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Procedure Writer’s Guide
Effective Date: TBD
Prepared by:
Bill Easley
Procedure Writer/Reliability Specialist
Gretchen Hollis
Specialist, Plant Configuration Control
Stakeholder Review by:
Tom Mundy
_______________________________________________
Manager, Plant Configuration Control
Date: __________
Approved by:
Garry Waggoner
_______________________________________________
Director, Engineering Services
Date: _____________
Dale Higginbotham
_______________________________________________
Sr. Director, Fossil Engineering and Support
Date: _____________
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Revision History
Revision Number
Approval Date
Name
Describe/Justify Changes
0
TBD
Gretchen Hollis
Initial Release
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Table of Contents
1. Introduction .................................................................................................Error! Bookmark not defined.
2. Purpose ..........................................................................................................Error! Bookmark not defined.
3. Applicability ..................................................................................................................................................... 4
3.1.
Recommended Software .............................................................................................................................. 4
4. General ...........................................................................................................Error! Bookmark not defined.
5. Determining Level of Detail ........................................................................................................................ 5
6. Applying Emphasis......................................................................................................................................... 6
7. Using Action Verbs ......................................................................................................................................... 6
8. Naming Components .................................................................................................................................. 14
9. Using Logic and Conditional Statements ............................................................................................. 14
10. Writing Steps with Concurrent Actions ............................................................................................... 16
11. Using Referencing and Branching ......................................................................................................... 16
12. Using Warnings, Cautions, and Notes ................................................................................................... 17
13. Specifying Acceptance Criteria and Tolerances ............................................................................... 18
14. Best Practices for Writing ........................................................................................................................ 19
14.1. Telling Your Readers What They Are About to Read ..................................................................... 19
14.2. Using People or Concrete Objects as Subjects ................................................................................... 23
14.3. Keeping the Action of Sentences in the Verb ..................................................................................... 25
14.4. Using Words That Are Familiar to Your Reader ............................................................................... 26
14.5. Using Specific and Clear Language ......................................................................................................... 28
14.6. Creating Coherent Paragraphs ................................................................................................................. 30
15. Using the Right Word ................................................................................................................................. 30
16. Punctuating Properly ................................................................................................................................. 37
17. Frequently Asked Questions ................................................................................................................... 40
17.1. What are technical writers? ...................................................................................................................... 40
17.2. When can I use all caps? ............................................................................................................................. 40
17.3. Can I use an acronym at the beginning of a sentence? ................................................................... 40
17.4. When should I use e.g. and i.e.?................................................................................................................ 41
17.5. When do I use numbers and bullets to present items on a list? ................................................ 41
17.6. How do I use a comma with the last item in a series? .................................................................... 41
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1. Purpose
This Guide presents specific requirements and recommendations necessary to produce technically
accurate and usable procedures, standards, policies, and other documents for Luminant Fossil
Generation. The Guide is intended to align all of Luminant Fossil Generation to a fleet standard and
to produce procedures and other documents that clearly and concisely transmit a message
designed for a specific audience.
The Guide applies to a variety of different procedures and document types; therefore, it is versatile
enough to address the various situations and needs of these document owners and readers.
Use the following guidelines to write more effective procedures. In general, these guidelines apply
to all procedure types. However, some guidelines may apply specifically to one type of procedure
and are indicated accordingly.
2. Applicability
This procedure applies to the following:



Fossil Engineering and Support
Lignite Plant Operations
Gas Plant Operations
3. References
Development references are documents used to develop the procedure. Performance references are
documents referenced within the procedure.
3.1. Development References
[1] *TVA
[2] *CPNPP
[3] *Luminant Operations Writer's Guide
3.2. Performance References
[4] LUM-FFA-ENG-0004 Procedure Management
[5] LUM-FFA-ENG-0005 Procedure Development
[6] LUM-FFA-REL-0018 Corrective Action Program
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4. Definitions and Acronyms
The following definitions and acronyms listed below appear throughout this procedure. The first
occurrence of each term and acronym appears in italics.
<Type term or acronym>—<Use the Normal style and then the Bold style.> – <Type definition
using complete sentences or spell out acronym><Use the Normal style.>
5. Responsibilities
The following individuals shall adhere to the key responsibilities listed below.
The Configuration Controls Manager is responsible for maintaining the procedure current.
5.1. <Position>
6. Instructions
When writing procedural steps, ensure each step clearly conveys the intent without the need for
the user to interpret. Each step should be a short, concise action statement rather than a long
narrative sentence. It should be simple and convey only one idea.
Use the following exceptions to normal sentence structure to help make your steps concise:




Avoid using articles (i.e., a, an, the), unless required for clarity.
Eliminate any unnecessary words not required to achieve clarity.
Avoid using pronouns (e.g., you, he, they), since the user is understood.
Avoid using synonyms or multiple terms for the same thing; be consistent with terminology
throughout the procedure.
6.1. Determining Level of Detail
Write procedural steps at a level of detail that is sufficient for the least qualified user. To accurately
determine the level of detail that is needed, you may need to understand the training and
qualification process of the user. In any case, more detail shall always be used for steps or
procedures




that call for infrequent tasks
where the consequences of errors or omissions are severe
that call for complex tasks
that call for tasks where past experience indicates the need for more detail
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6.2. Applying Emphasis
When writing procedures, emphasize specific information to help the procedure user understand
the instructions more clearly. To make emphasis more effective, use it sparingly and consistently.
Follow the guidelines below to use the correct technique for each situation:




Use italics for logic and conditional terms (technical procedures only).
For all other situations requiring emphasis, use bold to make the information stand out to
the procedure user.
Avoid bold for text that should be emphasized with italics. Avoid italics for text that should
be emphasized with bold.
For example,
8.2.3
Notify system engineer or his designee to inspect the channel head interior,
including channel partition. If tubes are unsatisfactory, then proceed to Section 8.3
or 8.4, as appropriate.
6.3. Using Action Verbs
Whenever possible, use action verbs to begin steps. Use simple, well-known and understood words.
For example,
8.4.1
Cut shell diameter at cut point provided and marked by factory.
Typical exceptions to beginning steps with action verbs are conditional statements and permissive
steps (i.e., using may). For more information about conditional statements, refer to Section 6.5.
Word your steps in the positive by stating what to do rather than what not to do. When negative
statements are needed, place them in the step with which they are associated.
For technical procedures, limit the number of verbs per step to one. However, you may use up to
three verbs per step as long as they are related action verbs.
The following list of verbs is not intended to be comprehensive. Select verbs from this list where
possible so that words have a meaning common to all performers. Avoid using terms that do not
provide specific instructions unless they are followed by specifying information. Many of these
verbs have similar meanings. Once a verb has been selected for a related series of action steps, use
it consistently.
Action Verbs
Usage
Actuate
Place into a specific state of functional performance
Example: Actuate Phase A
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Adjust
Make an incremental change or series of changes to arrive at a
desired condition
Example: Adjust Line Level potentiometer R10 on front of relay
fully counterclockwise
Align
Arrange components into a desired configuration; to line up (e.g.,
index marks or shaft centerlines)
Examples: Align the system for normal charging
Align valves as appropriate
Align matchmarks on coupling hubs
Allow
Permit a stated condition to be achieved prior to proceeding
Example: Allow discharge pressure to stabilize
Assemble
Put together what is required to provide an operational or
functional capability
Example: Assemble stern to plug
Balance
Adjust several parameters at the same time at certain points in a
system to specified values. Maintenance: Adjust equal forces
around an axis, usually to reduce vibration
Example: Balance rotating element, maintaining minimum wall
thickness of 0.100 inch
Barricade
Shut in or keep out with an obstruction; a tape or marker used to
limit access to an area
Example: Barricade area below column No. 1 to prevent
personnel from entering hazardous area
Block
Inhibit a capability of a specific system or piece of equipment
Calculate
To determine by computation (computation method should also
be identified)
Example: Calculate maximum torque angle
Calibrate
Check, adjust, or standardize a measuring device
Example: Calibrate relay
Check
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Note a condition and compare with some procedure requirement
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Example: Check tank level—greater than 20%
Clean
To rid of dirt, impurities, or extraneous matter
Example: Clean any dirt or grease from actuator components
Close
Change the physical position of a mechanical device. (Closing a
valve prevents fluid flow. Closing a breaker allows electrical
current flow).
Example: Close the Channel 1 input switch and verify the
following, as applicable
Complete
Accomplish specified procedure requirements
Example: Complete first pass weld
Connect
Join, fasten, or fit
Example: Connect test equipment per Test Connect Elementary
Consult
To ask for advice, to take counsel; to refer to
Example: Consult Plant Staff
Continue
Maintain or resume the performance of an activity or condition
Example: Continue with the procedure
Control
To manually operate equipment as necessary to satisfy procedure
requirements on process parameters such as pressure,
temperature, level flow
Example: Control tank level
Cover
Protect or shelter equipment or to place protective device to
exclude harmful materials
Example: Cover open-ended pipes or flanges
Cycle
A series of events or operations that recur regularly and usually
lead back to the starting point
Example: Cycle pressurizer heaters
De-energize
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Remove the supply of electrical power to equipment
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Example: De-energize test equipment
Determine
To find out, to ascertain
Example: Determine maximum venting time
Disassemble
Dismantle, take to pieces, or take apart
Example: Disassemble outlet flange in accordance with work
order
Disconnect
Dispatch
Separate or detach
Example: Disconnect discharge hood quick disconnect fittings
located just above fans
To send an equipment operator or other personnel to locally
operate equipment
Example: Dispatch personnel to locally restore AC power
Dispose
Remove from use (e.g., scrap)
Example: Dispose of resin properly
Energize
To supply electrical energy to (something); commonly used to
describe an electrical bus or other dedicated electrical path
Example: Energize AC bus
Ensure
To make certain that a required condition exists, without regard to
previous automatic or operator action. The contingency to
establish the required condition is understood.
Example: Ensure control valve is in auto
Establish
To make arrangements for a stated condition
Example: Establish normal tank pressure and level control
Evaluate
To examine and decide; commonly used in reference to plant
conditions and operations
Example: Evaluate plant conditions
Equalize
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To make the value of a given parameter equal to the value of
another parameter
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Example: Equalize charging and letdown flow
Identify
Determine or make known the parameter, value, or condition as
related to a procedure, or to mark or tag an item
Example: Identify the applicable sections or steps to be
performed
Initiate
To begin a process
Example: Initiate flow to all tanks
Insert
Place or position on object into another object
Example: Insert driver arm-connecting plate assembly into body
Inspect
To examine; to perform a critical visual observation or check for
specific conditions; to test the condition of
Example: Visually inspect for leaks
Install
Fix or fit into equipment or a system
Example: Install lower diaphragm case
Isolate
Separate, set apart, seal off boundary
Example: Isolate XDCR w83 by removing pin 18
Land
Return a lifted lead back to position
Example: Verify that leads have been landed and fuses installed.
Lift
Disconnect in the case of electrical leads
Example: Request that operations temporarily lift the LOTOV…
Load
To connect an electrical component or unit to a source of electrical
energy. May involve a “start” in certain cases
Example: Load the pump on the AC bus
Loosen
Release from restraint, cause to become less tight
Example: Loosen handwheel setscrew
Lower
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To reduce or become less in magnitude; preferred usage in an
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action statement
Example: Lower charging flow to restore pressurizer level
Lubricate
To apply lubricant to
Example: Lubricate diaphragm plate fastener (male) threads with
Lubriplate MAG-1
Maintain
To control a given plant parameter to some procedure
requirement continuously
Example: Maintain SG level in the narrow range
Matchmark
Create a distinguishing or identifying symbol
Example: Matchmark and record As-Found stem connector
position on actuator stem
Measure
Determine dimension, quantity or magnitude
Example: Measure both intake rocker arm bushings inside
diameter and mating outside diameter of shaft.
Minimize
To make as small as possible
Example: Minimize secondary system contamination
Monitor
Similar to “check,” except implies a continuous activity
Example: Monitor pipe temperature at least every 10 minutes
Open
To change the physical position of a mechanical device. (Opening a
valve permits fluid flow. Opening an electrical breaker prevents
current flow).
Example: Open the manual valve.
Operate
To turn on or turn off as necessary to achieve the stated objective.
Example: Operate tank heaters to increase pressure.
Perform
Carry out specified actions or action steps
Example: Perform the following
Place
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To put or set in a desired location or position
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Example: Place controls in manual
Place O-ring or gasket in position on yoke
Place in Standby
To return a piece of equipment to an inactive status but ready for
start on demand; commonly used to refer to a mid-position on a
switch labeled Auto
Example: Stop the pumps and place in standby
Plug
To stop or insert something
Example: Plug tee with 1 inch pipe plug
Raise
Cause to move up or increase position or value
Example: Raise charging flow to restore pressurizer level
Record
To document specified characteristics
Example: Record average temperature
Remove
To take off, move away or eliminate
Example: Remove stem connector fasteners and stem connector
Replace
To discard the existing item and to install an equivalent item
Example: Replace all rings if any one is not satisfactory
Reset
To remove an active output signal from a retentive logic device
even with the input signal still present; commonly used in
reference to protection/safeguards logics in which the actuating
signal is “locked in.” The reset allows equipment energized by the
initial signal to be de-energized.
Example: Reset Phase A
Restore
To re-establish an original condition
Example: Restore offsite power to AC safeguards busses
Sample
To take a representative portion for the purpose of examination;
commonly used to refer to chemical or radiological examination
Example: Sample for secondary side
Set
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To physically adjust to a specified value an adjustable feature
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Example: Set diesel speed to …rpm
Shut down
To de-energize equipment and place in standby
Example: Shut down unnecessary equipment
Start
To originate motion of an electrical or mechanical device, either
directly or by remote control
Example: Start one BFP
Stop
To terminate motion of an electrical or mechanical device
Example: Stop both diesel generators
Stroke
Operate a valve over its full travel; the travel time may be
measured
Example: Fully stroke valve a minimum of five times
Throttle
Torque
To operate a valve or piece of equipment in an intermediate
position to obtain a certain flow rate
Example: Throttle charging flow control valve to establish desired
flow
Apply turning or twisting force to a specified value; to tighten with
a calibrated wrench
Example: Torque four bolts diametrically opposed 90 degrees
apart to 120 inch pounds
Transfer
To shift or move a control to the desired position
Example: Transfer condenser steam dump to pressure control
mode
Trip
To manually actuate a semi-automatic feature; to cause to fail or
stop
Example: Trip the turbine, trip a breaker
Turn On
To supply electrical energy
Example: Turn on heaters
Vent
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To permit gas or liquid confined under pressure to escape
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Example: Vent pump
Verify
To observe that an expected characteristic or condition exists.
Typically, the expectation comes from some previous automatic or
operator action.
Example: Verify turbine trip
Figure 1
Action Verb Chart
6.4. Naming Components
Component naming shall be consistent throughout each procedure and across all procedures. When
you maintain consistent nomenclature in your procedures, you prevent the need for the user to
make interpretations and, thereby, prevent misinterpretations.
When writing operations procedures, specify components, controls, and indicators in operator
terms by matching the names on control panels. These names could be engraved on the panel or
displayed on a computer screen. For technical procedures, identify components by the tag number
or name, or both as necessary, to match the nameplate.
If a name does not exist on a control panel or nameplate, you can use the name from the equipment
data in PR-ISM. For components that do not have a name in PR-ISM, and for controls and indicators
that do not have an engraved name, use a name that is in common use and that is representative of
the equipment. Use the following guidelines when writing names in your procedure:



For names that match nameplates, use ALL CAPITAL LETTERS.
For names not matching nameplates, use title case (capitalize first letter of each word in
name).
To avoid confusion with like components, include the location (i.e., panel, room, level, or
building) in context with the name.
6.5. Using Logic and Conditional Statements
Logic terms are and, or, and not. Conditional statement terms are if, when, and then. Use these
terms to indicate the existing or expected state of conditions. When the user performs the step, it
should be very clear what conditions are involved. Therefore, when you use these terms in
procedural steps, emphasize them with italics.
When you must address combinations of conditions, use the word and. If more than two conditions
are involved, use a bulleted list, instead of and.
Incorrect example:
8.3.1 Start RHR pump #1, safety injection pump #1 and centrifugal charging
pump #1.
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Correct example:
8.3.1
Start all of the following components:



RHR pump #1
Safety injection pump #1
Centrifugal charging pump #1
In situations where you need to address alternate conditions, use the word or.
Avoid using and/or as the logic can be ambiguous.
Incorrect example:
8.3.1
Inspect shoes for abnormal wear and/or damage from excessive shaft movement.
Steps that are contingent upon certain conditions or combinations of conditions should begin with
a conditional statement starting with the word If or When and ending with a comma. In the
remaining part of the sentence, you describe the action to be taken. For example:
8.3.1
If the line pressure exceeds 483 psi, open the relief valve.
Use the conditional statement terms as follows:



Use if to introduce a condition that may or may not occur.
Use when to introduce a condition that is expected.
Use then to introduce the action statement when additional emphasis is needed.
Incorrect example,
8.4.8
A Condition Report should be initiated, if torque exceeds 16 foot pounds.
Correct examples:
8.4.8
8.4.8
If torque exceeds 16 foot pounds, initiate a Condition Report.
If torque exceeds 16 foot pounds, then initiate a Condition Report. (additional
emphasis)
Conditional statements can be used for a condition that might occur sometime during a series of
steps or during the performance of a specific activity. In this case, it is not known ahead of time
exactly when the condition will occur. For this situation, you can write the step(s) as follows:


Place the conditional statement in the earliest possible step where the condition can occur.
Ensure the conditional statement clearly states how long the potential for condition
occurrence is applicable (i.e., until what step or until the completion of what activity).
Correct examples,
8.1.2
If pitting or corrosion is observed during pump disassembly, take photographs and
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9.2.4
document the event in a Condition Report.
If lube oil outlet temperature reaches 120 degrees F prior to Step 9.7, initiate CCW
flow.
When there are two possible conditions where each requires a different response, you can use if
and if not to address each one. For example,
8.2.1
If an RCP is running, ensure RCS pressure is greater than 325 psig. If not
running,ensure RCS pressure is greater than 250 psig.
6.6. Writing Steps with Concurrent Actions
Concurrent actions are actions that are intended to be performed at the same time. When writing
procedures, you should limit the number of concurrent actions within one step to the capability of
and the number of users involved in the activity. Indicate concurrent actions using terms, such as
following:



While
At the same time
Simultaneously
For example,
8.3.4
Simultaneously open breaker 1EA1-1 and initiate Safety Injection by opening test
switch S-1.
Ensure that time or event dependent steps (i.e., actions that apply for a specific period of time or
until another event occurs) clearly indicate what steps may or may not proceed until the time or
event is achieved. If you do not state a limit or restriction, the user may proceed with subsequent
steps.
The following is an example with a restriction on subsequent steps:
8.9.1 While continuing, log bearing temperatures at 10 minute intervals for one hour.
Donot secure pump until after completing temperature log.
The following is an example without a restriction on subsequent steps:
8.4.4 While continuing, check shut vent valves every 15 minutes until piping cools to
ambient temperature.
6.7. Using Referencing and Branching
Referencing and branching are tools you can use to instruct the user to perform procedures and
step series that are not in the home procedure. Referencing routes the user to the target procedure
or step series. After performing the referenced instructions, the user returns to the original step in
the home procedure. Branching routes the user to the target procedure or step series. After
performing the branched-to instructions, the user does not return to the original step in the home
procedure.
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When writing a home procedure that requires the performance of steps located in a target
procedure, determine first whether the user should return to the home procedure or stop after
performing the steps in the target procedure. Then, write a step at the appropriate point in the
home procedure that references or branches to a target procedure. For referencing, use one of the
following terms:




Refer to
Using
In accordance with
Per
An example of referencing is as follows,
8.4.17 Weld channel to shell in accordance with Work Order instructions.
For branching, use one of the following terms when branching:


Go to
Proceed to
An example of branching is as follows,
8.7.5
If temperature is already above 250 degrees F, proceed to Step 8.7.7.
When using referencing or branching, observe the following guidelines,





If the target instructions can be repeated in the home procedure without significantly
increasing procedure length, then repeat the instructions and do not use referencing or
branching. If the target instructions require more than a page, then use referencing or
branching.
When referencing within a procedure results in the repetition of steps, make provision for
additional verifications and data recording, as necessary.
Do not specify to perform steps in reverse order.
Ensure that referencing does not result in an endless loop.
Ensure that the referenced or branched-to procedure or step series is readily available for
the user at the job site. If it is not available, consider including it in the home procedure.
6.8. Using Warnings, Cautions, and Notes
During procedure development, you may need to call the user’s attention to critical steps (steps
with potential hazards) or important information. Warnings, Cautions, and Notes enable you to
highlight this information for the user. Include each type as necessary in your procedure for the
following situations:


Warning – Used to call attention when death or injury are a potential result of the action
about to be taken, if performed improperly.
Caution – Used to call attention when damage to equipment is a potential result of the
action about to be taken, if performed improperly.
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
Note – Used to call attention to useful information or additional information.
Use the following guidelines when adding Warnings, Cautions, and Notes to your procedure:




Do not include mandatory action statements in your Warnings, Cautions, and Notes.
Mandatory action is reserved for steps. You may include permissive statements (i.e., “may”
statements) in your Notes provided no verification, data recording, or other handwritten
documenting is associated with the note.
Place Warnings and Cautions immediately prior to the step(s) to which they apply.
In general, place Notes immediately prior to the step(s) to which they apply. If it makes
more sense to place a Note immediately after a step and is not required prior to the step,
then it may be placed after the step.
When a combination of Warnings, Cautions, and Notes apply to the same step or steps,
position the Warnings first, then the Cautions, and finally, the Notes.
6.9. Specifying Acceptance Criteria and Tolerances
You should include acceptance criteria in steps that require meeting a condition before proceeding
to the next step. Acceptance criteria may be quantitative or qualitative: however, quantitative
criteria are preferred. Qualitative criteria typically involve an event or a change of state. For
example:
8.4.3
Adjust R-11 CCW until light PL-401 goes OFF.
Quantitative criteria include measurements. The same action above can be written using a
quantitative criteria as follows:
8.4.3
Adjust R-11 CCW until light PL-401 goes OFF. Verify voltage at J-1 to be 4.90 mv
(4.89 to 4.91).
You should establish positive and definite acceptance criteria. Some examples are:







Sounding an alarm
Turning lights on or off
Changing a contact state
Installed meter indication
Test equipment indication
Starting a motor, pump, or other component
Actuating a valve, actuator, or moving other components
Acceptance criteria shall be consistent with source documents, unless an evaluation or other
justification has been provided.
When you have quantitative acceptance criteria, specify the measurement with tolerances where
possible. Give a nominal value, if applicable, and ranges in immediately understood terms to avoid
the need for interpretation. For tolerances with nominal values, specify the nominal value followed
by a range of acceptable tolerance within parentheses. For example,
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8.9.1
Adjust resistor current to 4 ma (3.99 to 4.01).
When a nominal value is not applicable, just write the range as follows:
8.9.1
Adjust resistor current to between 3.99 to 4.01 ma.
In general, specify tolerance values in a manner that is consistent with the associated
instrumentation or equipment units. More specifically, make sure the value precision is consistent
with the precision to which the associated instrument is capable of measuring. Normally, the most
precision a user can obtain is one-half the distance between graduated markings. Using the example
of a tank level gauge showing 2 percent increments, the following provide guidance for how to
write the tolerances:
Correct example:
6.3.7
Raise tank level to between 67 to 70 percent.
Incorrect example:
6.3.7
Raise tank level to 67.5 to 70 percent.
6.10. Best Practices for Writing
Your goal while writing documents should be to provide your readers with information they can
understand easily and accurately. So, while these guidelines help you be a more effective writer,
they also help your reader be a more effective reader.
But I’ve used correct grammar. Isn’t that enough?
While using correct grammar is essential to writing effectively, you can create even more effective
documents by looking at other elements of writing in addition to grammar. The following guidelines
can help take your writing from good to great:







Tell your readers what they are about to read
Use people or concrete objects as subjects
Keep the action in the verb
Use words your readers already know
Use specific and clear language
Guide your reader through unfamiliar information
Use the tips from the FAQ at the end of this document
6.11. Telling Your Readers What They Are About to Read
When readers access your documents, they want to know what they are about to read. While you
understand the purpose of your documents and its individual paragraphs, your readers initially
may not. So, to avoid confusing your readers, explicitly tell them what information they are about to
read at both the beginning of the document and throughout the document’s paragraphs.
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Introduce your document
Introduce your document to tell your readers the document’s overall purpose and what sections it
contains. When you tell your readers about the document’s overall purpose, you prepare them for
the detailed information they will read in the individual sections. For example, look at the
introduction of Using Best Practices for Writing. The introduction tells you the document’s purpose
and what topics it addresses, which allows you to better understand and apply the information you
are reading now. When your document lacks an introduction, your readers may not fully
understand the document’s detailed information or how the document may apply to them.
Use topic sentences at the beginning of paragraphs
Use topic sentences at the beginning of paragraphs to tell your readers what topic each paragraph
discusses. Topic sentences contain adequate information that helps readers interpret the
paragraph’s remaining sentences. When paragraphs lack topic sentences, readers have difficulty
understanding the meaning of paragraphs. Look at the example below.
Before
After
They may not find the reason why it has
accumulated in areas outside the CDMP.
If so, they need to reclassify the areas. They
should use Luminant’s procedures to clean
the dust.
Sometimes site personnel will find dust
outside the areas covered in the CDMP.
However, they may not find the reason why
the dust accumulated in those areas. If so,
they need to reclassify the areas. They
should use Luminant’s procedures to clean
the dust.
The first sentence of this paragraph is
vague. Who is “they”? What is “it” that has
accumulated? Readers will find this
paragraph difficult to understand because
they do not know its topic.
This topic sentence contains specific
information that clearly tells readers the
paragraph discusses site personnel and dust.
Now the paragraph is much easier for
readers to understand because the topic
sentence prepares them for the sentences
that follow.
Figure 2 Using Topic Sentences
Introduce new sections
Introduce new sections to tell your readers how each section fits in with the rest of the document.
When readers understand how the pieces of a document fit together, they can better interpret or
understand what to do with the information found within its sections. Look at the example below.
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Before
After
4. Procedures
4. Procedures
4.1 Setup
Appendix A shows the latest turbine
cycle heat balance of this unit. This test
acquired temperature and/or pressure
readings from all flow paths, which are
shown as the arrowed dash or solid
connection lines in the heat balance
diagram.
4.2 Testing
A test point is a plant pre-installed
apparatus, either a thermal well or a
plant pressure transmitter extraction
line with valves.
The sections Setup and Testing lack an
introduction that tells readers how these
sections fit in with Procedures or how the
sections relate to each other. Consequently,
readers may not understand how to
interpret or use the information in these
sections.
This section shows how we set up and
tested the turbine cycle heat balance.
4.1 Setup
Appendix A shows the latest turbine cycle
heat balance of this unit. This test
acquired temperature and/or pressure
readings from all flow paths, which are
shown as the arrowed dash or solid
connection lines in the heat balance
diagram.
4.2 Testing
A test point is a plant pre-installed
apparatus, either a thermal well or a plant
pressure transmitter extraction line with
valves.
By introducing the Setup and Testing
sections, readers now understand the
sections’ purpose and what information they
contain.
Figure 3 Introduce New Sections
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Introduce lists
Introduce lists to prepare your readers for the items they will find in the list. When you introduce
lists, you tell your readers how the list fits in with the rest of the paragraph, which helps them
interpret the list’s meaning. Look at the example below.
Before
After
Fuel-Handling Equipment chart
 Fuel flow elements
 Electrical ignition sources
 Mechanical heat sources
 Safety equipment
Fuel-Handling Equipment chart
You will find the following items on the FuelHandling Equipment Chart. You must
maintain and inspect this equipment in
areas where your site personnel handles
fuel.
 Fuel flow elements
 Electrical ignition sources
 Mechanical heat sources
 Safety equipment
Without an introduction, the items in this
list lack meaning. Readers may not
understand the items’ purpose or how the
items in this list relate to the Fuel-Handling
Equipment Chart.
The introduction before the list provides
readers with information that explicitly
states the purpose of the items in the list.
Now readers can gather meaning from the
list.
Figure 4 Introduce Lists
When you present items in a list, use either numbers or bullets. Use numbers when the list needs to
convey a sequential order or hierarchy, like steps in a procedure. Use bullets with the items
in the list that do not imply a sequential order or hierarchy, like the example above.
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6.12. Using People or Concrete Objects as Subjects
Use people or concrete objects as subjects of the sentence to directly tell your readers who or what
the sentence is about. When you tell readers who or what the sentence is about, you provide them
with direct information that lessens ambiguity in your sentence’s meaning. So, when you can, use
people as the subject of your sentences. Look at the example on the next page.
Before
After
Identification of plant problems will help
resolve adverse trends.
The site manager should identify plant
problems to help resolve adverse trends.
Most readers find this sentence ambiguous
because the subject “identification” is not a
person; the sentence does not tell readers who
should identify plant problems.
Readers understand this sentence more easily
because it uses the person “manager” in the
subject position. Readers now directly
understand who should identify plant
problems.
Figure 5 Using a Person as the Subject
Let’s look at another example.
Before
After
It is recommended that all FMEAs be reviewed
by the team using the FMEA module in
Meridium.
The team should review all FMEAs by using
the FMEA module in Meridium.
Who should review the FMEAs? The subject “it”
lacks information to tell readers who should
review FMEAs.
By using “FMEA team” as the subject, this
sentence clearly states who should review
FMEAs.
Figure 6 Using a Group of People as the Subject
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Sometimes you may write about a topic that does not include people. If you cannot find a person to
make the subject, use a concrete object capable of performing the action of the sentence. Look at the
example below.
Before
After
The purpose of this document is to provide the
process specification for the Corrective Action
Program.
This document will provide you with the
process specification for the Corrective Action
Program.
The subject purpose is incapable of
performing the action of the sentence—to
provide. This sentence does not contain a
person to use as the subject, so we must use a
concrete object able to provide the process
specification for the Corrective Action
Program.
Although the subject document is not a person,
it is a concrete object capable of performing the
action of the sentence.
Figure 7 Using an Object as the Subject
If you are able to use either a person or a concrete object in the subject position, always choose the
person.
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6.13. Keeping the Action of Sentences in the Verb
Keep the action of the sentence in the verb to create direct information your readers can easily
understand. Readers expect to find the action of a sentence in the verb. This may seem obvious, but
sometimes writers put the action in other positions of the sentence, such as the noun position.
When writers place action in noun positions, they create abstract sentences that are difficult for
readers to understand. Therefore, keep the action of the sentence in the verb to create direct
information your readers can easily understand. For example:
Before
After
When there is a discovery of a problem, we
will initiate a CAP document for evaluation
and problem resolution.
When we discover a problem, we will initiate a
CAP document to evaluate the problem and
find a way to solve it.
Most readers will find this sentence abstract
and difficult to understand because the
sentence uses verbs in its noun positions. To
create a more concrete sentence, shift the
action of the sentence into the verb position.
When we shift the action from the nouns into
the verbs, the sentence provides more direct
information that readers easily grasp.
Figure 8 Keeping the Action of the Sentence in the Verb
Let’s look at another example:
Before
After
The program scope will include establishing
and implementing a process for initiating
corrective actions before unexpected failure of
critical equipment.
The program scope will require us to establish
and implement a process to help us initiate
corrective actions before critical equipment
unexpectedly fails.
This sentence contains action buried in the
noun positions that readers find abstract and
difficult to grasp. Readers may need to read this
sentence several times to understand its
meaning.
By putting the action back into verbs, this
sentence provides readers with concrete
information they can easily understand.
Figure 9 Keeping the Action in the Verb
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6.14. Using Words That Are Familiar to Your Reader
You can help readers understand information in your documents quickly and effortlessly if you use
familiar words. When you use words readers are unfamiliar with, they may become distracted from
what they are reading and take extra time to understand the meaning of the sentence.
Use simple words
Use simple words so your readers process information easily. Avoid using inflated words that
distract your readers. Instead, use words your readers will find simple to read. For example:
Before
After
We will distribute reports to all personnel
cognizant of the root cause analysis.
We will distribute reports to all personnel who
are aware of the root cause analysis.
Figure 10
Using Simple Words
Let’s look at another example:
Before
After
The POC will utilize the monitoring facility to
support the program.
The POC will use the monitoring facility to
support the program.
Figure 11
More on Using Simple Words
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Use consistent words and acronyms
Use consistent words and acronyms for the same topic so your readers understand which topic you
are referring to throughout your document. If you use multiple terms for the same topic, your
readers may think you are writing about a variety of topics when you are referring to only one. So,
when you refer to topics such as equipment, programs, or departments, choose one term or
acronym for the topic and use it consistently throughout your document. Look at the example
below.
Before
After
Plants must set up the Coal Program that is
specific to their sites. At the plant, managers
will be responsible for specific tasks to ensure
each plant is properly following the CDMP. The
coal management program will help prevent
hazards created by coal.
Plants must set up the Coal Dust Management
Program (CDMP) that is specific to their sites.
At the plant, managers will be responsible for
specific tasks to ensure each plant is properly
following the CDMP. The CDMP will help
prevent hazards created by coal.
Notice the paragraph uses three different
terms to addresses one topic (the Coal Dust
Management Program). Consequently, readers
may think the paragraph is discussing three
different ideas instead of one.
Because the paragraph’s sentences use CDMP
consistently, readers will understand that the
paragraph addresses one topic only.
Figure 12
Using Consistent Words and Acronyms
When you address an acronym for the first time in a section, include the words it represents (like in
the After example above). This helps your readers identify the meaning of the acronym.
Then, in the sentences that follow, use the acronym only.
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6.15. Using Specific and Clear Language
When you use specific and clear language in your documents, your readers will better understand
the meaning of your sentences. Specific and clear language helps eliminate ambiguity that causes
your readers to ask questions about the document’s information.
Provide your reader with details
Provide your reader with details that help them fully understand what you are trying to tell them or
what they should do. Look at the example below.
Before
After
If you cannot start the conveyor, action should
be taken as soon as possible to protect the
conveyor.
If you cannot start the conveyor, tell the
Operator immediately so you can protect the
conveyor.
Readers may ask, “What ‘action’ should I do?
How soon is ‘as soon as possible?’”
Now readers know what they should do (tell the
operator) and when they should do it
(immediately).
Figure 13
Provide Your Reader with Details
Provide your reader with specific language especially when the topic discussed in the paragraph
deals with a situation in which a person may be harmed or equipment may be damaged, like
in the example above.
Avoid stacking nouns
Avoid stacking nouns to prevent ambiguous language in your sentences. You create stacked nouns
when you write at least three nouns back-to-back, which modify each other. Stacked nouns confuse
your readers because they create dense sentences that are difficult to read. Look at the example
below.
Before
After
Station manuals include fossil plant
procedure manuals that outline the plant’s
activities.
Station manuals include procedure manuals
that outline activities at the fossil plants.
The stacked nouns Fossil plant procedure
manuals create a dense sentence that readers
find difficult to interpret.
This sentence breaks up the stacked nouns,
which helps readers more easily read through
the sentence.
Figure 14
Avoid Stacking Nouns Where Possible
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Use positive language
Use positive language so readers can easily comprehend your sentences. When you use negative
language, your readers must take more time and work harder to interpret the meaning of your
sentences. Readers would rather know what to do instead of what not to do and, similarly, what
something is instead of what something is not. Look at the example below:
Before
After
The procedures that are not used more than
two years should be reviewed no less than
every two years.
The procedures used less than two years
should be reviewed at least every two years.
Because of the negative language not and no,
readers struggle to interpret this sentence and
may reread it several times to understand the
meaning.
Readers can now easily gather the meaning of
this sentence because it uses positive language
to identify what kind of procedures should be
reviewed and when those procedures should
be used.
Figure 15
Use Positive Language
Sometimes you may have to use negative language; however, when you can, use positive language.
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6.16. Creating Coherent Paragraphs
Readers will use your documents to gather new information that is unfamiliar to them. Write
paragraphs in a way that guides the reader through unfamiliar information. Start the paragraph by
writing an effective topic sentence (see Section 5, Telling Your Readers What They Are About to
Read). In the sentences that follow, use the old/new pattern.
The old/new pattern allows you to establish a logical flow in your paragraphs that guides readers
through the information. In the first half of your sentences, use old information. Old information
consists of words and phrases already used in the paragraph. In the second half of the sentence, use
new information. New information consists of words and phrases that have not yet been used in
the paragraph.
By presenting old information first, you introduce your readers to new, unfamiliar information in
the second half of your sentences, which smoothly connects the sentences together and establishes
a logical flow in the paragraph. Look at the example below (new information is shown in bold):
Before
After
When we identify plant problems, we support a
wide variety of trending opportunities. The
accurate characterization of events and
issues will contribute to the timely
identification and resolution of adverse trends.
Fleet-level event trend codes will be
developed and implemented for this purpose.
Employees will be trained to select trending
and program codes in a consistent manner.
We must identify plant problems to support a
wide variety of trending opportunities. When
we identify plant problems, we must
accurately characterize events and issues, which
will help us identify and resolve adverse trends.
To effectively identify adverse trends, we will
develop fleet-level event trend codes that
employees will be trained to use in a consistent
manner.
Readers become stuck when they see new
information at the beginning of these
sentences. The new words break the flow of
the paragraph and readers struggle to
efficiently read through it.
At the beginning of the sentences, readers see
old, information they have already read in the
paragraph, which guides them into the new,
unfamiliar information. Now readers can easily
read through the paragraph because the
old/new pattern has established a flow by
linking the sentences together.
Figure 16
Using Old and New Information
The topic sentence will contain all new information because it is the first sentence of the paragraph.
Therefore, the old/new pattern starts in the second sentence of the paragraph.
6.17. Using the Right Word
The following material is an alphabetical list of words commonly misused in technical writing with
their correct definitions.
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Words
Definitions
Accuracy
or precision
Accuracy is the agreement between the true value and the result
obtained by measurement. Precision is the agreement among repeated
measurements of the same quantity.
Activate
or actuate
Both words mean to make active, although actuate is usually applied
only to mechanical processes.
Example: The relay actuates the trip hammer.
Affect
or effect
Affect is a verb that means to influence.
Example: The Commission’s decision affected all licensees.
Effect can function either as a verb that means to bring about or to
cause, or as a noun that means a result.
Examples: The Chief effected several changes in the Branch that had a
good effect on morale.
Avoid using effect as a verb. A less pompous-sounding substitute, like
made, is preferable.
Alternate or
alternative
Analyze or determine
or identify
To alternate (verb) is to occur in successive turns. An alternative
(noun) is a choice among mutually exclusive objectives or courses of
action.
To analyze is to separate into parts to determine the nature of the
whole.
To determine is to ascertain definitely, as after an investigation or
calculation.
And/or
To identify is to name a thing, to ascertain its origin, nature or
characteristics.
Avoid this expression. State your meaning exactly.
Change: Submit X and/or Y with your application, as appropriate.
To: Submit X or Y or both with your application, as appropriate.
Assure or ensure or
insure
These words all mean to make secure or certain. Assure refers to
persons and it alone has the sense of setting a person’s mind at rest.
Example: The health physicist assured the concerned public that there
was no risk of exposure to radiation from the normal operation of the
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proposed plant.
Both ensure and insure mean to make secure from harm. However,
only insure has the connotation of guaranteeing life or property against
risk and should be reserved for use only in this sense.
Example: A closely followed inspection schedule will ensure proper
operation of the monitoring instruments.
Because or since
Because is the strongest and most specific connective used to state a
causal relationship.
Example: He was kept under observation because his dosimeter
indicated exposure to radiation.
Since is a weak substitute for because when expressing cause. It is,
however, the appropriate connective when the emphasis is on
circumstances or conditions rather than on cause and effect.
Example: Since all of the inspections proved the plant to be operable,
the proposed startup schedule was approved.
Compose or comprise
or consist or include
Compose means to create or to make up the whole of something.
Parts compose (make up) a whole.
Example: Cement, aggregate, and water (the parts) compose concrete
(the whole).
Concrete is composed of cement, aggregate, and water.
Comprise means to embrace or to include. The whole comprises the
parts.
Example: A botanical garden (the whole) comprises trees, flowers, and
other plant life (the parts).
Consist means that all parts making up a whole are listed, but include
does not.
Example: Concrete consists of cement, aggregate, and water.
Concrete includes cement and aggregate.
Conclude or decide or
determine
To conclude is to decide or judge after careful consideration. To decide
is to make up one’s mind, as after doubt or debate. To determine is to
establish or ascertain definitely.
Continual or
continuous
Continual means intermittent or repeated at intervals. Continuous
means without interruption in time, or of unbroken extent in space.
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Data
In procedures, data may be used as a singular or plural noun,
depending on the intended meaning. Do not use data generically when
a more specific term, such as compilation, list of values, physical
dimensions, experimental observations, or numerical results would be
more precise.
The singular form of data, datum, is seldom used except in surveyor’s
terms like datum line and datum plane.
Due to or because of
Due to in the sense of caused by is acceptable in phrases following a
verb form of “to be.”
Example: His fall was due to carelessness.
Due to is not acceptable when it follows other verbs and is used to
mean because of.
Change: He fell due to carelessness.
To: He fell because of carelessness.
Factor
Factor has a precise mathematical meaning. Do not use it unnecessarily
even in mathematical contexts, however. The expression to increase
by a factor of 3 means simply to triple. Use triple.
Farther or further
Farther refers to distance. Further indicates additional degree, time or
quantity.
Example: As you go farther away, your ability to hear is further
decreased.
Fewer or less
Fewer refers to units or individuals. Less refers to mass or bulk.
Example: With the use of less powder, fewer particles result.
Foreward or forward
or preface
Forward is very often confused with foreword. Even though forward
describes a position of something located toward the front, it is not the
correct word to describe introductory material in a report.
The term foreword usually applies to a statement about a book or
report written by someone other than the author.
A preface is usually a statement by the author that describes the
purpose, background or scope of a book or report. The terms foreword
and preface are often used interchangeably.
i.e. or e.g.
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i.e. means that is. E.g. means for example. Always follow these terms
with a comma. Use for example at the beginning of a sentence. Use
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e.g., within a sentence or within parentheses.
Impact
Impact used as a noun means the actual striking of one body against
another or the impression of one thing on another. Impact used as a
verb means to cause to strike forcefully. Do not use impact where you
mean affect.
Imply or infer
Imply indicates by association or consequences rather than by direct
statement.
Example: The neatness of the report implies that the typist is proud of
his work.
Infer derives a conclusion from facts or premises.
Example: We infer that the hyphenation is correct.
Interpolate or
extrapolate
You interpolate (meaning estimate) between two known values. You
extrapolate (meaning infer or predict) from the values of a known
series.
Mutual or common
Mutual refers to two persons or things and means reciprocally
exchanges. Common means shared by all.
On the order of
Do not use on the order of to mean about or approximately. If you mean
within the order of magnitude, say so.
Only
Place only immediately before the word or phrase it modifies. Note the
difference in meaning caused by the word’s location in the following
sentences:
Example: He was the only engineer. He was only the engineer.
Opposed to or
compared to
Do not use opposed to unless you mean in literal opposition to; use
compared to instead.
Example: Force “A” is opposed to force “B” and is stronger.
Force “A” compared to force “B” is several times greater.
Order of magnitude
Use this phrase to express measurements in powers of 10 only, not to
mean approximately.
Example: The earth’s mass is about 10^24 kg; that of the sun, 10^30
kg. Their masses differ by about six orders of magnitude.
Parameter or
property
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A parameter is any specific quantity or value affecting or describing
the theoretical or measurable characteristics of a unit being considered
which behaves as an independent variable or which depends upon
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some functional interaction of other quantities in a theoretical
determinable manner.
Example: The parameters for the first test were 6 to 12 V. Four
parameters, three in space and one in time, are needed to specify an
event.
A property is an explicit value or characteristic.
Example: One of the most important properties of iodine is its low
temperature of sublimation.
Practical or
practicable
Practical means useful in actual practice. Practicable means capable of
being put into practice.
Presently or
currently
Presently means in a short time, soon, directly. It does not mean now or
at this time. To denote now, use currently.
Principal or principle
As a noun, principal means head or chief; as an adjective, it means
highest or best. Principle means basic truth, law or assumption.
Prior or before
Prior is an adjective meaning earlier in time or order. Before as an
adverb means in advance; as a preposition, it means in front of or
preceding.
Example: He has hired according to prior agreement, an agreement
reached before his arrival.
Procure
Procure is an overworked word. Buy, get or purchase is preferred.
Proved or proven
Proved is preferred as the past participle of the verb to prove.
Example: He has proved his point.
Proven is better used as an adjective.
Example: He has a proven record of achievement.
Providing or if
Do not use providing in place of if.
Example: Providing jobs is difficult now, but will be easier if next
year’s budget is adequate.
Shall or should or
may
Shall indicates a mandatory requirement. Should indicates a preferred
way of doing something. May is used when two or more alternatives
are acceptable.
That or which
That is appropriate to essential (defining) clauses that are not set off by
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commas. Which is appropriate to nonessential (nondefining) clauses
that are always set off by commas.
Examples: These frequencies, which increase exponentially with
voltage, can cause perturbations that are self-propagating.
Via
Via is Latin for by way of. Restrict its use to routing instructions. Do
not use via to mean through or as the result of outside of these
contexts.
Example: The package was sent to Bethesda via Region I.
Whether or if
Whether implies a condition of doubt.
Example: He was not sure whether security was breached.
If implies no alternative.
Example: If it does not rain, we will move the equipment.
While or although or
whereas
The noun while, when used in adverbial phrases, indicates a period of
time (during, or at the same time as). When used as a conjunction,
while means as long as in reference to time. While should not be used
in the place of although, whereas or but.
Although (conjunction) means regardless of the fact that or even
though.
Whereas (conjunction) means in view of the fact that and is commonly
used to indicate a comparison or contradiction.
Figure 17
Word Guide
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6.18. Punctuating Properly
Punctuation marks are listed alphabetically below, with examples of correct usage.
Punctuation Marks
Apostrophe
Usage
Use an apostrophe to indicate possession (supervisor’s desk). An
apostrophe is used to indicate a contraction (can’t, don’t, it’s). Do
not use contractions in procedures. Avoid the use of apostrophes
to indicate plurals, especially acronyms.
Example: ABCs, not ABC’s.
Most plural possessives are formed by adding s’ to the end of the
noun.
Example: The supervisors’ desks were located in the office.
For plural nouns not ending in “s,” add ‘s.
Example: The triplets’ clothing was found in the children’s
department.
Brackets
Use brackets as special step designators. For other applications,
use parentheses where possible.
Colon
Use a colon to indicate a series or list.
Example: Verify the following valves are open:
1-8110, CCP 1 & 2 MINIFLO VLV
1-8111, CCP 1 & 2 MINIFLO VLV
1-8483A, 1-FCV-121 UPS TRM ISOL
Use a colon to indicate ratios or proportions. Avoid the use of
ratios, if possible.
Comma
Use a comma to set off an introductory clause or phrase. Always
use a comma after the “if” clause in a conditional statement.
Example: If battery voltage <200 VDC, record voltage reading in
Table 1.
Use a comma to separate elements for clarity or emphasis. You
may use a comma to separate items in a series. Include a comma
before “and” at the end of a series.
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Example: Open Breakers 6, 8, 10, and 12 locally.
Use a comma to separate five or more digits (10,000 ppm).
Dash
Do not use the double dash.
Ellipsis
Use … to denote omission of a word or words.
Exclamation point
Do not use the exclamation point!
Hyphen
Use a dictionary as a guide for determining those words that must
be hyphenated. Use hyphens to indicate syllable breaks where a
word must be carried over from one line to another.
Wherever possible, avoid breaking words.
Use a hyphen in compound words with “self” (self-explanatory).
Use a hyphen when two or more words express a single consent.
Use a hyphen when a letter is linked with a noun
Example: X-ray, O-ring, u-bolt
Separate chemical elements and their atomic weight with a
hyphen (Uranium-235, U-235).
When large numbers must be spelled out to connect a word
ending in –ty with another word, use a hyphen (ninety-five).
Use a hyphen when fractions are spelled out (one-half, one-third).
Do not hyphenate words with the following prefixes unless
misleading or awkward letter combinations result:
-pre
-post
-re
-sub
-super
-micro
-mini
-multi
-non
Use a hyphen if it appears in component numbers.
Italics
Use for special purposes only.
Parenthesis
Use parentheses to set off explanatory or supplementary
information.
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Example: Sodium hydroxide (NAOH)
Specify acceptable ranges in parentheses following a desired or
nominal value.
Example: 100 psi (96 to 103)
Use parentheses to set off a graphical reference callout following
parts and equipment in procedure text.
Example: Remove O-ring (2)
Period
Use a period to indicate the end of a sentence.
Example: Verify Containment Pressure is below 3.0 psig.
Use a period after initials (L. Flagg). Do not use periods in
acronyms (QA, not Q.A.) or abbreviated units of measure (lb, not
lb.)
Exception: Use “in.” for “inch.”
Question mark
Do not use the question mark in procedure text. Use the question
mark at decision points (in flowcharts).
Quotation mark
Use quotation marks to set off annunciator legends and computer
messages.
Example: “DIESEL GEN SUMP A HI LVL”
Use quotation marks to acknowledge specifically reproduced
material.
Example: 10DFR50, Appendix B, states, “Instructions, procedures
or drawings shall include appropriate quantitative or qualitative
acceptance criteria for determining that important activities have
been satisfactorily accomplished.”
Semicolon
Avoid the use of semicolons where there is an implied condition.
Change: The output LEDs may not turn on or off at the proper
voltage; adjust the setpoint or deadband until the proper LED
actuations are attained.
To: If the output LEDs do not turn on or off at the proper voltage,
adjust the setpoint or deadband until the proper LED actuations
are attained.
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Minimize the use of semicolons to punctuate compound sentences
in procedures.
Change: Analyze all data within 96 hours; verify head vs. flow
data fail within range indicated on Enclosure 13.5.
To: Analyze all data within 96 hours. Verify head vs. flow data fall
within range indicated on Enclosure 13.5.
Slants
Use slants with units of measure.
Example: lb/hr
Figure 18
Punctuation Usage Chart
7. Frequently Asked Questions
The following are common questions asked about documents and writers.
7.1. What are technical writers?
Technical writers create, write, design, or maintain documentation for a technical field by
researching and analyzing information for a particular audience. Technical writers are Subject
Matter Experts (SMEs) in communicating clear and effective messages.
7.2. When can I use all caps?
Unless you are using an acronym, never use all caps when you type. When you use all caps, you
create difficult to read documents. Readers recognize words based on their shape created by the
form of their lower-case letters. When you use all caps, you eliminate the word's shape that helps
readers easily recognize the word. So, to help your reader read your document easily, do not use all
caps.
If you want to emphasize a word, use either an italicized or bolded font.
7.3. Can I use an acronym at the beginning of a sentence?
Yes. However, if you are using the acronym for the first time in the document, include the words the
acronym represents next to the acronym so your readers understand what words it represents. The
next time you use the acronym in that section, use only the acronym. For example:
The Continuing Equipment Reliability Improvement (CERI) will interface with the
following processes. CERI processes will follow on critical system, structures, and
components.
To view the list of Luminant's acronyms, refer to FFA-REF-0001, Definitions and Acronyms
Glossary.
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7.4. When should I use e.g. and i.e.?
Use e.g. when you want to say "for example"; use i.e. when you want to say "in other words." Always
use a comma after both. Look at the examples below.
e.g.
Use the Equipment for Handling Fuel Chart to track fuel flow elements (e.g., hoods,
chutes, skirts).
i.e.
Implement the procedures consistently (i.e., throughout each plant).
7.5. When do I use numbers and bullets to present items on a list?
Use numbers when the list needs to convey a sequential order or hierarchy, like steps in a
procedure. Use bullets when the items in the list do not imply a sequential order or hierarchy.
7.6. How do I use a comma with the last item in a series?
When you use commas to separate items in a series, use a comma before the last item. When you
include a comma before the last item in a series, you eliminate ambiguity from your writing. For
example,
CERI processes will follow on critical system, structures, and components.
8. Records
When completed, the following forms, reports, or other document generated in response to this
procedure should be filed accordingly.


<Type the document name, description, and location it should be filed.><Use the Bulleted
List style.>
<Type the document name, description, and location it should be filed.>
9. Attachments
The following attachments are appended to this procedure:
<Using the format below, label the attachments appended to the procedure, which may include








data sheets
forms
computation sheets
figures/illustrations
information tables
instruction subsets, reference from the main body of the procedure
data packages
any information that is supplemental to the procedure. Use the Bulleted List style.
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<Remember that attachments support information in the body of the document. Do not use
attachments as placeholders for information irrelevant to the purpose of your document. Also, do
not store stand-alone documents in attachments.>
<Ensure the letters (A, B, C) for the attachments listed below correspond with the letters in the
titles of the actual attachments.>
Attachment A <Use the Normal style and then the Bold style.><Type title>
Attachment B <Type title>
Attachment C <Type title>
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