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Tetyana Maslova
National Technical University of Ukraine “KPI”
The grammar of cause and effect in scientific
English
As
science and technology are primarily concerned with discovering how and why
things work, the grammar and description of cause and effect is obviously very important
for the learners of English, and English for Engineering in particular. Generally
speaking, cause and effect can be expressed in English in many ways, these are the
result of sentence combining by means of relevant transitions, sometimes nominalization
(the creation of a noun phrase), or both.
The
most useful ways of connecting cause and effect may be divided into several
groups, depending upon which part of speech serves as an indicator of
cause-and-effect relations, namely preposition, conjunction, adverb, verb or
noun. All of them express the logical connection between events, actions, or
states by introducing either the valid reasons or the results obtained. For the
sake of convenience we will consider each case separately, providing
appropriate examples from texts in electrical engineering and giving comments
on frequency and appropriacy.
1.
Expressing cause
1.1 because, as,
since, for + subordinate clause
All these
conjunctions are encountered quite often,
although for is certainly less
frequently used than the others. At any rate, it never occurs at the beginning
of the sentence (1). It is also interesting to note that in English
scientific writing because (2) is not
so popular as since (3) and as (4), which refer to a cause that is
supposed to be already known to a reader.
1) e.g.
The term “storage” battery may be a misleading one, for the storage battery does not store any electricity at all.
2) e.g.
Because alternating current can be
made to change direction many times a second, signals can be sent through
the air to distant places.
3) e.g. Indicating and recording instruments do not
differ in principle since they are
both used to measure the same kinds of things.
4) e.g. As
the resistance of the wire itself is only 10 ohms or so, it will be seen
that the added resistance absorb the greater part of the voltage applied to the
instrument spindle.
1.2 due to, because of, on account of,
owing to, thanks to, as a result of
+ noun phrase
These
prepositions are typically found only inside the sentence (1-3), except for thanks to (4) and due to, the latter being most often used with the verb “be” (5).
1) e.g. The primary applied voltage is
slightly larger on account of the
voltage drops.
2) e.g. Alternating voltage can be
increased or decreased with little energy loss owing to the transformer.
3) e.g. Breaking the circuit causes
sparking as a result of the coil
current flow.
4) e.g. Thanks
to the electromagnetic effect the use of such a machine as an
electric motor has become possible.
5) e.g. The force between the parallel
wires carrying the current cannot be due
to static charges.
1.3 to be the result of, to result from, to be caused
by
+ noun phrase
Strange
as it may be, unlike verb expressions with “result”
(1, 2), the verb cause in Passive is come
across only occasionally in engineering writings (3).
1) e.g. A hundred watt-hours may be the
result of 100 w for a period of one hour as well as of 50 w for a
period of two hours.
2) e.g. The errors in the kVA measurement resulting from this small departure
from the ideal conditions does not exceed plus or minus 0.75 per cent above
the normal error.
3)
e.g. Rotation is caused by a starting torque exerted on the rotor.
1.4 the cause of, the reason for + noun phrase
Both
nouns are seldom used, the latter being sometimes accompanied by an adjective,
for example main, major, obvious, primary, important, principal, simple, etc.
(1, 2).
1) e.g. The
cause of other errors may be the expansion of the baseplate and
various wires employed.
2) e.g. The
most important reason for the
utilization of electric power in the a.c. form is that it is easy to
transform a.c. power from one voltage to another.
2.
Expressing effect
2.1 so that, with the result that + subordinate
clause
In
addition to stating a purpose, so that
can be used for saying that something occurs because of what has been just
mentioned (1); with the result that
inducates a direct effect of what has happened previously (2).
1) e.g. Practically every voltmeter is
operated by a flow of current through the instrument, so that the voltmeter is really a form of ammeter.
2) e.g. The same process s repeated, with the result that the iron is
brought back to its initial state of magnetization.
2.2. therefore, thus, hence, so, accordingly,
consequently + subordinate clause
The
most frequently used conjunctive adverbs are therefore (1) and thus
(2), both of them being enclosed in commas. Accordingly
and consequently are less frequent and
come across mostly at the beginning of the sentence (3, 4). It is also common
practice to find thus, hence and so in the middle of the sentence, preceded by a comma (5) or after
“and” (6, 7).
1) e.g. The integrating instruments give
the product of time and the current flowing over a certain period. They are,
therefore, like the gas meter,
which registers the quantity of gas consumed.
2) e.g. The induced e.m.f. always acts in
such a direction as to oppose the change of current in the circuit. Thus, if the current is rising,
inductance tends to oppose its growth.
3) e.g. The average cost per kWh supplied
depends upon the power factor. Accordingly,
tariffs have been devised to include the power consumption as well as the
consumer’s maximum demand.
4) e.g. Electrical instruments are fundamentally
current measuring devices. Consequently,
most voltmeters are ammeters designed to measure small values of current
directly proportional to voltage to be measured.
5) e.g. As a semiconductor is heated, free
electrons in it increase in number, hence,
its conductivity increases as well.
6) e.g. Industrial users of electrical
energy are encouraged to improve their power-factor and thus to reduce the cost of supply of the energy supplied.
7) e.g. They measure the product of power
and time and so add up the energy
consumed.
2.3 to result in, to lead to, to cause, to give rise
to, to bring about + noun phrase
As any
other verbs, these may be used in any tense or form required (1-5). Moreover, there
are also some intransitive verbs expressing the effect, namely to result (vi) and arise (vi), which will function
quite differently. In this case, it is the subject of the sentence that serves
as the effect (6, 7).
1) e.g. The chemical reactions in the cell resulted in the delivery of
electrical energy.
2) e.g. For the operation of ammeter and
voltmeter various effects of electric current are used leading to a number of different types of instrument.
3) e.g. A very minute expansion in the hot
wire causes a considerable
movement of the spindle.
4) e.g. When an electric current flows, it will
give rise to various effects.
5) e.g. There are voltage drops brought about by the primary
resistance.
6) e.g. If the plates are connected
together through an external circuit, a current will result.
7) e.g. A similar condition may arise
as a result of switching operations elsewhere on the system.
2.4. the effect of, the result of + noun phrase
It
seems that these nouns are not usually accompanied by any attribute in
engineering papers.
1) e.g. The current in the rotor is the result of electromagnetic
induction, which requires that there be relative motion between flux and
conductors.
2) e.g. Magnetic flux is considered to be the effect of magnetic force acting
on a magnetizable body.
2.5 As a result, For this reason, It follows that.. + subordinate
clause
As a result can occur at the
beginning of the sentence (1). However, other patterns of noun expressions are
commonly preferred (2, 3). The noun reason
in the expression above may also be accompanied by an adjective (4).
1) e.g. The voltages have been induced in
the rotor windings. As the result, currents
start flowing and a torque is produced which brings the motor up to speed.
2) e.g. Any motion across the direction of
the lines will produce an electromotive force in the
conductor. For this reason, the
conductor is said to «cut» the lines of force.
3) e.g. The opposition must come from a
force of the same nature, namely an e.m.f. It
follows that the armature must set up a “back e.m.f.”
4) e.g. For
mechanical reasons, wire smaller than 36 W.G. is seldom used in the
primary winding.
Needless
to say, the development of profound writing skills is an essential issue in
teaching English for science and technology. Indeed, connecting cause and
effect arguments may be an effective task for practising how to write
scientifically. There are at least two possible ways of designing such an
assignment. The first one is to ask learners to combine two sentences or noun
phrases by means of various connective patterns we have just studied above. For
example:
Cause: insulation breakdown (noun phrase)
Effect: A short circuit is produced. (sentence)
Possible
combinations:
1) A short circuit
is produced because the insulation is
broken.
2) A short circuit
is produced due to the insulation
breakdown.
3) A short circuit results from the insulation breakdown.
4) The cause of the short circuit is that
the insulation is broken.
5) The insulation
is broken, so that a short circuit is
produced.
6) The insulation
is broken. Therefore, a short circuit
is produced.
7) The insulation
breakdown causes a short circuit.
Secondly,
it would be practicable to find a complex or compound sentence from authentic
text containing the structures under consideration and try to analyze the
relations between separate effects by constructing a few simple sentences
instead. For example:
Original sentence: Inductance is not apparent in d.c. circuits, if the
current is steady. The reason for
this is that the induced e.m.f. resulting
from inductance is due to the
rate at which the current and, therefore
the flux, is changing.
Possible sentences derived:
1) Inductance is
not apparent in d.c. circuits because
the current does not change in value. 2) E.m.f. is induced due to inductance. 3) Inductance is caused by the magnetic flux which is changing. 4) The changes in
magnetic flux result from that in the
current.
References
1. Hogue, A. and A.
Oshima. (2006) Writing Academic English. New York: Pearson Education
Inc.
2. Macmillan English dictionary for advanced
learners (2007) Macmillan Publishers Limited
3. Peter Master
(2004) English grammar and technical
writing Office of English Language Programs of the US Department of State