M. Sc.

Preparatory year, Petroleum and Metallurgy, Fall 2013

Technical Report Writing, Time Two (2) hours OPEN BOOK Exam

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AA Define the type of each one of these paragraph. Justify your answer

16 points

Paragraph No.
Type
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Body

Being a model for long, formal reports, output of this report emphasizes:
i. Communicating effectively
ii. Make sure the report is attractive and neat.
iii. Application of effective communication
iv. Format the document appropriately
v. Inclusion of graphic aids to enhance the written presentation and relating the report story more
effectively.
vi. Document all sources using internal parenthetic references and a work cited page following your
organizations guidelines.
Both primary and secondary research were conducted to write this report. Primary data were
collected in two ways. First, student records provided information on performance in business report
writing. Second, students responded to a questionnaire regarding the long, formal project during
those same semesters. Students responded to the six-item questionnaires during the last week of
class during each semester. Out of the 222 students who finished the course, 200 responded to the
survey, which resulted in a response rate of 90 percent.
This report originates as a result of students desire to have a model report. At their request, the
instructor wrote the report during the Fall semester.
Over the past several years, students have benefited from perusing effective business reports written
by others. They have also asked to take copies of business reports out of the classroom to use as
models. Since this is not feasible, other alternatives were explored. Students first received two
handouts related to the long, formal report: a grade sheet and an instruction sheet. Since these did
not seem sufficient, a model report was developed.

Second
introduction

Texts of the paragraphs

Conclusion
Parallelism
Starts with danglism

Line
No.
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First
intro
ducti
on

Para
No

mar
ks
for
Sol
utio

Read the following four distinct paragraphs (A through D) and answer all questions AA
through HH below

BB. The word not feasible in the following sentence (taken from D, Lines 20 - 22) hides a moral
principle. Elaborate on this opinion within the space provided hereunder? 5 points
They have also asked to take copies of business reports out of the classroom to use as models.
Since this is not feasible, other alternatives were explored.
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CC. What are the elements of cohesions used to tie the four paragraphs above? Give at
least three examples drawn from the text.
5 points
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DD. Reverse-outline Paragraph B (Make one slide presentation out of it).

10 points

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EE. Write an appropriate transitional paragraph that can be placed before one of the four
paragraphs above. The transitional paragraph. Where do you want to place this paragraph:
before ( ) A, before ( ) B, before ( ) C, or before ( ) D
(Select only one choice) 5 points
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FF. Write down four style errors found in any of these paragraphs. Limit your answer to the
space provided here under.
16 points
Paragraph No.
Name of the style error

Line number where the error starts

Proposed correction(s)

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Paragraph No.
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Line number where the error starts

Proposed correction(s)

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Paragraph No.
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Line number where the error starts

Proposed correction(s)

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Paragraph No.
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Line number where the error starts

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GG. Write three paragraphs (Introduction-body-conclusion) on the figure below.

15 points
Title
Thesis statement

Your outline

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M. Sc. Preparatory year, Petroleum and Metallurgy, Fall 2013 Technical Report Writing,

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Introductory Paragraph.
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Body Paragraph.
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Conclusion Paragraph.
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Answer only one of HH

8 points

HH. 1- Write a descriptive summary for this exam.

2- Write an abstract of your final report (min 100 words, max 125 words). What type is
it?
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II.: Determine the type of plagiarism by checking the appropriate box.

6 points

Exercise adapted from http://www.indiana.edu/~istd/practice.html

Original Source Material: The philosophical position known as constructivism views knowledge as a
human construction. The various perspectives within constructivism are based on the premise that
knowledge is not part of an objective, external reality that is separate from the individual. Instead, human
knowledge, whether the bodies of content in public disciplines (such as mathematics or sociology) or
knowledge of the individual learner; is a human construction.
Reference: Gredler, M. E. (2001). Learning and instruction. Upper Saddle River, NJ: Prentice-Hall.
a. Student Version: Does knowledge exist outside of, or separate from, the individual who knows?
Constructivists hold that human knowledge, whether the bodies of content in public disciplines such as
mathematics or knowledge of the individual learner; is a human construction (Gredler, 2001).
(

) Word-for-Word Plagiarism (

) Paraphrasing Plagiarism

) Not a Plagiarism

Original Source Material: By instruction I mean any deliberate arrangement of events to facilitate a
learner's acquisition of some goal. The goal can range from knowledge to skills to strategies to attitudes, and
so on. The learners can be adults or children of any age, background, or prior experience. The setting in
which learning takes place can be formal, school-based, on-the-job, or in the community - wherever
programs for learning are being designed and implemented.
Reference: Driscoll, M.P. (2000). Psychology of learning for instruction. Massachusetts: Allyn & Bacon.
b. Student Version: Driscoll defines instruction broadly as "any deliberate arrangement of events to
facilitate a learner's acquisition of some goal" (Driscoll, 2000). She includes learning knowledge, skills,
strategies and attitudes in a partial list of possible goals for learning.
( ) Word-for-Word Plagiarism ( ) Paraphrasing Plagiarism ( ) Not a Plagiarism
c. Student Version: The definition of instruction is broad, including any deliberate arrangement of events to
facilitate a learner's acquisition of some goal, including the learning of: Knowledge, Skills, Strategies,
Attitudes (Driscoll, 2000).
(

) Word-for-Word Plagiarism (

) Paraphrasing Plagiarism

) Not a Plagiarism

Original Source Material: Developing complex skills in the classroom involves the key ingredients
identified in teaching pigeons to play Ping-Pong and to bowl. The key ingredients are: (1) inducing a
response, (2) reinforcing subtle improvements or refinements in the behavior, (3) providing for the transfer
of stimulus control by gradually withdrawing the prompts or cues, and (4) scheduling reinforcements so that
the ratio of reinforcements in responses gradually increases and natural reinforcers can maintain their
behavior.
Reference: Gredler, M. E. (2001). Learning and instruction. Upper Saddle River, NJ: Prentice-Hall.
d. Student Version: Inducing a response, providing for the transfer of stimulus control by gradually
withdrawing prompts or cues, reinforcing subtle improvements in the behavior, and scheduling
reinforcements so that natural reinforcers can maintain their behavior are the key ingredients identified both
in teaching pigeons to play Ping-Pong and in developing complex skills in the classroom (Gredler, 2001)
(

) Word-for-Word Plagiarism (

) Paraphrasing Plagiarism

) Not a Plagiarism

M. Sc. Preparatory year, Petroleum and Metallurgy, Fall 2013 Technical Report Writing,

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