Shadowing Practice: Tips for Effective Technical Writing in Engineering - Learn English Speaking with Video

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Hello and welcome to another exciting episode of the Engineering Career Coach podcast.

Today I have with me

Pam Hurley, PhD.

She's the founder and president of Hurley Write, Inc., a certified women -owned small business.

In this episode, we talk about how engineers can become more effective writers.

We discuss some of the challenges that engineers face when writing, share some tips and strategies for improving your writing skills,

and the importance of writing in a clear, concise, and engaging style.

I'm your host, Jeff Perry.

I'm a leadership and career expert, and I'm the author of the upcoming book, The Intentional Engineer.

You can find more information on me at jeff -perry .com.

And this is the Engineering Career Coach podcast brought to you by EMI,

the first podcast dedicated to helping engineers and technical professionals with both their personal and professional development.

Now it's time to jump to the main segment of our episode.

Today, I have the pleasure to have with me

Pam Hurley, PhD.

She's the founder of Hurley Wright Incorporated.

Pam, so grateful to have you on the show.

Well, thank you for inviting me.

So I'm so excited about this.

Now, Pam, you come from a different background than probably most of our guests and certainly most of our listeners.

I'm curious if you can share just a brief overview of where you come from.

What does the day -to -day look like for you?

Sure.

Yeah, I I come from a background in academia.

So one of the things that

that taught me in academia was what a poor job

we do in universities of training people to write in the real world.

And so after I finished my doctorate, I decided to start a business because I understood

that what I was teaching in academia was practical and could be applied for most professionals in the workplace.

Okay, very cool.

So I'm excited to dive in

and certainly provide some ideas for how we can help some of our listeners improve some of their writing skills.

So when you work with a lot of engineers on this and helping them improve their writing and their communication, right?

So what do you see as some of those challenges that engineers face when they're trying to write in written communication?

Well, one of the things we ask,

or at least I ask in my first thing I ask in my classes is how many of you like writing?

And believe it or not, most engineers say they don't like to write.

Weird.

Yeah, I know.

Very surprising.

And so one of the things I mean, it just makes sense.

If it's not something you you like to do, then you typically are going to procrastinate.

When you procrastinate, your skill set diminishes, right?

Tiger Woods doesn't go out and play golf once a year.

He practices every day.

And so one of the things we try to help them understand is that engineers are fantastic problem solvers.

I mean, that's what they do.

That's what they thrive on.

That's what they're wonderful at.

And so what we try to teach them is how do you take those great problem -solving skills

and apply them to writing?

And it's really not as difficult as it might appear.

Okay, interesting.

I mean, I'm just thinking about from my own experience, I know that it was early on in school that I had,

like a lot of engineers, some natural strengths in the math and science and all that stuff.

And so people were like, oh, yeah, engineering would be good for you.

But what I really liked about those things when I was in school and gravitated toward, there was always like a right answer, right?

Like I knew if I was right or wrong on that stuff, when it came to anything creative,

writing or art or things like this, it was subjective, right?

I was getting graded on someone's opinion of what I created instead of like, you know, what exactly was the correct way.

And so that immediately for me was part of my early mindset of like, writing is bad, it's hard, it's subjective.

I don't like that. And

so I actually act like maybe a lot of the people

you work with for a long time actively avoided times when I would do that.

And so that mindset plays a big role.

But I've certainly learned later and been practicing a lot more the last few years to do a lot more writing.

But trying to write in a way that's clear, concise, and engaging for an audience is something that's different.

It's certainly not taught in engineering school.

If we take any writing class, it's a technical writing class.

We're just trying to communicate like a technical idea.

But even that is hard, and it's just one class, and that's all that's required.

So how do you help engineers really improve their style of writing to help engage their audience in effective ways?

Well, that's exactly right.

And you nailed it to their audience.

And one of the things that academia does a poor job of is teaching writing as though it is subjective.

And so what happens is for a lot of people, they carry that into the workplace.

Reviewers do as well.

We have a whole class devoted to what reviewers are doing.

And so it's, you know, review, oh, I don't like that word.

Or, you know, they review for pet peeves and things like that.

Writing is not subjective.

There are ways, and these are some of the things that we teach, for instance,

how do you structure a sentence to emphasize the right thing for your particular readers to drive them to a conclusion?

And writing is simply problem solving.

What is the communication problem you're trying to solve?

How do I communicate a particular message to a certain audience for a desired outcome?

And so a lot of engineers and other writers don't think much about the outcome, where they're trying to get.

So they tend to be writing or they tend to write from a, it's a top down.

I start at the beginning and I end at the end.

Instead of thinking about reverse engineering the document, where do I want to wind up?

and then working backwards and for a lot of people

if they do that that works very very well

but there are a lot of pieces in that in the writing puzzle

and they're not difficult to solve it's just

that academia doesn't do a very very good job of teaching it

and it and we do tend to view it as very subjective

because you know people make comments like I have no idea what

that means why didn't they like that you know blah blah blah

and you know one of the things we hear a lot of a lot of is well I wrote it

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and then the reviewer wanted it this way so I changed it

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and then I sent it back to the reviewer

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and they changed it back to the way I had it originally

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so there's a tremendous amount of confusion and

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so we do think about it as being subjective

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when it it really is not there's studies

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that have been done about readability

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and that's what we teach in our classes it's all about readability it's a science okay so you're actually helping

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them almost speaking their language creating the science and the structure of writing

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and and the system perhaps as engineers really like to work in systems

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and processes to absolutely to really optimize what they're doing

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now in the end what writing is one form of communication

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where there's a lot of different instances where engineers need to communicate ideas whether that's internally externally whatever

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that is in technical and non -technical situations so what are those ways

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that you find that engineers can then use writing as a tool to do the great work

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that they need to do instead of seeing as something

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that that's off to the side like how do they see

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their writing as a as an enabler of doing their great engineering work yeah that's a great question

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so one of the things that a lot of engineers, other professionals seem to not understand is that the document is the deliverable.

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And what I mean by that is, if you're doing, you can do great work, you can go to the field,

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you can be doing great work in the lab, you can do whatever, whatever, whatever.

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But if the document doesn't convey that great work, then it's all for naught.

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So we want to also think about documents as conveying an image, right?

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Aristotle called this ethos, and I don't want to get into all the theory, but ethos called this ethos,

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which is the image that the writer projects.

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And all of us, I think, have picked up documents and read them and thought, woo, not the sharpest tool in the shed.

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And so that's what we're talking about.

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So a document can be just a way to show a reader

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that you are competent and intelligent and are doing a good job.

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So documents are more than just words on a page.

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People really do, you know, read them and make judgments about you and about the organization and about the work you do,

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whether you like it or not, we all do it.

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Okay, interesting.

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So like you're putting your name on that thing, you better make sure that's a high quality.

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And when you're doing that deliverable, it better be to a certain standard.

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You're trying to raise that standard for people.

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So, you know, there's the writing, there's the words that go into a document,

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but there's other supporting things that go into documents or resources that engineers are creating, you know, visuals, right?

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So charts, diagrams, pictures, how can visuals enhance the writing and the communication that they're trying to get across?

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Yeah.

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So, I mean, one of the things we know based on readability studies is

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that a lot of people look at visuals before they even look at text.

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So visuals should augment text.

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And what I mean by that is that they should add to not take the place of text.

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A lot of people want them to take the place of text.

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The other thing about visuals is they have to be clear and they have to pass what we call the grunt test.

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And the grunt test is simply that in five seconds or less, you need to know exactly what that visual is showing you.

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We were working with a team recently on their PowerPoints and And holy moly, the visuals,

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the PowerPoints were so packed with information that it was very difficult to understand the idea that they were trying to convey.

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And then when you talk to them about like, oh, I'm trying to be this and that and this and that and this and that.

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Well, you know, your reader or your audience isn't going to sit down with you and go, oh, well, what did you mean by this? right?

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So we really have to think about, you know, visuals can be incredibly effective, but they also have to be done very well to be effective.

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Yeah.

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Sometimes I've heard you're talking about those PowerPoints that just have way too much.

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Sometimes I've heard those called eye charts, like our eyes are just overwhelmed.

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They don't know where to go.

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They don't know where to look.

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Like, what does this actually mean?

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I shouldn't have to feel like I'm working too hard to understand this.

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Exactly.

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And the same is true with written documents.

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If you have to read it more than once, bad.

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Yeah.

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Well, and to that point, the onus on the engineers who are doing the writing,

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they probably do need to read it and write it more than once.

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And so this is maybe something that I know I sometimes have resistance with and maybe other engineers do as well.

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Okay.

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You finally sat down, did the writing, you got the report to a complete state, but you still need to refine,

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edit, proofread, make sure it's ready for delivery.

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Sometimes I'm like, ah, like I'm done.

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Like it's fine.

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Like the first time I went through it, but, but okay.

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So please explain to us why editing and proofreading is so important to, to really make our documents great.

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Well, yeah, I mean, proofreading, I mean, honestly, you can use Grammarly or some other AI for that, but the editing pieces is really important.

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And one of the things we advocate in our classes is getting people to think about a checklist when they're editing and,

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you know, what are the top things or, you know, five things or whatever it is that they need to edit for.

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So we think about editing more.

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We talk about more as reviewing and it's semantics.

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But when you think about review, you're looking at the document holistically.

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And what I mean by that is a A holistic review of the document means you're looking at,

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is this written for my reader?

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Does it flow?

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Are the concepts clear?

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Those kinds of things, when you think about a holistic review, that's really what you need to be looking at,

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not the minutiae, which is the proofreading part.

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And I'm not saying that proofreading is not important.

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It is.

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But proofreading, I mean, I've had writers who will be like, wow, they get stuck on a particular word and they cannot move on.

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Put an X there and move on.

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You can go back to all that stuff.

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But one of the things when we think about writing is your brain is working on the writing problem.

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And when you're constantly stopping and starting, we call it wordsmithing, then you're stopping that process.

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Engineers are brilliant.

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So they should be able to write and then do what we call incubation, put the document aside, come back later.

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But a lot of them don't because they don't like rice.

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They try to do it all in one fell swoop and have it done.

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But if you let it incubate, what's happening is, is your brain is working on it, even though you're not physically working on it.

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Okay.

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I like that.

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So, I mean, looking at that holistic view, like we were talking about early, like who's the audience, who are we writing for?

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Is what we've created really going to serve its intended purpose

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and write to and help influence or help people understand what we're trying to communicate in the first place, right?

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We need to be looking at that big picture instead of just like, oh, I outlined all the sections.

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I wrote something in all of them and like, cool, it's all done.

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Like really looking, does this, what we've created serve its intended purpose, which is critical.

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Because sometimes you get too deep into the details of the whole or certain parts of it.

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You don't look at the big picture.

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So that's great.

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Um, what do you find are other things

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that are really important for engineers to keep in mind when they're writing these technical reports or proposals or other professional documents?

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Take the time to plan.

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They don't want to plan.

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They just want to write because they don't like it.

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But if you take the time to plan, it should really be the 80 -20 rule.

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You should be spending 80 % of your time planning and only 20 % of your time writing.

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and if a lot of people if more people did

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that they would not have the problems they do with writing

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but when you're trying to rush you're just getting it out there

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and you're or even thinking about your audience

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so what a lot of folks would do oh

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i'm writing for my boss joe i'm writing for you know they don't do

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that deep dive

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so one of the things

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we do in our classes is ask people to do a

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deep dive into their readers think about their reader attributes think about strategies

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because if you're writing for instance let's just say a skeptical reader versus somebody who's on board.

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Those are two totally different strategies.

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You should not be writing.

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I don't care if it's the same document.

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You should not be writing those two documents in the same way because the attitudes of the readers are very, very different.

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Right.

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And I want to go back to the point we were just talking about before.

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Before we started recording, we were talking about like, hey, sometimes engineers have a tendency to just provide way too much.

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So the idea of editing to me certainly is changing restructuring,

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but also editing to me is removal and finding those ways to remove the things that, yeah, it may be important as part of the process,

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but only including the things that are most relevant to what needs to be communicated for this.

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So can you talk to, maybe engineers have so much knowledge and so much detail that they can share.

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How do they go through that sifting process to really edit

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and decide this is what actually needs to be communicated instead of every single detail that I could include?

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No, it's a good question.

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And they do love to include everything, whether it's relevant or or not because it's interesting to them

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and I get that

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so one of the things

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we talk in our classes about is the outcome statement what are you trying to achieve

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if I'm just trying to explain to you the 10 best ways to use this widget then

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that that gives me some parameters

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that gives me a guide a roadmap to understand the amount and kind of information that I should include.

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But when you're just writing, and again, you're using that, you know, you write from the top down,

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then that lends itself to including far too much information, which we call overriding.

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But if you have a strategy in place, and then you understand where you're trying to go, that is going to help you.

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Does this add value?

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Does this help me take my reader to the desired conclusion?

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If it doesn't, it goes.

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Okay, that's interesting.

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So still kind of, again, we're using that upfront planning that we've done, understanding the audience, I think you said objective statement,

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using that as a filter as we continue throughout the process

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when I'm writing and certainly at the end when we're doing more editing again,

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uses that filter to make sure does this fit the purpose in the end okay that's great now

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if i'm an engineer

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and i'm like okay pam you've convinced me i i need to like take writing seriously

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and and get better about this like what are some of the resources

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that engineers can use to improve their writing skills

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we're talking about like okay just need to put in some reps

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and practice and do it more

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but besides just writing more what are some resources really help refine

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and improve their their abilities well our classes obviously are the best resource out there, but, but, but honestly, according to research,

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there's two, two things, very simple things that, that, that engineers should be doing.

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Number one is writing every single day for 15 minutes.

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Very simple.

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The second thing that engineers should be doing is reading every day for 15 minutes.

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And I'm not talking about reading engineering documents.

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I'm talking about reading novels and newspaper articles and things like that, because you pick up nuances,

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you pick up language, you pick up sentence structure and things like that.

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So those are two really, honestly, two main, you can read all the technical writing textbooks in the world if you want to,

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but they're not going to help you as much as that practice of writing and reading for 15 minutes a day, honestly.

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Now I'm curious, Pam, on the research, I don't know if you're familiar with this,

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but I'm curious because a lot of the books that I end up reading, probably the majority of them,

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I listen to audiobooks rather than sit down and read a book.

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It's sometimes a little bit easier for me to get through a book that way.

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Does that have any influence one way or another, or is one more beneficial or another as far as the reading to improve the writing

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from what you know in the research?

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I don't know much.

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I haven't seen much research about that.

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I would imagine that it's the same um

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because what you're just trying all

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you're trying to do is get new um new ways what this is not said well

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but all you're trying to do is to really think differently about i'm not saying

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this very well i haven't done any research on

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that to be quite honest with you i would imagine

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it's real i would imagine it's roughly the same to me it would be the same as whether you uh

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when you when you sit down to write are you writing longhand are you dictating?

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Are you using a keyboard?

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And I think a lot of it would just depend on the, you know, the preference of the individual.

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Yeah, that's great.

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So I'm just curious if you knew.

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Yeah, I don't know, but it's a really good question.

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Yeah, that's great.

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And something I might go dig into.

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Absolutely.

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Well, Pam, this has been really helpful.

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And so I'm excited as we go to our next segment, the Take Action Today segment, we'll come back in just a moment.

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And we'll get one final piece of actionable advice from Pam to help you improve your writing.

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We'll be right back.

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now it's time for our take action today segment of the show now pam

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we've had a great discussion around a lot of the different aspects of how engineers can improve their writing skills

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and why that's important now

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if i'm an engineer who has something i need to to write

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or create today

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or this week what's the there's a lot of things i could do to work on

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and i don't have time to take a class or anything,

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but what's the one thing that I can really focus on to improve this next thing that I'm writing right away?

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Yeah, planning is the most important thing that any writer can do.

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And it's the thing that most writers fail to do.

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Know who you're writing for.

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Find out as much as you possibly can about them, whether it is their role in the organization, even if they're busy.

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So if they're busy, there are strategies that you can then employ, right?

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Right.

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So do that.

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Number two, write that outcome statement.

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Where do you want them to go?

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Think of yourself as the Sherpa.

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You're the Sherpa taking them on the on the journey.

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Where do you want them to go?

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Right.

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And then the third thing is, is to think about writing as a process.

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It is not, as we've been taught in academia, outline first draft, second draft.

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We're good to go.

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It can be outline first draft back to outline.

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It's messy.

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That's OK.

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You need to embrace that and not think about it as a linear process,

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which I know can be difficult for people who love processes and systems.

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And then the final thing about that is writing is a process.

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Figure out what your process looks like, right, which may take time.

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But once you do that, your writing is going to be so much, it's going to be such a much easier task for you.

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Okay, great.

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Some fabulous advice there.

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And I hope people take that to heart as they're planning their next thing that they have to write.

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So, Pam, I'm sure there are going to be some people who are interested to connect with you,

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find you, learn more about some of the classes that you teach if they want to dive deeper into that.

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Where would you point people to find out more information about that?

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So you can contact me directly, Pam, at HurleyWright .com.

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You can give us a call, 877 -249 -7483.

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Go to our website, HurleyWright .com.

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We have some great resources, blogs, white papers, you know, that kind of thing.

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We have some videos, things like that.

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And if you just want to chat, just, you know, email me or look me up on LinkedIn there as well, like everybody else's, I guess.

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Okay, perfect.

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So such a great episode here.

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And I really hope people see and recognize the importance of writing

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and take it seriously so that they can deliver some of the great work

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that they have to deliver beyond just like doing the technical work, but we need to be able to communicate that effectively.

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So thanks so much for all you do to help support that and wish you nothing but continued success.

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Thanks so much for being here.

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Well, thank you.

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I appreciate you having me on.

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It was a lot of fun.

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I hope you enjoyed the episode today.

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We would love to hear your feedback, comments and questions.

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You can go to engineeringmanagementinstitute .org where you'll find a summary of the key points discussed in the episode,

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as well as links to any of the resources or websites that we mentioned in the episode.

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And don't forget to check out any upcoming live webinars for this month at the website as well.

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Additionally, for any engineers who feel like they need extra help taking the next career step or finding clarity in their careers,

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I've created some free training resources with an opportunity to join a more intensive program called the Engineering Career Accelerator.

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You can find more information at engineeringcareeraccelerator .com

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or you can go grab my career clarity checklist found at www .engineeringcareeraccelerator .com slash career -clarity.

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Until next time, I wish you the best in all of your engineering endeavors.

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393 sentences

Vocabulary and speaking notes for this lesson

This speaking lesson is built on the video “Tips for Effective Technical Writing in Engineering”. The speaker keeps coming back to these words: writing, engineer, document. This video has 366 sentences and 4402 words to shadow. The speech runs for 23:59. The speaker talks fast, about 184 words per minute, so expect linked and reduced sounds. 87% of the words are among the 3,000 most common in English, so the vocabulary is easy to follow.

Key vocabulary in this video

15 words from the video worth learning, with pronunciation and meaning:

Word	Pronunciation	Meaning
edit verb	/ˈɛdɪt/	To change a text, or a document.
reader noun	/ˈɹi.dɚ/	A person who reads.
communicate verb	/kəˈmjuːnɪkeɪt/	To impart or transmit (information or knowledge) to someone; to make known, to tell.
subjective adjective	/səbˈd͡ʒɛktɪv/	Formed, as in opinions, based upon a person's feelings or intuition, rather than upon observation or purely logical reasoning; coming more from within the…
academia noun	/ˌæk.əˈdi.mi.ə/	The scientific and cultural community engaged in higher education and research, taken as a whole.
curious adjective	/ˈkjʊɹ.i.əs/	Tending to ask questions, or to want to explore or investigate; inquisitive; (with a negative connotation) nosy, prying.
solve verb	/sɒlv/	To find an answer or solution to a problem or question; to work out.
outcome noun	/ˈaʊtkʌm/	That which is produced or occurs as a result of an event or process.
segment noun	/ˈsɛɡmɛnt/	A length of some object.
dive verb	/daɪv/	To swim under water.
outline noun	/ˈaʊtlaɪn/	A line marking the boundary of an object figure.
engage verb	/ɪnˈɡeɪd͡ʒ/	To engross or hold the attention of; to keep busy or occupied.
podcast noun	/ˈpɑdˌkæst/	A program, especially an audio program, produced on a regular basis, delivered over the Internet in a compressed digital format and designed for playback on…
clarity noun	/ˈklæɹ.ɪ.ti/	The state or measure of being clear, either in appearance, thought or style; lucidity.
convey verb	/kənˈveɪ/	To move (something) from one place to another.

Phrasal verbs you will hear

Word	Meaning
pick up verb	To lift; to grasp and raise.
find out verb	To discover, as by asking or investigating.
go back to verb	To stem from; to originate in.
go through verb	To travel from one end of something to the other.
sit down verb	To assume a sitting position from a standing position.
check out verb	To record the departure or withdrawal of someone or something (such as guests, employees, books, etc.).
come back verb	To return to a place.
end up verb	To bring to a conclusion.

Sentences worth repeating

Short, complete lines from the video that you can reuse in everyday conversation:

What does the day -to -day look like for you?
I mean, that's what they do.
What is the communication problem you're trying to solve?
Are you using a keyboard?
Where do you want them to go?

Grammar in this video

The structures the speaker uses most, with the exact words from the video:

Structure	In the video
Present perfect have/has + past participle — a past action that still matters now	I've certainly learned · have been done · have picked
Passive voice be + past participle — the focus is on what happens, not who does it	could be applied · have been done · be done
Relative clauses who / which + clause — extra information about a person or thing	minutiae, which is · purpose, which is · people who love

Pronunciation to watch

The speaker uses 115 contractions and reduced forms, such as I'm, you're, don't. Say them the short way, as you hear them.

The “th” sounds: math /mæθ/, thrive /θɹajv/, ethos /ˈiθɑs/, wordsmith /ˈwɝdˌsmɪθ/
The “sh” and “zh” sounds: conclusion /kənˈkluːʒən/, rush /ɹʌʃ/, sharp /ʃɑɹp/, confusion /kənˈfjuːʒən/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
Long words — get the stress right: communicate /kəˈmjuːnɪkeɪt/, academia /ˌæk.əˈdi.mi.ə/, incredibly /ɪŋˈkɹɛdɪbli/, intelligent /ɪnˈtɛlɪd͡ʒənt/, differently /ˈdɪf.ə.ɹənt.li/

How to practise with this video

Listen to the whole video once without speaking and note the words you do not know.
Start at 0.75× speed, shadow it sentence by sentence, then go back to normal speed once it feels easy.
Record yourself and compare with the original, paying attention to words like edit, reader, communicate.

What is the Shadowing Technique?

Shadowing is a science-backed language learning technique originally developed for professional interpreter training and popularized by polyglot Dr. Alexander Arguelles. The method is simple but powerful: you listen to native English audio and immediately repeat it out loud — like a shadow following the speaker with just a 1–2 second delay. Unlike passive listening or grammar drills, shadowing forces your brain and mouth muscles to simultaneously process and reproduce real speech patterns. Research shows it significantly improves pronunciation accuracy, intonation, rhythm, connected speech, listening comprehension, and speaking fluency — making it one of the most effective methods for IELTS Speaking preparation and real-world English communication.

Shadowing technique: read the full step-by-step guide →

Shadowing Practice: Tips for Effective Technical Writing in Engineering - Learn English Speaking with Video

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Vocabulary and speaking notes for this lesson

Key vocabulary in this video

Phrasal verbs you will hear

Sentences worth repeating

Grammar in this video

Pronunciation to watch

How to practise with this video

What is the Shadowing Technique?