# Page 117–120 of 434

> **Source:** ASD-STE100 Issue 9, January 2025
> **Pages:** 117–120 of 434

## Part 1 - Writing Rules

word that has the same meaning. "Release" has the approved meaning "to make free," or "to let go." And it is also possible to use this word in this context as a replacement for "give off."

You will not usually find phrasal verbs listed as "not approved" in the dictionary. When you write a standard English sentence in STE, always make sure that the new sentence is grammatically correct. And make sure that you use the approved words with the meaning that they have in the dictionary.

Only a small number of phrasal verbs (for example, "put on" and "come on") are approved in the dictionary. They all have a restricted meaning.

## Consistent style

### Rule 9.4 When you select terminology or wording, always use a consistent style.

In procedures, you will frequently give the same information again and again. For example, most procedures give instructions on how to remove or install components or parts. When you select terminology or wording for a work step, use the same terminology or wording each time that type of work step occurs. The reader will identify the terminology or wording and will quickly understand the action. Different terminology or wording can cause confusion and delays.

#### Example:

These two sentences each give the same instruction and each correctly obeys the rules of STE.

> **STE:** <mark>Lubricate the two bolts with a small quantity of oil. Apply a small quantity of oil to the threads of the two bolts.</mark>

If you use these two sentences in different work steps to give the same instruction, you do not help the reader. Select one sentence or sentence style and then use it again and again when the context (and meaning) is the same.

> **Non-STE:** _<mark>1. Put the housing (8) in its installation position on the main body (9).</mark> 2. Lubricate the two bolts (10) with oil. 3. Install the two bolts (10) in the body (9). 4. Torque-tighten the two bolts to 4 Nm. 5. Put the transducer (11) on the body assembly (9). 6. Apply a small quantity of oil to the threads of the four bolts (12). 7. Attach the transducer (11) to the body assembly (9) with the four bolts (12). 8. Torque each of the four bolts (12) to 0.8 Nm._
>
> **STE:** <mark>1. Put the housing (8) in its installation position on the body assembly (9).</mark> 2. Apply a small quantity of oil to the threads of the two bolts (10). 3. Install the two bolts (10) in the body assembly (9). 4. Torque each of the two bolts to 4 Nm. 5. Put the transducer (11) on the body assembly (9). 6. Apply a small quantity of oil to the threads of the four bolts (12). 7. Attach the transducer (11) to the body assembly (9) with the four bolts (12). 8. Torque each of the four bolts (12) to 0.8 Nm.

# Page 118 of 434

In the non-STE text, you can see that there are different wordings:

- Different terms for item (9) ("main body", "body", and "body assembly")
- Different wordings for tightening the bolts ("torque" and "torque-tighten")
- Different sentences for the work steps about lubrication ("lubricate the XX bolts" and "apply a small quantity of oil to the threads of the XX bolts.")

In the STE text, each time that the same item occurs, it has the same noun, and the same context always has the same wording. This makes the text clear and easy to read. The reader reads one work step at a time and does the applicable task. To understand the content quickly and do each work step correctly, it is important that the wording does not change.

In descriptive writing, the reader must understand the text as a unit. Thus, it is important to use words and sentences correctly and give a logical structure to the text. This method makes the text easier to read and understand.

## General recommendations

The general recommendations (GR) in this section are not STE rules. They can help you prevent typical errors that writers make.

### GR-1 The conjunction "that"

In English, you can use the conjunction "that" to connect new information (in a subordinate clause) to a main clause. You can use this conjunction after verbs. For example: "make sure," "show," and "recommend."

Native English speakers frequently do not use "that" when they speak, and this style also occurs in writing. But this conjunction helps the reader understand where the end of the main clause and the start of the subordinate clause is. Thus, use the conjunction "that" as much as possible to prevent ambiguity.

This conjunction also helps with translation because, in many other languages, it is not possible to omit the equivalent word.

#### Examples:

> **Do not write:** _<mark>Make sure the valve is open.</mark>_
>
> **WRITE:** <mark>Make sure that the valve is open.</mark>

> **Do not write:** _The manufacturer recommends you prepare the mixture in an area with good airflow._
>
> **WRITE:** <mark>The manufacturer recommends that you prepare the mixture in an area with good</mark> airflow.

> **Do not write:** _<mark>The gauge shows the reservoir is full.</mark>_
>
> **WRITE:** <mark>The gauge shows that the reservoir is full.</mark>

# Page 119 of 434

### GR-2 The preposition "with"

In STE, the preposition "with" has three approved meanings. It is a function word that shows "association or relationship," "help or sharing," or "a means or instrument." In some sentences, this word can cause ambiguity. For example, the sentence: "Install the panel with the green fasteners" can have different meanings:

- Install the panel that has green fasteners.
- Install the panel together <u>with the green fasteners.</u>
- <u>Use the green fasteners to install the panel.</u>

Usually, the context of the sentence will give the reader sufficient information to know which meaning is correct.

But when you use the word "with," read your sentence again. Make sure that your sentence does not cause ambiguity, that there are no errors, and that the meaning of the sentence does not change.

#### Examples:

> **Do not write:** _<mark>Lift the aircraft at the maximum takeoff weight with passengers.</mark>_
>
> **WRITE:** <mark>Lift the aircraft at the maximum takeoff weight (passenger weight included).</mark>

The context (or experience) tells you that you will not ask the passengers to help you lift the aircraft. Because the sentence can have two different meanings, one interpretation makes it a joke.

> **Do not write:** _Make sure that the lever does not touch the stop (1) with hydraulic pressure supplied._
>
> **WRITE:** When you supply hydraulic pressure, make sure that the lever does not touch the stop (1).

(Write the condition first.)

When you want to use a different sentence construction to replace the word "with", make sure that you show the primary action verb in the work step.

> **Do not write:** _<mark>Use tool TS9867 to seal the opening.</mark>_
>
> **WRITE:** Seal the opening with tool TS9867.

This sentence is clear because it gives the tool number. In STE, you must give the primary action verb which is "seal" and not "use."

# Page 120 of 434

### GR-3 How to use pronouns

Pronouns refer to a person, a location, or an item that is already in a text. Examples of pronouns are "it," "they," "that," "these," and "those." If you use the pronouns correctly, your text will be easy to read.

In STE, the approved pronouns are in the dictionary. Do not use a pronoun if it is not in the dictionary (for example, "she" or "he").

If a pronoun can refer to one or more nouns in a text, it can cause ambiguity in a sentence. If there is ambiguity, replace the pronoun with the word that it refers to. This will make the sentence clear and easier to read.

#### Examples:

> **Do not write:** _<mark>If you engage the pins incorrectly with the seats, they can become damaged.</mark>_
>
> **WRITE:** <mark>If you engage the pins incorrectly with the seats, the pins can become damaged.</mark>

Or <mark>If you engage the pins incorrectly with the seats, the seats can become damaged.</mark> Or

If you engage the pins incorrectly with the seats, the pins and seats can become damaged.

### GR-4 The pronoun "this"

When you use the pronoun "this" in a sentence, make sure that the reader knows the item the pronoun refers to. If "this" can refer to more than one item, give the applicable context again.

#### Examples:

> **Do not write:** _<mark>Make sure that the cover is not locked (this can cause damage to the probe).</mark>_

(Which is the cause of damage to the probe? The cover in the locked condition? Or the cover in the unlocked condition?)

> **WRITE:** Make sure that the cover is not locked. If the cover is locked, this can cause damage to the probe.

Or

> **WRITE:** <mark>If the cover is locked, damage to the probe can occur.</mark>

> **Do not write:** _Do not use crocus cloth on aluminum parts. If you do this, you can cause corrosion on aluminum parts. Crocus cloth contains ferrous oxide._
>
> **WRITE:** Do not use crocus cloth on aluminum parts. Crocus cloth contains ferrous oxide, which can cause corrosion on aluminum parts.
