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# Rules Sec 6

> **Source:** ASD-STE100 Issue 9, January 2025
> **Section:** RULES (6)
> **Pages:** 91-98 of 434 (8 pages)

# Page 91 of 434

The STE text that follows shows how you can use short sentences to write a clear text that gives information gradually. Each sentence contains only one subject in underlined texts.

> **STE:** <mark>Instrument Landing System</mark>
>
> The Instrument Landing System (the system) on the aircraft shows data that helps the pilot during the approach to the runway. This system shows the pilot the deviations from the localizer course and the glideslope path. The localizer course aligns with the centerline of the runway. And the glideslope path is at a constant angle to the threshold of the runway. During the approach to the runway, deviation <u>pointers in the course indicators show the pilot in which direction the aircraft must</u> go:
> - Left or right (for the localizer)
> - Up or down (for the glideslope).
>
> <u>This data about deviations from the localizer course and glideslope path comes</u> from two VHF transceivers. These transceivers transmit this data to Air Traffic Control.

The STE text is divided into two paragraphs and has a logical structure:

- The first paragraph has five sentences.
- The second paragraph has two sentences.

### Rule 6.2 Use key words and key phrases to give your text a logical structure.

<u>Key words are words that occur in a text to connect different ideas, and key phrases are phrases</u> that have the same function.

These key words and key phrases show how information in a text is related and give the text a logical structure.

You can also use connecting words and connecting phrases to help the reader understand the logical flow of ideas in the text. Connecting words and connecting phrases have the function of traffic signs, which tell the reader if the information is new, different, or a result of previous information. Examples of approved connecting words are: "and," "but," "then," "thus," and examples of connecting phrases are "as a result," and "at the same time."

The example that follows is the STE text of the example for rule 6.1. In the text, you can see how the underlined key words and key phrases connect sentences and their related ideas. This makes the text much easier to read and understand.

When you use key words and key phrases, make sure that you do not change them in your text. The same terminology will keep your text clear and correct.

# Page 92 of 434

**Example in STE:**

| Sentence 1 | Sentence 2 |
|------------|------------|
| The Instrument LandingSystem(the system) on the aircraftshowsdata that helps thepilot during the approach to the runway. | Thissystem shows thepilotthe deviations from the localizer course and the glideslope path. |

Sentence 2 uses the key words "system," "show," and "pilot" again to add more information about sentence 1.

| Sentence 2 | Sentences 3 and 4 |
|------------|-------------------|
| This system shows the pilot the deviations from thelocalizer courseand theglideslope path. | Thelocalizer coursealigns with the centerline of the runway. And theglideslope pathis at a constant angle to the threshold of the runway. |

Sentences 3 and 4 use the key words "localizer course" and "glideslope path" again and add new information.

| Sentence 3 | Sentence 4 |
|------------|------------|
| The localizer course aligns with the centerline of therunway. | And the glideslope path is at a constant angle to the threshold of therunway. |

Sentences 3 and 4 also include the key word "runway," which refers back to sentence 1.

| Sentences 3 and 4 | Sentence 5 |
|-------------------|------------|
| Thelocalizercourse aligns with the centerline of therunway.And theglideslopepath is at a constant angle to the threshold of therunway. | During the approach to therunway, deviation pointers in the course indicators show the pilot in which direction the aircraft must go:<br>- Left or right (for thelocalizer)<br>- Up or down (for theglideslope). |

Sentence 5 also connects to the previous sentences 3 and 4 with the key word "runway" again. Then, sentence 5 gives more information about the function of indicators for the localizer and the glideslope.

| Sentence 2 | Sentence 5 |
|------------|------------|
| This systemshows the pilotthedeviations from thelocalizercourse and theglideslope<br>path. | During the approach to the runway,deviation pointers in the course indicatorsshow the pilot<br>in which direction the aircraft must go:<br>- Left or right (for thelocalizer)<br>- Up or down (for theglideslope). |

Key words and key phrases (for example, "show(s) the pilot") give a logical connection between sentences 2 and 5.

# Page 93 of 434

| Sentence 1 | Sentence 5 |
|------------|------------|
| The Instrument Landing System in the aircraft showsdata that helps thepilot during the approach to the runway. | During the approach to the runway,deviation pointers in the course indicatorsshow the pilot in which direction the aircraft must go:<br>- Left or right (for the localizer)<br>- Up or down (for the glideslope). |

Sentences 1 and 5 are also connected to make a logical paragraph.

Sentence 5 also uses the key phrase "during the approach to the runway" from sentence 1 again to refer to the initial sentence and give more information about it. When you use the same key words and key phrases again, the sentences have a logical connection. If you use different terminology, your text will not be easy to read.

There is also a logical connection between the two paragraphs.

<u>Paragraph 1</u> (Sentences 1 thru 5): deviation, <u>data, localizer, glideslope</u>

- <u>Paragraph 2</u> (Sentences 6 and 7): This data about deviations from the localizer course and <u>glideslope path comes from two VHF transceivers. These transceivers transmit this data to Air Traffic Control.</u>

## Sentences

### Rule 6.3 Write short sentences. Use a maximum of 25 words in each sentence.

Good technical writing uses short sentences for complex topics. Short sentences give a clear structure to your writing and make information easier to understand.

In descriptive writing, the maximum sentence length is 25 words. This is because descriptive text is more complex than procedural text.

#### Examples:

> **STE:** During the approach to the runway, deviation pointers in the course indicators show the pilot in which direction the aircraft must go. (22 words)
>
> **Non-STE:** A smartphone is a cellular telephone that has an integrated computer and many other functions, such as an operating system, internet browsing as well as the ability to run software applications. (31 words)
>
> **STE:** <mark>A smartphone is a cellular telephone that has an integrated computer and many</mark> other functions. (15 words) It includes an operating system and an internet browser, and it can also operate software applications. (16 words)

# Page 94 of 434

## Paragraphs

### Rule 6.4 Use paragraphs to show related information.

In procedures, work steps usually have numbers and letters to show their sequence. In descriptive writing, paragraphs keep related information together and give a logical sequence to the text.

In STE, a paragraph starts with a "topic sentence" which tells the reader about the topic of that paragraph. Then, the sentences that follow the topic sentence explain it, or give more information related to it.

In the example, the underlined topic sentence at the start of each paragraph helps the reader understand the content of the paragraph and its topic. When a new paragraph starts, the reader knows that there will be a new topic or different information in that paragraph.

#### Example:

| STE | Outline | Content |
|-----|---------|---------|
| STE: | 1. Lightning Strike | |
| | A. General | |
| | (1) | A lightning strike can cause damage to the aircraft.The damage<br>usually occurs at the attachment points. The attachment points<br>include:<br>The nose of the fuselage<br>- The tail section<br>- The propellers<br>- The wing tips<br>- The tips of the stabilizer<br>- The trailing edge of the stabilizer<br>- The antennas<br>- The static dischargers. |
| | (2) | From the attachment points, the lightning strike usually goes aft<br>through the structure of the aircraft.The high current of the lightning<br>strike can cause damage to the mechanical systems of the aircraft.<br>Thus, a permanent or a temporary malfunction of the electrical and<br>electronic equipment and systems can occur. |
| | (3) | If a lightning strike occurs, it is necessary to do an inspection of the<br>aircraft for damage.The maintenance personnel must do this<br>inspection before the next flight. |

The example has three short paragraphs, which give the text a clear structure and make it easy for the reader to understand.

# Page 95 of 434

## Paragraphs

### Rule 6.5 Make sure that each paragraph has only one topic.

In descriptive writing, paragraphs describe topics, and it is important that each paragraph has only one topic. The topic sentence is the first and most important sentence in a paragraph. The topic sentence gives new information and makes a logical connection between the new information and previous information. To make a logical connection in a paragraph, the topic sentence usually contains a key word and/or a connecting word or connecting phrase.

From the topic sentences, the reader will understand the contents of your text and will find the applicable information quickly. If the reader writes down each of the topic sentences from a text, they will make a good outline of its content. The other sentences in each paragraph give the information a logical structure and add more information on the topic of the paragraph.

If you refer to the STE text in the example for rules 6.1 and 6.2 again, you can see that the text is divided into two paragraphs:

- Paragraph 1 (sentences 1 thru 5) – The topic is: "Data to help the pilot."
- Paragraph 2 (sentences 6 and 7) – The topic is: "How this data is transmitted."

In the example that follows, the underlined topic sentence at the start of each paragraph helps the reader understand the content that the paragraph explains. More information then follows gradually and connects correctly to the information in the text.

#### Example:

> **STE:** <mark>STE:</mark> <u><mark>Instrument Landing System</mark></u> <u>The Instrument Landing System (the system) on the aircraft shows data that helps the pilot during the approach to the runway. This system shows the pilot the</u> deviations from the localizer course and the glideslope path. The localizer course aligns with the centerline of the runway. And the glideslope path is at a constant angle to the threshold of the runway. During the approach to the runway, deviation pointers in the course indicators show the pilot in which direction the aircraft must go:
>
> - Left or right (for the localizer)
> - Up or down (for the glideslope).
>
> <u>This data about deviations from the localizer course and glideslope path comes from two VHF transceivers. These transceivers transmit this data to Air Traffic</u> Control.

# Page 96 of 434

## Paragraphs

### Rule 6.6 Make sure that no paragraph has more than six sentences.

Paragraphs divide a text into logical units and help keep the reader's attention. If paragraphs are too long, they cannot have this function. Do not put different topics in the same paragraph. If a paragraph has more than six sentences, divide it into two smaller paragraphs. This structure will make your text easier to read.

#### Example:

| STE: | Description |
|------|-------------|
| | Description of the fuel manifold (refer to figure 10001) |
| | The fuel manifold (1) has these primary parts:<br>- Two motorized fuel shut-off valves (referred to in this manual as a "shut-off valve")<br>- A pressure transducer (2)<br>- Three fittings (10), (13) and (15).<br>(one paragraph, 1 sentence) |
| | The shut-off valve operates in the valve body (21). The valve body (21) has:<br>- An aluminum alloy ball (27)<br>- A retaining ring (31)<br>- Two seals (26)<br>- A spring (25).<br>(one paragraph, 2 sentences) |
| | The spring (25) holds the ball (27) in position to prevent internal leakage. The preformed packings (18), (2) and (30) are installed on the seals (26), the shaft (28), and in the valve body. They prevent external leakage. One of the two seals (26), on which the spring (25) operates, has the function of a relief valve. It operates when the pressure applied in the opposite direction is more than a set value.<br>(one paragraph, 5 sentences) |
| | The actuator assembly (4) is of a rotary type. A DC motor, which has a permanent high-speed magnet, supplies power to the actuator. Micro-switches in the actuator de-energize it at the end of travel. They also send signals to the fuel control panel to show the operation condition of the valve. A micro-relay controls the direction of shaft rotation and an electrical connector connects the actuator assembly to the aircraft electrical supply.<br>(one paragraph, 4 sentences) |
| | The pressure transducer (2) is installed downstream of the shut-off valve (in the RH engine line). The fitting (10) connects the pressure transducer (2) to the fuel manifold (1). A lockwire safeties the pressure transducer (2). The pressure transducer (2) has an electrical connector that connects it to the Fuel Management System of the aircraft.<br>(one paragraph, 4 sentences)<br>Three fittings (10), (13), and (15) connect the two shut-off valves and the pressure transducer (2). They attach the fuel manifold (1) to the aircraft structure.<br>(one paragraph, 2 sentences) |

The example has short paragraphs, which give the text a clear structure and make it easy for the reader to understand.

# Page 97 of 434

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# Page 98 of 434

## Section 7 - Safety instructions

### Summary of the rules

#### Definitions

#### How to write safety instructions

Rule 7.1 Use an applicable word (for example, "warning" or "caution") to identify the level of risk.

| Rule | Description |
|------|-------------|
| Rule 7.2 | Start a safety instruction with a clear and accurate command or condition. |
| Rule 7.3 | Give an explanation to show the risk or possible result. |

### Definitions

<u>Safety instructions tell the readers that procedures or work steps in procedures can be dangerous</u> or cause damage. Usually, descriptive writing does not include safety instructions, unless these instructions are quoted text, or a descriptive text that includes safety risks.

The words and definitions that follow agree with the specifications for technical publications that are applicable to aerospace and defense:

- A **warning** tells the reader that there is a risk of injury or death.
- A **caution** tells the reader that there is a risk of damage to objects.

It is possible that other industries or domains use different words or categories for safety instructions.

If you use different words (for example, "danger," "attention," or "notice") or graphical symbols, always make sure that the content obeys rules 7.1 thru 7.3. For more information, refer to:

- International Organization for Standardization. (2018). _Occupational health and safety management systems — Requirements with guidance for use_ (ISO 45001:2018).
- American National Standards Institute. (2024). _ANSI Z535 series_ .
- International Organization for Standardization. (2024). _Graphical symbols — Safety colours and safety signs — Parts 1 thru 4_ (ISO 3864).
