Deck 3: Technical Paragraphs

Question 1

Which of the following is NOT a guideline for constructing effective paragraphs?

A) Keep paragraphs short.
B) Make paragraphs unified.
C) Make paragraphs complete.
D) Make paragraphs constructive.

Answer 1

D

Question 2

Every paragraph should express ________ main idea(s).

A) one
B) two
C) three
D) five

Answer 2

A

Question 3

On average, technical paragraphs should be no more than ________ line(s) long.

A) 1
B) 5
C) 7
D) 10

Answer 3

C

Question 4

Which of the following is NOT true about the topic sentence?

A) It should be placed at the start of the paragraph.
B) It lets the reader know what the paragraph is about.
C) It provides factual details that support the main idea.
D) It functions much like a heading.

Question 5

An effective topic sentence should ________.

A) aid the reader in skimming the document
B) be free of transitions, which are best left to supporting paragraphs
C) contain two grammatical subjects and at least one object
D) be no more than 15 words

Question 6

Repeating information from a previous sentence is known as ________.

A) a redundancy error
B) contextual backup
C) given-new repetition
D) transitional repetition

Question 7

A unified paragraph is one that contains ________.

A) logical connections between sentences
B) only details relevant to the central idea
C) all the information the reader will need to understand the idea
D) complete grammatical accuracy

Question 8

Three tools for creating cohesive paragraphs are ________.

A) transition words, variegated sentences, and given-new repetition
B) summary markers, signposts, and lead-ins
C) variegated sentences, transition words, and signposts
D) signposts, transition words, and support nouns

Question 9

A complete paragraph is one that contains ________.

A) only details relevant to the central idea
B) logical connections between sentences
C) all the information the reader will need to understand the idea
D) grammatical precision

Question 10

Which of the following applies when writing complete paragraphs?

A) It is better to provide slightly too much information than too little; it is easier for readers to filter out the unnecessary than to make up a shortfall.
B) You should have a clear idea of who your reader is.
C) You should maintain a moderate level of complexity, so that your reader does not get bored.
D) Both a and b.

Question 11

A cohesive paragraph is one that contains ________.

A) logical connections between sentences
B) good grammatical sense
C) only details relevant to the central idea
D) all the information the reader will need to understand the idea

Question 12

Which of the following is NOT true about given-new repetition?

A) It involves repeating information from the previous sentence.
B) It adds redundant information to your paragraph.
C) It involves a restatement of ideas or key words.
D) It helps stitch your sentences together logically.

Question 13

"Accordingly," "as a result," and "because" are all examples of ________.

A) key words
B) variegated phrases
C) wordiness
D) transition words

Question 14

A paragraph that contains information about factors unrelated to the main idea introduced in the topic sentence is one that ________.

A) lacks cohesion
B) lacks unity
C) lacks transitional devices
D) is permissible, so long as the relationship between ideas is made clear

Question 15

Transition devices are important because they ________.

A) indicate how the content of sentences and paragraphs relates to the material that has come before
B) create more complexity, allowing you to string seemingly unrelated ideas together
C) make the paragraph more structured and therefore more accessible
D) help make your sentences shorter and therefore less wordy

Question 16

Variegated sentence patterns ________.

A) contain just one independent clause
B) contain unclear links between ideas
C) sound choppy and should therefore be avoided
D) often contain coordinating conjunctions

Question 17

Which of the following is NOT true about transition words?

A) They help readers understand complex information.
B) They help ensure adequate grammatical flow.
C) They help create logical connections between sentences and ideas.
D) They indicate how the content of sentences and paragraphs relate to the one before.

Question 18

Which of the following is NOT a functional group of transitional words?

A) addition, causation, clarification
B) admission, subjugation, possession
C) comparison, concession, conclusion
D) emphasis, illustration, place

Question 19

Coordination and embedding are two examples of ________.

A) given-new repetition
B) variegated sentence patterns
C) unification strategies
D) means of showing cause and effect

Question 20

Multiple simple sentences ________.

A) are preferred to fewer, more complex ones
B) create a sense of directness and objectivity
C) enhance the logical flow of information
D) sound choppy and lack coherence

Question 21

The words "and," "for," "so," "but," and "nor" are examples of ________.

A) transitional verbs
B) conclusion signifiers
C) coordinating conjunctions
D) paragraph markers

Question 22

The underlined segment of the following sentence is an example of ________.
Because the early spring is combining rains with melting snow, extensive flooding is likely.

A) subordination
B) insubordination
C) embedding
D) nominal construction

Question 23

The underlined segment of the following sentence is an example of ________.
Combining rain with melting snow, the early spring makes extensive flooding likely.

A) subordination
B) insubordination
C) a key word chain
D) an embedded sentence

Question 24

The underlined segment of the following sentence is an example of ________.
Aside from orientation and layout, thermal mass also plays a vital role in managing and stabilizing temperature in a passive solar house.

A) a transitional phrase
B) a verbal phrase
C) a nominal phrase
D) an independent clause

Question 25

Identify the coordinating conjunction in the following sentence:
We are experiencing an early spring, so rain is combining with melting snow. Extensive flooding is likely.

A) We are experiencing
B) so rain is combining with melting snow
C) so
D) This sentence contains no coordinating conjunctions.

Question 26

Effective technical paragraphs should begin with a topic sentence.

Question 27

Effective technical paragraphs should be cohesive.

Question 28

Technical paragraphs have no minimum length.

Question 29

Technical paragraphs have no maximum length.

Question 30

The topic sentence suggests what the paragraph is about.

Question 31

Well-constructed paragraphs should enable the reader to skim a document.

Question 32

In technical writing, topic sentences function a bit like headings.

Question 33

Effective topic sentences make headings redundant.

Question 34

Transition words enhance paragraph cohesion.

Question 35

Variegated sentence patterns work against paragraph cohesion.

Question 36

Transition words available to technical writers can be usefully grouped.

Question 37

Choppy sentences are effective when used in technical writing.

Question 38

A given-new repetition is not a transitional device.

Question 39

The complex sentences created by subordination and embedding should be avoided in technical paragraphs.

Question 40

A unified technical paragraph is essentially a cohesive one.

Question 41

How long should technical paragraphs be? Why?

Question 42

What is a topic sentence and why is it an important feature of a paragraph?

Question 43

What does it mean for a paragraph to be unified? Why is this an important quality in technical paragraphs?

Question 44

What does it mean for a paragraph to be complete? Why is this an important quality in technical paragraphs?

Question 45

What does it mean for a paragraph to be cohesive? Why is this an important quality in technical paragraphs?

Question 46

What is "given-new" repetition and how can it be useful when writing technical paragraphs?

Question 47

What are "transition words" and why are they useful? Provide an example of one functional group of transitional words.

Question 48

Describe the differences between a simple and complex sentence. Why is one preferable in technical writing?

Question 49

Name two ways of creating a complex sentence and provide one example for each.

Question 50

What are coordinating conjunctions and what grammatical purpose do they serve? How do they enhance cohesiveness?

Question 51

In Chapter 2 you learned that sentences work best when the subject appears at the start of the sentence. What are some of the parallels between this and how paragraphs must be constructed?

Question 52

Pick at least two of the principles for writing effective sentences introduced in Chapter 2 and compare them with some of the principles for writing effective paragraphs. How do these two different sets of principles work together and reinforce one another?

Question 53

Many of the principles of effective technical writing-both at the sentence and paragraph levels-are ultimately about clarity. Why do you think clarity is so important when writing in the technical fields?