Procedure Writer's Guide Effective TBD

Procedure Writers Guide

Effective Date: TBD

Prepared by:

Bill EasleyProcedure 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 ServicesDate: _____________

Dale Higginbotham _______________________________________________Sr. Director, Fossil Engineering and SupportDate: _____________

Revision History

Revision Number

Approval Date

Name

Describe/Justify Changes

0

TBD

Gretchen Hollis

Initial Release

Table of Contents

1.Introduction4

2.Purpose4

3.Applicability4

3.1.Recommended Software4

4.General5

5.Determining Level of Detail5

6.Applying Emphasis5

7.Using Action Verbs6

8.Naming Components14

9.Using Logic and Conditional Statements14

10.Writing Steps with Concurrent Actions16

11.Using Referencing and Branching16

12.Using Warnings, Cautions, and Notes17

13.Specifying Acceptance Criteria and Tolerances18

14.Best Practices for Writing19

14.1.Telling Your Readers What They Are About to Read20

14.2.Using People or Concrete Objects as Subjects24

14.3.Keeping the Action of Sentences in the Verb26

14.4.Using Words That Are Familiar to Your Reader27

14.5.Using Specific and Clear Language29

14.6.Creating Coherent Paragraphs31

15.Using the Right Word32

16.Punctuating Properly38

17.Frequently Asked Questions41

17.1.What are technical writers?41

17.2.When can I use all caps?41

17.3.Can I use an acronym at the beginning of a sentence?41

17.4.When should I use e.g. and i.e.?42

17.5.When do I use numbers and bullets to present items on a list?42

17.6.How do I use a comma with the last item in a series?42

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.

Applicability

This procedure applies to the following:

Fossil Engineering and Support

Lignite Plant Operations

Gas Plant Operations

References

Development references are documents used to develop the procedure. Performance references are documents referenced within the procedure.

Development References

*TVAComment by Gretchen Hollis: Add numbers and correct titles.

*CPNPP

*Luminant Operations Writer's Guide

Performance References

LUM-FFA-ENG-0004 Procedure Management

LUM-FFA-ENG-0005 Procedure Development

LUM-FFA-REL-0018 Corrective Action Program

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.

Responsibilities

The following individuals shall adhere to the key responsibilities listed below.

The Configuration Controls Manager is responsible for maintaining the procedure current.

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. Comment by Gwen Holladay: "so the user will not need to interpret." ??

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.

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 in the following cases:for steps or procedures

Steps or procedures that call for infrequent tasks

Steps or procedures where the consequences of errors or omissions are severe

Steps or procedures that call for complex tasks

Steps or procedures that call for tasks where past experience indicates the need for more detail

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,

8.2.3Notify 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.

Using Action Verbs

Whenever possible, use action verbs to begin steps. Use simple, well-known and understood words. For example,

8.4.1Cut 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 1.31. 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. Comment by Gwen Holladay: Where is this sect.?

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. Verbs are selectedSelect 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

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

Note a condition and compare with some procedure requirement

Example: Check tank levelgreater 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

Remove the supply of electrical power to equipment

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

Separate or detach

Example: Disconnect discharge hood quick disconnect fittings located just above fans

Dispatch

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 sure or 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

To make the value of a given parameter equal to the value of another parameter

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 casesComment by Gwen Holladay: Left off here.

Example: Load the pump on the AC bus

Loosen

Release from restraint, cause to become less tight

Example: Loosen handwheel setscrew

Lower

To reduce or become less in magnitude; preferred usage in an 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

To put or set in a desired location or position

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

To physically adjust to a specified value an adjustable feature

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

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

Torque

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

To permit gas or liquid confined under pressure to escape

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

Action Verb Chart

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.

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:

8.3.1Start RHR pump #1, safety injection pump #1 and centrifugal charging

pump #1.

Correct example:

8.3.1Start 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:

8.3.1Inspect 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:

8.3.1If 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,

8.4.8A Condition Report should be initiated, if torque exceeds 16 foot pounds.

Correct examples:

8.4.8If torque exceeds 16 foot pounds, initiate a Condition Report.

8.4.8If 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,

8.1.2If pitting or corrosion is observed during pump disassembly, take photographs and

document the event in a Condition Report.

9.2.4If 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,

8.2.1If an RCP is running, ensure RCS pressure is greater than 325 psig. If not running,ensure RCS pressure is greater than 250 psig.

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,

8.3.4Simultaneously open breaker 1EA1-1 and initiate Safety Injection by opening test switch S-1.Comment by Registered User: Choose mom-nuclear Ops activity

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:

8.9.1While 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:

8.4.4While continuing, check shut vent valves every 15 minutes until piping cools to ambient temperature.

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.

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,

8.4.17Weld 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,

8.7.5If 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.

Using Warnings, Cautions, and Notes

During procedure development, you may need to call the users 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.

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.

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:

8.4.3Adjust 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:

8.4.3Adjust 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,

8.9.1Adjust resistor current to 4 ma (3.99 to 4.01).

When a nominal value is not applicable, just write the range as follows:

8.9.1Adjust 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:

6.3.7Raise tank level to between 67 to 70 percent.

Incorrect example:

6.3.7Raise tank level to 67.5 to 70 percent.

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 Ive used correct grammar. Isnt 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

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 documents paragraphs.

Introduce your document

Introduce your document to tell your readers the documents overall purpose and what sections it contains. When you tell your readers about the documents 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 documents 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 documents 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 paragraphs 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 Luminants 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 Luminants 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.

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.

Before

After

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 TestingA test point is a plant pre-installed apparatus, either a thermal well or a plant pressure transmitter extraction line with valves.

4. ProceduresThis 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.

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.

By introducing the Setup and Testing sections, readers now understand the sections purpose and what information they contain.

Introduce New Sections

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 lists 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 chartYou will find the following items on the Fuel-Handling 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.

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.

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 sentences 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.

Using a Person as the Subject

Lets 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.

Using a Group of People as the Subject

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 sentenceto 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.

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.

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.

Keeping the Action of the Sentence in the Verb

Lets 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.

Keeping the Action in the Verb

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.

Using Simple Words

Lets 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.

More on Using Simple Words

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 paragraphs sentences use CDMP consistently, readers will understand that the paragraph addresses one topic only.

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.

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 documents 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).

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 plants 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.

Avoid Stacking Nouns Where Possible

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.

Use Positive Language

Sometimes you may have to use negative language; however, when you can, use positive language.

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.

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.

Using the Right Word

The following material is an alphabetical list of words commonly misused in technical writing with their correct definitions.

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 Commissions 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

To alternate (verb) is to occur in successive turns. An alternative (noun) is a choice among mutually exclusive objectives or courses of action.

Analyze or determine or identify

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.

To identify is to name a thing, to ascertain its origin, nature or characteristics.

And/or

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 persons 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 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 ones 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.

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 surveyors 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.

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 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 words 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 earths 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

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 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 years 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 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.

Word Guide

Punctuating Properly

Punctuation marks are listed alphabetically below, with examples of correct usage.

Punctuation Marks

Usage

Apostrophe

Use an apostrophe to indicate possession (supervisors desk). An apostrophe is used to indicate a contraction (cant, dont, its). Do not use contractions in procedures. Avoid the use of apostrophes to indicate plurals, especially acronyms.

Example: ABCs, not ABCs.

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 childrens 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