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020			_a9780070478213
040			_aUA-OsUOA _bukr _cUA-OsUOA _dUA-OsUOA
041			_aeng
080			_a001
090			_a001 _bO-50
100			_aOlsen L. A. _916332
245			_aPrinciples of Communication for Science and Technology _cLeslie A. Olsen, Thomas N. Huckin
260			_aNew York _aSt. Louis _aSan Francisco _aAuckland _bMcGraw-Hill Publishing Company _c1983
300			_a414 p.
520			_aPrinciples of Communication for Science and Technology is a technical writing textbook for intermediate and advanced students in science and engineering. It focuses on those features which characterize scientific and technical English and which are known to be troublesome for university and industry students. It emphasizes principles and use rather than usage, that is, functional explanations rather than formal rules. The most important feature of Principles of Communication for Science and Technology is its functional-rhetorical approach, which emphasizes the communicative use of language rather than simply its formal aspects. The book does treat formal aspects where appropriate (for example, in discussing report formats, grammar, punctuation, and visual elements), but it places more emphasis on the psychological and rhetorical principles underlying effective communication. As such, it focuses on language in meaningful contexts, not on sentences or words in isolation. A second important feature of the book—and one which stems from its rhetorical focus—is its treatment of the early stages of writing. How does a writer think up something to say, find and define a topic, find appropriate things to say about a topic? In our experience, even if students or professional engineers have been assigned to do particular studies and to write reports about them (and thus have found topics), they often do not know how to set up and state a report’s problem effectively for a given audience or how to define and apply criteria needed to solve the problem. These skills are critical for scientific and technical professionals, and Chapters 4 to 6 of the book deal explicitly with them in an approach strongly indebted to classical argument and to Richard E. Young, Alton Becker, and Kenneth L. Pike’s Rhetoric: Discovery and Change. A third important feature of the book is its attempt to provide complete, explicit explanations of the main teaching points. We feel that science and engineering students prefer systematic, step-by-step instruction and that they like to have reasoned explanations for how things function, including how language functions in communication. This point gives rise to yet another feature of the book, namely, its focus on the process by which a student may produce an effective piece of communication for a given audience. Too often, textbooks treat writing merely as a finished product. They present models of good writing for the student to imitate, but they do not provide adequate guidance by which the student can learn to cope with novel situations on his or her own. Thus, we have provided step-by-step procedures that students may follow as guides to the writing process, including a number of flow charts.
650			_2UDC _a001 Наука та знання в цілому. Організація розумової праці _916261
700	1		_aHuckin T. N. _916333
942			_2udc _cBK
955			_a1
999			_c577367 _d577367