o problemas que han aparecido, pasos del proceso, etc.). Por logeneral, este apartado se desarrolla mediante contrastes, comparaciones, ejem-plos, datos, elementos visuales, etc., con el fin de respaldar, detallar y clarificarlos contenidos que se están explicando.

El artículo debe terminar con las conclusiones (<<conclusions») a las que seha llegado, así como con los resultados (<<results»)que se han obtenido. A ve-ces, el artículo incluye también recomendaciones y sugerencias, evaluacionespersonales sobre los resultados obtenidos, etc.

Finalmente, los apartados con los que todo artículo especializado debe con-cluir son los siguientes: los agradecimientos (<<acknowledgements»)a personaso instituciones por la ayuda prestada, las referencias bibliográficas(<<bibliographicalreferences») que se han empleado para el estudio o experi-mento y, con frecuencia, un apéndice (<<appendix»)en el que se incluyen todoslos datos numéricos, etc., que se han obtenido en dicho estudio.

'Exercise 4

Write a short abstraet with the help of the following notes.

1. Survey on the use of clean energy.2. Need for alternative sourees of energy.3. Advertising campaign against environmental threats.

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Exercise 5

Read the text below and answer the following sections.SPECIAL ADVERTISING SECTION

ARTIFICIAL REAlITY

by G;ann; Dcgli AntoniInformation Sciences

Department Un;versity of Milan

Illuslraled:Ipermilano MultimediaAeeess program cleveloped al IheUniversity oi Milall.A map oi Ihe cily showillg itsroadlrail syslem, ele. shows upOll computer sereens.

MAKING KNOWLEDGELIVE WITH COMPUTERS

Computers are becoming morepowerful and cheaper. Every

day new announcements and newcompanies are astonishing expertsand non-experts alike.

Selling computers is getting evermore diftkult: margins decrease,the cost of computer units de-crease. To survive, companies ha veto employfewerpeople to sell moreunits. The buyers are faced with abewildering variety of products,hardware and software.

Computer users scarcely havetime to leam how to use a comput-er model before an improved ver-sion appears. Frequently the main-tenance cost of the old computerdictates changing to a new model.But the process has its bottleneck:the cost of training new people inthe computing field. How to solvethe problem 7Technology producedit; technology will solve it. And thesolution seems immediate: to mini-mize the instruction needed to use

computers. Obviously experts willalways be needed and more experí-ence is required by them.

In fact, experts in designing com-puters and information systemshave to give continuity to differentgenerations of computer technolo-gy: the migration of data, software

and organizations froffi1the past tothe future through new technolo-gies is the experts' diff~cult problem.

If they fail, cost incr~ases and thecompetitiveness of the organiza-tions, whether public or pnvate,suffers. But it has been shown that if

things are represented on the videodisplay and are handled directly as ifthey were real objects, the cost ofinstruction can be reduced: the user

can relate directly to conceptsrepresented on the video. No com-plex communication languages arerequired: the video is a theater inwhich the user is identified with a

pointer moved by his hand.Technology made popular by the

Apple Mackintosh is giving a newdimension to computing Artificialreality is made possible by the newo~ject-oriented programing techno-logies by powerful graphical micro-processors, by immense storage

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units based on optical discs and bythe introduction of TV technolo-

gies into the personal workstations.An example is that of the mayor

ofMilan.In his desktop video com-puter, the map of the city will ap-pear. On it various projects underway wil! be represented. The mayorwill cal! up some of them by touch-ing with the mouse pointer. Abridge under construction will ap-pear: cost, designers, regulations,.difficulties, suggestions and otherinformation related to the bridgewil! be immediately accessible tothe mayor. It is easy to imagine therest: it is om futme that artificial

reality is making more visible.With the artificial reality ap-

proach and with al! the multimediatechnology available, infoffilation

technology will becomc multime-dia. Speech, graphics, images, ani-mation and moving pictures wil! beintegrated with computer networks.

It wil! be difficult to classify fu-ture products - TV, voice recorder,calculator, data bank, image bank,intelligent tutoring system, numbercruncher, problem solver, distance\-vork coordinator, support to read-ing and composition, game ma-chine...! NOl It wil! combine all.

And Europe has a great oppor-tunity from multimedia systems:entering a praject and an organiza-tion via a multimedia system re-duces instruction and the need for

language competence, and makesaccess to data easy and pleasant.

Perhaps more technology isneeded. Perhaps Emope will buymore from the United States and

Japan. But one thing is certain. Eu-rapean quality and cultme will sur-vive only if these qualities are builtinto the European artificial realityworlds.

To forget this dimension is toneglect the Renaissance and thewealth of tradition and history.Once stone was a key material.Again a stone (silicon) is crucial andonce more the stone will have to

reflect European culture.

Making knowledge live with computers(Time Magazine October 1989. Special Advertising Section)

Section A

Analyse the structure of the article, and explain how ideas have been developed.

Section B

Answer the following questions according to the text.

l. What does the text deal with?

2. What is the present situation of the computer market?


3. Which is the main obstac1e when using computers?

4. What do you understand by «multimedia»?

5. What are the future prospects of computers?

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Developing Skills

Activity 1

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Read the following report about pipeline corrosion and write a short summary about it.

Studies Are AimedAt Pipeline Corrosion

Two studies aimed at reducingcorrosion of underground gas pipe-lines are being conducted by re-searchers at BattelIe's Columbus,Ohio, U.S.A., Laboratories for GasResearch Institute.

The fírst study is designed to gain abasic understanding of how corrosionoccurs in buried pipelines. Through it,researchers hope to develop a betterfundamental understanding of tech-niques which control corrosion of mildsteel which has been buried under-ground. This knowledge should pro-vide insights necessary for designingbetter corrosion control systems.

The second study wiIl be on the ef-fectiveness of cathodic-protection sys-tems in preventing corrosion in gaspipelines. The researchers wiIl studythe current and future status ofcathodic protection systems designs,and the present practices for monitor-ing the effectiveness of these systems.Researchers will then evaluateworldwide techniques used to mea-sure pipe-to-soil potential and thenidentify factors which contribute to thecorrosion of cathodialIy protectedpipes.

Both studies, Battelle spokesmensay, could result in a reduction in theannual number of gas leaks attributa-ble to corrosion in gas pipelines.

(IAMI vol. 9, nQ7, 1981, p.23)

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Activity 2

Write a short article on one of the following topies.

1. Eleetronie data proeessing has opened new applieation areas in industry.2. Inflation has reaehed one of the highest levels in history.3. Use of eontaminants in industry.

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Activity 3

Oral diseussion about any given method or test used in the field of Industrial Engineering.

Points to follow in the argument:

l. the purpose of the test, method, experiment, ete.2. the equipment used3. the method(s), means, deviees, ete. for earrying it out4. eonclusions: advantages and disadvantages5. reeommendations and further suggestions

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Unit 12. Miscellaneous correspondence

Correspondencia formal

Correspondencia escrita

Además de informes, ponencias y artículos, de indudable naturaleza espe-cializada, es necesario conocer otros documentos que también se emplean enlos ámbitos profesional y académico. Cartas solicitando un trabajo, un catálogoo lista de precios, información sobre cursos, órdenes de envío o de pago, invita-ciones, etc., son algunas de las ocasiones en las que se requiere el inglés escritocomo forma de comunicación en el contexto laboral. Como documentos de ca-

rácter formal, las cartas se ajustan al siguiente diseño (<<layout»):

1. LETTERHEAD

2. REFERENCES

3. DATE

4. ADDRESSEE'S NAME AND ADDRESS

5. SALUTATION

6. SUBJECT TITLEIREFERENCE

7. BODY OF THE LETTER

8. CONCLUSION AND COMPLIMENTARY CLOSE

9. SIGNATURE

10. COMPANY POSITION

11. ENCLOSURES / COPIES

Organización de contenidos

La organización de los contenidos de una carta tiene que ajustarse tanto de acuer-do con una estructura interna (presentación o introducción de contenidos, desa-rrollo, conclusiones) como a nivel de dicsurso (coherencia y cohesión). Para trans-mitir información de la forma más precisa posible, los contenidos que se presen-tan deben seguir un orden expositivo lógico. Veamos el siguiente ejemplo:

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EDN Computer Center 2310 CA Hoffddorp, The Netherlands

Starlight Enterprises11 New Fetter LaneLondon EC4P 4EE 20 May 1994

Dear Sirs,

We are delighted to enclose the 1994 EDN catalogue. You will findthat it includes an innovative selection of new products suited to yourown technical research interests and to the needs of your company.

In particular, this year's catalogue sees some outstanding news on thefield of electronic technology. For example, the new MathCAD stand sas the answer to problems involving engineering calculations orscientific analysis. This program includes such built-in features asmatrix operations, simultaneous equation solver, real and complexnumbers, dynamic error flagging, automatic unit conversions and fastfourier transformo Math CAD eliminates tedious programming anddebugging, display s instant answers as you change variables, andgenerates quick plots to help you view results.

We are, in addition, extremely proud to announce our new dataacquisition software machine DT2831, our unique hardware designthat eliminates all manual adjustments by means of a software controlthat handles instantly and automatically both data acquisition set upand calibration.

Complementing our commercial policy is a substantial marketing andsales operation, ensuring that we meet your needs not only in theproducts we offer, but also in the services we provide. Therefore, toorder any of our products, you will find order forms in the centre pagesof the catalogue, or you can order direct on our Custom Hotline - 1264342921. We aim to dispatch within five working days of receipt ofyour order.

In case you have any comments or suggestions, or if you are interestedin receiving more information on any particular item, please write toMath Soft, Inc. Kendall Square, Cambridge, Mass. 02139.We look forward to receiving your order or your suggestions.Yours faithfully

John McCarthySales Director

Miscellaneous correspondence 149

Los contenidos que en en la carta anterior se desarrollan siguen una es-tructura lógica: introducción (se expresa la intención por la que se escribe lacarta; en este caso, mandar el catálogo anual), desarrollo (detalles, especifica-ciones, etc., sobre los nuevos productos e innovaciones que aparecen en dichocatálogo), y conclusión (se pide una respuesta al mensaje transmitido en la car-ta; esto es, solicitar más información, pedir alguno de los productos anuncia-dos, etc.). Dentro de este marco general hay diversas formas de desarrollo másespecífico de los contenidos en una carta: pasar de lo general a lo particular,detallar, dar una generalización para después especificada mediante ejemplos,hacer un listado de especificaciones, plantear un problema y sugerir u ofrecerla solución al mismo, etc.

Exercise 1

Complete the following letter with the information given below.

WATSON LIMITEDBerkeley Road London E8

Your ref: CH/MYOur ref: ABILD

(1)BroadwayNew YorkU.S.A. (2)_____---

Dear Sirs

We are pleased to advise you that order M/621684 has now beendespatched. The (3L are in five separate(4) numbered 1 to 5. The consignment is on the M.V.Mediterranean, which left London on (5L and is due inNew York on 11August.We have sent to Barc1ays Bank at 168 French Street, c1ean, shippedon board (6) of Lading in triplicate endorsed and markedas requested, (7L Certificates in duplicate, a Certificateof (8L and our invoice in (9)___.We hope that the drills prove suitable for your customers' needsand look forward to receiving your next arder.Yours faithfully

(10)Sales Manager

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Company to be notified: Swanson's IncorporatedSender of the letter: Charles McClinkDate: 4 August 1995Goods sent: electric drillsDetails of package: crates 1-5Shipment's departure and arrival: 2-August / ll-AugustDocuments enclosed / copies: Bill of Lading (3 copies), InsuranceCertificates (2 copies), Certificate of Origin, Invoice (3 copies).

Exercise 2

The following is a jumbled letter. Reorder the paragraphs correctIy.

A. This year several courses -short courses, full time courses andpart time courses- leading to European Welding EngineerQualifications and Post Graduate Degrees in Welding and JoiningTechnology are offered.

B. The following courses are designed to meet the EuropeanWelding Engineer Requirements: 1Year (full time) MSc in Weldingand Joining Technology; 2 Year part time MSc in Welding andJoining Technology; 2 Year part time diploma in Welding andJoining Technology.

C. Cranfield Institute of Technology has an established reputationin welding education and research. Our qualifications are recognisedinternationally, and many of our graduates now hold senior positionsthroughout industry.

D. Apart from these, there are also several courses available forexisting engineers wishing to up date themselves on recentdevelopments. These are short courses on Welding Automation andRobotics, Monitoring and Control, Equipment Calibration, Joiningof Advanced Materials, Welding Metallurgy, Computer AidedWelding, Advanced Welding Processes, among others.

E. For further details and a prospectus of all Cranfield courses,please contact D. J.P. Chubb, School ofIndustrial Science, CranfieldInstitute of Technology, Cranfield, Bedford MK43 OAL; or for in-formal details call John Norrish or Bill Chambers on 0234 700111.

Miscellaneous correspondence

F. The courses provide essential basic studies in welding metallurgy,design, welding processes and procedure management but areconstantly updated with state of the art technology from Cranfield 'sown research efforts which currently inc1ude: Hyperbaric Welding,Mathematical Modelling, Welding Automation, Robotics, ProcessMonitoring and Computer Application.

G. To enable industry to release staff for continuing education thelatest course options have been designed to minimise the requiredattendance at Cranfield to only 10 to 12 weeks. This is normallysupplemented by an industrially based research project.

Exercise 3

Complete the following letter of application with the correct prepositions.

116 Rockway HillEast Hampton

Long IslandPersonnel ManagerRobert Morris Ltd.33 Beech RoadPortsmouth - Hampshire HR 3 6LT July 22, 1993

Dear Sir/Madam

I have seen your advertisement (1L-- a Marketing Manageradvertised in yesterday's edition of the Telegraph and would like(2) apply for the post.I am 26 years old and was educated (3) Worthing GrammarSchool and Lancaster University. I have an honours degree inStructural Engineering and masters degree in Industrial andTechnological Marketing. I studied French (4). A level, andI also speak German fluently.(5)_- the last four years 1have been working (6)_- theAssistant Export Manager at General Motors in Vauxhall. However,I now feel ready to take on a post with greater responsibility andwould particularly like to work (7) the West Country. BothMr. Walker and Mr. Platt of GM are willing to provide references(8)_- me. 1 would also we1come the opportunity to learn asmuch (9L I can (lOL the important technologicalresearch your company is carrying out.

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I endose my currículum vitae and would also like to have the chanceto discuss the post in more detail (11)__- an interview. I can beavailable for it (12) any Friday but would have to give onemonth's notice to my present employer before I could take up anew appointment. If, meanwhile, you require any furtherinformation, piease contact me.I look forward to your reply.Yours faithfully

Thomas Pynchon

Exercise 4

Write down a letter referring to an error made in a delivery. Explain how the problemhas been solved and present your apologies to the addressee.

Organización discursiva

Además de la organización de contenidos, todo documento debe tener uncorrecto encadenamiento de frases y párrafos. Con el fin de que las ideas seexpongan de forma encadenada se emplean varios elementos discursivos talescomo referencias pronominales, elipsis, paráfrasis, repetición (cohesión léxica)y relaciones lógico-semánticas (los llamados conectores). De este modo, frasesy párrafos quedan relacionados entre sí gramaticalmente, facilitando así la co-rrecta comprensión de los contenidos.

Exercise S

Identify the different types of discourse references in the letter below: underline pronounreferences, put brackets to lexical repetitions, and cirde the connectors.

METALWORKING MICROCOMPUTER SAVES TIMEAND MONEY

A small, high-technology machining company uses a commercially-available microcomputer to design and program laser cuts, savingtime and money. The company, Cocem Laser Center, Torrance,

M iscellaneous correspondence 153

California, U.S.A, uses industrial lasers for precision materialcutting and welding applications. These lasers, able to cut through6.3 mm of stainless steel in less than a second, require computercontrol. Rather than use a computer services, or acquire a largecomputer, the company's managing director, Harvey Cogen, boughta microcomputer, the Apple 11,of the sort sold not only to businessbut individuals for their personal use.

Mr. Cogen says he uses the Apple 11to generate the programs andcode for the computer numerical control (CNC) systems, whichallows him to write programs while the lasers are in operations.The programs are loaded to the various machines during the set-upfor the next job. This loading only takes a few seconds and is doneelectronically using an RS-232 serial interface.

The Apple 11 microcomputer Cocem uses has 48 kilobytes ofmemory, a floating point card, an RS-232 serial communicationscard, a printer, and a digitizer. Cocem uses two laser systems, onewith an Aerotech controller, the other with a Bridgeport. Althoughthere are diferences in the programming codes of each, Mr. Cogenhas written a program to translate for the different systems. Mr.Cogen looks for direct communications between his microcomputerand his customers' computers in the future. Computerized designand engineering information from customers will be sent viatelephone to the Cocem microcomputer, which then composes theprograms for the lasers-eliminating the need for hand-drawnblueprints.

The advantages of this system are quite good: with a laser for cuttingmaterials, complex pattern cutting is often done with up to 2,000X-Y coordinate pairs of each designo By hand, this might take aday or two to program, but by using the Apple 1, it only takes fifteenminutes. We should therefore consider this offer.

Estilo: propósito y audiencia

Cabría destacar finalmente dos aspectos de vital importancia a la hora deredactar un documento escrito: el propósito con el que se escribe y el contextoo situación en la que la comunicación escrita va a tener lugar. Por lo que respec-ta a la finalidad de una carta, ésta puede ser la de describir, informar, presentar,sugerir, aconsejar, aVls~ar;persuadir;-etc,EH€Ual1toal contexto interpersonal en

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el que la comunicación escrita tiene lugar, cabría puntualizar que la relaciónentre el remitente de la carta y el destinatario (entre amigos, colegas, superior-inferior, etc.) es un factor determinante del estilo -grado de formalidad, para sermás precisos- de la propia carta.

Exercise 6

Identify each letter from the following report with its corresponding function.

Dear Mr. Thompson

(a) 1 enclose with this letter the proposals of the ConstructionCompany for the new town within the Nuclear Plant Project.

As you know, (b) 1 am not completely happy with this plan, but 1have decided to send it to you in its present formo (e) 1have askedthe construction company to revise the plan and they agreed tofinish the revision by the end of the month. (d) 1hope to send youthe revised plan at the beginning of next month.

(e) The plan was inadequate because the construction companyfailed to understand the importance of this part of the project.Besides, (f) we simply cannot afford to submit a second classproposal for this part of the project, as a great amount of moneyhas been invested in it. (g) 1 am confident that we will manage tofind a satisfactory solution.

(h) 1 look forward to hearing your comments on the present planand my proposals, and remain,

John Wilkinson

a. anticipating future actionb. judging, evaluatingc. sending proposalsd. expressing disapprovale. giving reasonsf. asking for an answer backg. expressing hope as for future prospectsh. informingof a course of action

Miscellaneous correspondence 155

Exercise 7

The Managing Director of Bonanza PLC, Mr. Ron Steward, is preparing a specialreception and dinner to mark the tenth anniversary of the firmoDinner will be served atthe Ionian Club on 4 July. Complete the following letter accepting the invitation withthe words given below. Then write down a formalletter refusing the invitation.

unfortunatelysincerely

speaksend

unablethat

Julyplanned

invitationmarking

BONANZA PLC17 Shooters Walk, LA B6 2LD 31 May 1993

Dear Mr Steward

Thank you very much for your (1) to the reception anddinner (2) the tenth anniversary of your company atthe Ionian Club on 4 (3L____.(4L , 1 have already agreed to (5L at aconference in Venice on l July and therefore will be (6)to attend your dinner.Please (7L my apologies to the other directors and tellthem (8L 1 hope to visit your company during a(9) visit to U.S.A. in February 1994.Yours (10)

R. SCOTT

...........

.,...-


Developing Skills

Activity 1

Fill in the following application form and write down a formalletter (<<coveringletter»)applying for a post as a technical engineer advertised in a local or national newspaper.

APPLlCATION FORM (COMPLETE IN BLOCK LETTERS)

NAME:

SURNAME:

ADDRESS:

DATE OF BIRTH:

PASSPORT NUMBER:

NATIONALlTY:

STUDIES / QUALlFICATIONS:

WORK EXPERIENCE:

REFERENCES:

LANGUAGES / OTHER SKILLS:

HOBBIES AND INTERESTS:

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1

Unit 1.

Unit 2.

Unit3.

Unit4.

Contenidos

The general-specific structure .................................................................................La estructura general-particular :.....................................................

De la frase al párrafo oO""""'oO""'"''''''''''oO'oO'''''''''''''''''''''''''''''''''''''''''''''''''''''''La estructura general-particular..........................................................................

Grarnmar review ......................................................................................................Pattems of cohesion ............................................................................................

Developing skills ...""oO...............

The problem-solution pattem ..................................................................................La estructura problema-solución .............................................................................

Situación. ....Problema. ... ... ... ... ... ...........Solución ...... ... ......Evaluación .

Grammar review ......................................................................................................

.Lexical signalling of the problem-solution pattem.............................................Developing skills ... ...

Vocabulary in technical English ..............................................................................Vocabulario en Inglés Técnico .................................................................................

Vocabulariotécnicoespecífico oO......

Vocabulariogeneral .............................................Grarnmar review ... ...... ... ... ... ......

Word formation with suffixes .............................................................................

Word formation with prefixes .............................................................................Noun compounds ................................................................................................

Developing skills oO oO oO'oO"'"''''''''''''''''''''''''''''''''''''''

Definition in technical English ""''''''''''''''''''''''''''''''''''''''''''''oO''............................

La Definición .........................Definición formal...............................................................................................Definición semi-formal.......................................................................................Definición no formal ..........................................................................................Otras maneras de expresar definición .................................................................

Grarnmar review ... ...... ... ....................

Defining through relative c1auses :...........................................................Relative c1auseswith preposition .......................................................................Short-form relative c1auses.oO''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

Developingskills. ......... ... ........

Unit 5. Description in technical English "oO...............La Descripción .........................

Descripción física ...............................................................................................

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Descripciónfuncional.........................................................................................Descripciónde proceso ... .....

Granlmarreview... ... ... ... ...Patterns of technical description .........................................................................Spatial order in physical descriptions .................................................................Expressing temporal relations .......

Developing skills '"''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

Unit 6. Classification in technical English ..........................................................................La Clasificación .........................

Clasificación completa ..........Clasificación parcial... ... ... ............Clasificación implícita ... ........

Grammar review ..".......................................

Expressing technical classifications ................................Developing skills ............

Unit 7. Cause-effect relationships in technical English ".................Relaciones de causa... ...'"'''' ... ..............

Relación causa-efecto.........................................................................................R elación medio-fin y medio-resultado ..............................................................Relación razón-resultado ... .......

Grammar review ......................................................................................................Expressing cause-effect relationships .................................................................Patterns of means, end and purpose ....................................................................Patterns of reason and result '"''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

Developing skills ".......................

Unit 8. Hypotheses and conditions ....Hipótesis y condiciones ...........................................................................................

Relación de condición-consecuencia ..................................................................Grarnmar review ......................................................................................................

Patterns of conditions .........................................................................................

Other ways of expressing cQ!1ditions..................................................................Hypotheses, predictiQns-an~mmendations ..................................

Developing skills ... ...

UNIT 9.Technical instructions ;..................................................................Instrucciones Técnicas ... ...

Instrucciones directas e indirectas ,............................Información instruccional .......

Granlmarreview ; .................................Patterns of technical instructions ''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

Variations of modality in instructions """'"''''''''''''''''''''''''''''''''''''''''''''''''''''''''

Interpreting additional information in instructions .............................................Developingskills.. ......

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979797

100100102103105

109109109110112112114116118

Contenidos

Unit 10. Visual-verbal re1ationships "''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''""''''''''''La relación visual-verbal.........................................................................................

Tipos de relación visual-verbal """''''''''Grammar review ......................................................................................................

Comunicative functions with visual-verbal relations ""'"''''''''''''''''''''''''''''''''''

The use of modality in technical English ...........................................................Developing skills ,...............................................................

Unit 11. Technica1reports, abstracts and artieles "''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

Informes técnicos, abstracts y artículos """"""""'"''''''''''''''''''''''''''''''''''''''''''''''''

Informes técnicos................................................................................................Cómo redactar un informe técnico """""""'"''''''''''''''''''''''''''''''''''''''''''''''''''''

Abstracts y artículos...........................................................................................Developing skills """"""'"''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

Unit 12. Miscellaneous correspondence ..""''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''

Correspondencia formal..........................................................................................Correspondencia escrita ""'"'''''''''''''''' ...............................................................

Organización de contenidos ................................................................................Organización discursiva .....................................................................................Estilo: propósito y audiencia ..............................................................................

Deve10ping skills .....................................................................................................

159

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english in technical engineering aguado perez llantada

Documents

llantada aura

espaa prensas universitarias

compaeras carmen prez

idioma ingls

ingls cientfico

carmen olivares rivera

tareas de formacin

formacin humanstica