# Page 73–76 of 434

> **Source:** ASD-STE100 Issue 9, January 2025
> **Pages:** 73–76 of 434

# Page 73 of 434

In a descriptive text, make sure that each sentence has only one topic (subject or idea) and does not contain the imperative form. Then, in the sentences that follow, gradually give information about that topic.

### Example:

> **Non-STE:** The side stay assembly has two folding toggles hinged together and attached with hinges between the main gear strut and the side stay bracket. (This sentence contains more than one topic. To make this information clearer, you can write a new sentence for each topic.)
>
> **STE:** <u>The side stay assembly has two folding toggles. The folding toggles are attached</u> together with hinges. These folding toggles are also attached with hinges between the main gear strut and the side stay bracket. (The new text has three sentences, and each sentence has its topic. Refer to the underlined text for the specified subjects in each sentence.)

<u>For the two types of writing, always make sure that your text is not abstract. Make sure that it</u> clearly shows how to do a task or how a system operates. Be accurate. Do not give information that is not accurate or can have different meanings.

### Examples:

> **Non-STE:** <mark>Do not write: No leaks are permitted.</mark> (This sentence does not tell the reader about the action.)
>
> **STE:** <mark>WRITE: Make sure that there are no leaks.</mark> (This sentence directly tells the reader about the action.)

> **Non-STE:** <mark>Do not write: Different temperatures will change the cure time.</mark> (This is an abstract sentence because it contains no information about how the cure time changes.)
>
> **STE:** <mark>WRITE: When the temperature increases, the cure time will decrease.</mark> (This sentence tells the reader the correct information about how the cure time changes. To make your writing more accurate, give the specified temperatures and the related cure times.)
>
> **STE:** <mark>WRITE: The cure time is 2 hours at a temperature of 20 °C.</mark>

# Page 74 of 434

## Rule 4.2 Do not omit words or use contractions to make your sentences shorter.

Each sentence must have all its parts. When you write sentences, do not omit words or use contractions (for example, "don't," "isn't," "aren't"). If you do that, your sentence will be shorter, but it will not be easier to read. Write all the words in full.

Do not omit nouns to make short sentences. It will not be easy for the reader to understand the meaning of the sentence.

### Example:

> **Non-STE:** <mark>Can be a maximum of five inches long.</mark>
>
> **STE:** <mark>Cracks can have a maximum length of five inches.</mark>

Do not omit verbs because the reader will not understand the action.

### Example:

> **Non-STE:** <mark>Rotary switch to INPUT.</mark>
>
> **STE:** <mark>Set the rotary switch to INPUT.</mark>

Do not omit the subject because the reader will not understand the action.

### Examples:

> **Non-STE:** <mark>If installed, remove the shims.</mark>
>
> **STE:** <mark>If shims are installed, remove them.</mark>

> **Non-STE:** _<u>WARNING:</u> MAKE SURE THAT THE POTABLE WATER SYSTEM IS NOT PRESSURIZED. IF NOT, THIS CAN CAUSE INJURY TO PERSONS._
>
> **STE:** <u>WARNING:</u> MAKE SURE THAT THE POTABLE WATER SYSTEM IS NOT PRESSURIZED. A PRESSURIZED SYSTEM CAN CAUSE INJURY TO PERSONS.

Do not omit articles to make the sentence shorter because omitted articles can cause ambiguity.

### Examples:

> **Non-STE:** <mark>Remove the bolt and stop.</mark>
>
> **STE:** <mark>Remove the bolt and the stop.</mark>

Do not omit parts of words to make contractions because contractions will not be easy to understand.

### Example:

> **Non-STE:** <mark>If your hands are wet, don't touch the USB power adapter.</mark>
>
> **STE:** <mark>If your hands are wet, do not touch the USB power adapter.</mark>

# Page 75 of 434

## Vertical lists

### Rule 4.3 Use a vertical list for complex text.

When your sentence is long and you must include many different items (for example, a list of components, parts, or documents) or actions, you can put them in a vertical list. Vertical lists make long and complex texts much easier to read and understand.

#### When you make a vertical list:

- Put a colon (:) at the end of the first sentence, before the first item in the vertical list.
- Identify each item in the vertical list with a number, letter, punctuation mark, or symbol. For example, you can use:
  - A dash (-)
  - •
  - A bullet point ( )
  - A letter (a, b, c…)
  - A number (1, 2, 3…).
- Start each item in the vertical list with an uppercase letter.
- Where applicable, use an article before the noun that is the subject of each item in the vertical list.
- Put a period at the end of an item in the vertical list if it is a full sentence.
- Do not put a period at the end of an item in the vertical list if it is not a full sentence.
- Do not put a comma or a semicolon at the end of an item in the vertical list.
- Put a period at the end of the last item in the vertical list.

To know which marks or symbols to use, refer to the applicable specifications for technical publications, style guides, and other official directives.

#### Examples:

In the two examples that follow, the vertical lists give a list of parts and documents. Dashes and bullet points identify each of these parts and documents.

> **Non-STE:** The wheel assembly comprises the tire, the tube, the spokes, the spoke fittings, the valve, and the hub.
>
> **STE:** The wheel assembly has these parts:
> - The tire
> - The tube
> - The spokes
> - The spoke fittings
> - The valve
> - The hub.

# Page 76 of 434

> **Non-STE:** The report must include each of the following: a completed REC-1 form, a three-view drawing of the unit, a photograph of the unit, a copy of the source data.
>
> **STE:** The report must include:
> - A completed REC-1 form
> - A three-view drawing of the unit
> - A photograph of the unit
> - A copy of the source data.

In the two examples that follow, the vertical lists give a procedure and a description. Letters and numbers identify each work step.

> **Non-STE:** If the RAT is retracted, remove the tag, open the isolating valves and, ensuring that there is no possibility of fouling, slowly extend the RAT to its full stroke. Close the isolating valves; tag "DO NOT OPERATE." Release the DOWN pressure.
>
> **STE:** If the Ram Air Turbine (RAT) is retracted:
> - (a) Remove the tag.
> - (b) Open the isolating valves.
> - (c) Slowly and fully extend the RAT and make sure that it does not touch other parts.
> - (d) Close the isolating valves.
> - (e) Tag the isolating valves with "DO NOT OPERATE."
> - (f) Release the DOWN pressure.

> **Non-STE:** During the final movement of the landing gear retraction, the door operating bar located on the leg contacts and turns the latch, withdrawing the roller from the slot and the second roller entraps the door operating bar.
>
> **STE:** When the landing gear retracts:
> - (1) The door operating bar on the leg touches and turns the latch.
> - (2) The roller moves out of the slot.
> - (3) The second roller keeps the door operating bar in position.

You can use vertical lists in procedural and descriptive writings, but you cannot mix the two types of writing in the same vertical list.

In safety instructions, include negative commands (DO NOT) where necessary for each item in the vertical list. This method will make the safety instruction more direct and easier to understand.

#### Example:

> **Non-STE:** CAUTION: WHEN YOU GET ACCESS TO THE REAR FUSELAGE THROUGH THE ACCESS PANEL, DO NOT:
> - PUT YOUR FEET ON THE APU LINE.
> - USE THE APU LINE AS A HANDLE.
>
> **STE:** CAUTION: WHEN YOU GET ACCESS TO THE REAR FUSELAGE THROUGH THE ACCESS PANEL:
> - DO NOT PUT YOUR FEET ON THE APU LINE.
> - DO NOT USE THE APU LINE AS A HANDLE.
