Graduate engineers who took an eight-week course-Effective Oral Presentation of Scientific Information-evaluated their course according to the following aspects of the course: selection of students, size of the class, number of sessions, conferences, and their reactions to the presentations made on closed-circuit television.

To teach an in-house public speaking course, the instructor defined the purposes of the course to: 1) make available the training in the skills needed to make an effective presentation, 2) select the effective visual aids to be used in the presentation, 3) learn effective techniques of body language, 4) organize facts and ideas for the presentation, 5) construct the presentation for maximum impact, 6) analyze an audience, 7) establish rapport with the audience and keep its attention, and 8) improve speech, gestures, delivery, and timing. In addition, the instructor must consider the following aspects of the course: the schedule, the size of the class, the number of sessions, the texts, the methods of instruction, and the evaluation of the course. Included are the course of study and the assignments.

The four reasons for writing for publication are to advance professionally, to gain prestige, to obtain financial payment, and to receive psychological compensation. Editors reject manuscripts because they have printed similar articles, because the content of the rejected article has recently been published, or because the content of the article will not hold the reader's interest. To write a publishable article, the writer must consider the timeliness of the subject, his interest in the manuscript, the wide interests of the readers, and the objectivity, the usefulness, and the relevancy of the subject. Before sending a manuscript to a journal, one must consider the journal's editorial and review policy and its style sheet.

Several innovative methods were used to help technical writing students to write more purposively, professionally, and effectively: writing a paper on the improvement of style in technical writing; reading science literature and writing critiques; editing a technical report; writing a professional technical report; writing science books for children; and writing for publication.

Prepared for engineering and science students, this article stresses the preparation for the talk, the judicious use of notes, and the effective use of visual aids. To deliver a talk effectively, students must know the elements of delivery: ample projection of the voice, natural movements, relevant gestures, and eye contact. Furthermore, students should be aware of such errors as the following: poor board work, lack of movement and enthusiasm, overuse of notes, monotonous voice, poor eye contact, repetition, and the use of slang and colloquialisms. To make effective oral presentations, one should develop an extensive vocabulary and should evaluate his delivery.

Prepared for engineering and science students, this article stresses the preparation for the talk, the judicious use of notes, and the effective use of visual aids. To deliver a talk effectively, students must know the elements of delivery: ample projection of the voice, natural movements, relevant gestures, and eye contact. Furthermore, students should be aware of such errors as the following: poor board work, lack of movement and enthusiasm, overuse of notes, monotonous voice, poor eye contact, repetition, and the use of slang and colloquialisms. To make effective oral presentations, one should develop an extensive vocabulary and should evaluate his delivery.

Addressing both students and technical writers, Dr. Estrin discourses on the subject of why write for professional journals. The four benefits are an effect on professional advancement, an enhancement of prestige, financial payment, and “psychological” compensation. Some manuscripts are rejected because editors have similar articles, because the subject matter has been recently printed, and because the article may not hold the reader's interest. Five guidelines for selecting a subject are its timeliness, the availability of equipment, the contribution to the profession, one's interest in the subject, and the subject's objectivity. In selecting a journal, one must consider its editorial policy, its use of graphic aids, style sheet, and review policy, and the average length.

“The engineer who cannot express himself on any subject of which he has knowledge, clearly and extemporaneously, is seriously handicapped. Even junior engineers are frequently asked to make oral reports at high-level meetings. The impression that the engineer makes on the people at the meeting may determine his future.” “Leaders in industry have one quality in common—they speak well. If you aspire to lead, concentrate on improving your speech in college. Time for this asset is a most valuable commodity afterwards.” (The quotations above were made by alumni who were surveyed concerning the importance of speech, especially for the engineer.)

In a technical writing course, students analyze the classics of engineering literature, prepare annotated bibliographies of articles concerning engineering writing, write an in-depth technical report on a civil engineering topic, and analyze the various articles in science and engineering magazines. To acquaint the students with the different magazines to which they may submit manuscripts, they also analyze a professional magazine. In this way, they are prepared for publication. After having reviewed science books for children, the students prepare their own manuscripts of science literature and submit them to consultants at the Writers' Conference held annually at Newark College of Engineering during April.

Lack of unity and logic, wordiness and repetition, and lack of coherence are the most prominent weaknesses in technical writing. Adherence to the six C's—conciseness, completeness, concreteness, correctness, coherence and carefulness—will improve report writing. A list of periodicals and books useful in the field is given.

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James Sledd, M. B. McNamee, Donald H. Reiman, R. L. Colie, Norman Rabkin, Hilton Landry, Louis Crompton, Mary Ellen Parquet, Philip Young, Bernard Kreissman, Edward Stone, Robert E. Streeter, Barney Childs, R. E. K., Ralph M. Williams, T. Farrell, Herman A. Estrin, Book Reviews, College English, Vol. 23, No. 8 (May, 1962), pp. 682-692

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