technical communication writing as a process. 2 similarities technical communication = academic...
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2
SIMILARITIES
Technical Communication = Academic Writing
GRAMMAR: active voice descriptive writing concise sentences spelling! proofread!
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SIMILARITIES
Technical Communication = Academic Writing
DOCUMENTATION: cite! give credit to sources no plagiarism resources references bibliographies appendices
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SIMILARITIESTechnical Communication = Academic Writing
BASIC ORGANIZATION:1) INTRODUCE:
with a “thesis” “Introduction” or “Abstract”
2) SUPPORT: Reasons, Examples, Instances Details, Descriptions, Figures
3) CONCLUDE: Conclusions, Recommendations Analyses, Interpretations, Predictions
IBC ABC
-Intro. -Abstract
-Body
-Conclusion
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SIMILARITIES
Technical Communication = Academic Writing
WRITING as a PROCESS:
1) Planning
2) Drafting
3) Revising
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I. PLANNING: Steps 4 Steps in the Planning Phase:
1) determine your purpose
2) analyze your readers
3) collect information
4) complete an outline
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I. PLANNING: Purpose Determining your Purpose:
Answer: Why am I writing this?
This memo will … To inform To persuade
What response do I want? Persuasion Awareness Action
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I. PLANNING: Purpose “Purpose Statement”:
(1-2 sentences) somewhere between:
NEUTRAL — objective facts for an informed decision by
someone else PERSUASIVE —
subjective facts to sway the readers to agree with your decision
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I. PLANNING: Purpose “Purpose Statement”:
To give information from which the company might benefit.
To highlights features of some object or event.
“For your consideration” To win the job bid To address a problem
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I. PLANNING: Purpose “Response Statement”:
(1-2 sentences) exactly what you want to happen as a
result of your document
To provide information To help others do their jobs To help others make proper decisions To catalyst change
consult
“PLANNING FORM”
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I. PLANNING: Reader Analysis
Generally Speaking: write for readers, audience do not write for yourself writer = expert, teacher
knows as much as the readers knows more about the subject than readers
do not assume readers’ knowledge anticipate & address readers’ obstacles
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I. PLANNING: Reader Analysis
OBSTACLES Problems for the readers:
constant interruptions phone calls emails conferences meetings
impatience with finding information difficult to locate no lists, headings, graphics
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I. PLANNING: Reader Analysis
OBSTACLES Problems for the readers:
different technological background from the writer
lost in technical sophistication missing definitions for technical terms
decision-making = shared with others more than 1 reader superiors committee
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I. PLANNING: Reader Analysis
1) Write what you know about the reader:
What is the person’s technical, educational background?
What main question does the person need answered?
What main actions do you want the reader to take?
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I. PLANNING: Reader Analysis
1) Write what you know about the reader:
What is her/his personality and how might it affect the reading?
What are the person’s preferences in terms of format style organization?
consult
“PLANNING FORM”
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I. PLANNING: Reader Analysis
2) Talk to colleagues who have written to this reader:
fellow office personnel search company files take notes
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I. PLANNING: Reader Analysis
3) Find out who makes the decisions:
decision-makers = most important readers design your document with them in mind
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I. PLANNING: Reader Analysis
Reader Analysis
4) KISS: Keep It Short and Simple. concise, simple writing write to cross ALL technical backgrounds translate technical ideas into language
that non-technical people will understand: YOU = EDUCATOR write with technical sophistication BUT in “plain language”
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I. PLANNING: Reader Analysis
PLAIN LANGUAGETRAITS: simplistic:
straightforward, clear, precise not necessarily baby-talk not necessarily dumbing-down
common, everyday words, except for necessary technical terms
“you” and other pronouns active voice short sentences
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I. PLANNING: Reader Analysis
PLAIN LANGUAGE
TRAITS: simplistic:
“user-friendly” documents “readability” “laymen’s terms”
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I. PLANNING: Reader Analysis
PLAIN LANGUAGE
TRAITS: antithesis of:
“gobbledygook” “doublespeak” “lawyer-ese” “tax-code”
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I. PLANNING: Reader Analysis
PLAIN LANGUAGE
BENEFITS: Readers understand documents better. Readers locate information faster. Documents are easier to update. Documents are more cost-effective . It is easier to train people.
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I. PLANNING: Reader Analysis
TYPES of READERS:
1) Managers
2) Experts
3) Operators
4) General Readers
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I. PLANNING: Reader Analysis
TYPES of READERS:
1) Managers’ traits: removed from hands-on technological
details manage people, set budgets, make
decisions NOT familiar with fine technological points forgot details of your project
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I. PLANNING: Reader Analysis
TYPES of READERS:
1) Managers’ needs: background information definitions of technical terms highlights – lists and other format devices
that emphasize the main points clear statements about what happens next
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I. PLANNING: Reader Analysis
TYPES of READERS:
2) Experts’ traits: good understanding of your topic well-informed perhaps well-educated
formally (engineer, scientist) informally (on-the-job training, supervisor)
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I. PLANNING: Reader Analysis
TYPES of READERS:
2) Experts’ needs: thorough explanation of technical details data placed in figures, charts, graphs references to outside sources clearly labeled appendices for supporting
information
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I. PLANNING: Reader Analysis
TYPES of READERS:
3) Operators’ traits: put your ideas into practice field crew, assembly line workers, sales
force, drivers, …
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I. PLANNING: Reader Analysis
TYPES of READERS:
3) Operators’ needs: clear table of contents to find sections
relevant to them easy-to-read listings for procedures and
instructions definitions of technical terms clear statement of how exactly this
document affects their job
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I. PLANNING: Reader Analysis
TYPES of READERS:
4) General Readers’ traits: possess the least amount of knowledge
regarding your topic, field “lay persons” little technical understanding
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I. PLANNING: Reader Analysis
TYPES of READERS:
4) General Readers’ needs: definitions of technical terms
(3 of 4 reader-types) frequent use of graphs, charts, photos clear distinction between fact and opinion assurance that nothing has been omitted
(card stacking)
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I. PLANNING: Reader Analysis
LEVELS of DECISION-MAKERS:
1) Decision-Makers: MUST act, accept, reject translate information into action Examples:
usually managers also technical experts committees
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I. PLANNING: Reader Analysis
LEVELS of DECISION-MAKERS:
2) Advisors: influencers expert advice Examples:
engineers accountants
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I. PLANNING: Reader Analysis
LEVELS of DECISION-MAKERS:
3) Receivers: only “receive” information no decision-making put changes/plans into effect Examples:
“operators” (#3) store managers
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I. PLANNING: Research
1) Determine what kind of research you need:
Which will be the most helpful to support your project goals?
• PRIMARY research• SECONDARY research
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I. PLANNING: Research PRIMARY:
you collect on your own first-hand
interviews surveys work personal observation
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I. PLANNING: Research SECONDARY:
generated by others found in
books periodicals newspapers references books (encyclopedia, dictionary) government reports company reports bibliographies
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I. PLANNING: Research
2) Devise a “Research Strategy”: a list of questions the research should
answer Recommendations from experts in the field Efficiency reports Health studies
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I. PLANNING: Outline
OUTLINES: deal with material for the BODY of the
document not the Introduction or “Abstract” not the Conclusion
3 Parts of the Document: ABC A: abstract B: body C: conclusion
Outline Information
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I. PLANNING: Outline
1) BRAINSTORM: list random ideas quickly & timed
2-5 minutes without “rhyme or reason”
no pattern without regard for spelling, punctuation
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I. PLANNING: Outline
2) Show RELATIONSHIPS between Ideas: connect related ideas from BS
(with lines, arrows) create patterns number main sections
“Pt.1” point #1 “Pr.1” problem #1 “S.1” solution #1
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I. PLANNING: Outline
2) Show RELATIONSHIPS between Ideas: draw lines between main points and
supporting details or ideas cross out irrelevant information
irrelevant to your purpose
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I. PLANNING: Outline
3) Select an ORDERING SCHEME: chronological
step-by-step procedural parts of an object
part-by-part description simple to complex
minor to major problems complex to simple
major to minor problems
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I. PLANNING: Outline
3) Select an ORDERING SCHEME : inductive
from specific to general from specific instances to general conclusion, recommendation
deductive from general to specific from general conclusion, recommendation to specific instances
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I. PLANNING: Outline
4) Draft a FINAL OUTLINE: after brainstorming, ordering, numbering,
clustering, and scheming reword main points clarify organization before Drafting Phase
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I. PLANNING: Outline
4) Draft a FINAL OUTLINE: (pts. to consider) Depth:
each point with sub-points for thorough development in Draft Phase
Balance: at least 2 sub-points for fair development in Draft Phase
Parallel Form: be consistent with main points:
topic form (*) sentence form
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I. PLANNING: Outline
4) Draft a FINAL OUTLINE: (future reference) “Points”
can become headings in Rough Draft “Sub-Points”
can become subheadings in Rough Draft “Outline”
can become the Table of Contents
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I. PLANNING: Outline
5) Consider GRAPHICS: Where would charts, graphs, tables, maps,
and such be best used to reinforce textual information?
Their future placement? Types of readers and their needs?
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II. DRAFTING
FREEWRITE: no editing no order
start with whichever is the easiest section “Abstract” or “Summary” = written last
cannot summarize before it’s written
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III. REVISING Do not attempt to revise all at once. Do not revise only once. Follow these 4 steps:
1) Adjust for CONTENT
2) Edit for STYLE
3) Edit for GRAMMAR
4) Edit for MECHANICS
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III. REVISING
1) Adjust for CONTENT: expand sections for balance shorten sections that deserve less
attention change locations of words, sentences,
paragraphs, sections
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III. REVISING
2) Edit for STYLE: matters of choice, not correctness main point comes first active voice add definitions shorten, simplify sentences add headings, graphics, lists
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III. REVISING
3) Edit for GRAMMAR: matters of correctness commas and other punctuation Subject-Verb agreement pronoun reference point-of-view
be consistent 1st person: I, me, mine 2nd person: you, yours 3rd person: she, he, it, them, its
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III. REVISING
4) Edit for MECHANICS: matters of correctness spelling
homophones technical terms
misplaced pages missing graphics erroneous figures, statistics, numbers
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IV. COLLABORATING Group Work Collaborative Writing “Shared” writing:
not done by a single person but all members of the group participate in
the planning, drafting, & revising phases Examples:
teams panels committees
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IV. COLLABORATING
Guidelines for Successful Groups: clearly defined roles & responsibilities effective leadership clear goals & ground rules non-judgmental brainstorming “storyboarding” with drafting revision standards:
project goals over personal agendas
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IV. COLLABORATING
Guidelines for Successful Groups: clear lines of communication
contact information phones email “course management system” for project
WebCT, Blackboard, Intranet “asynchronous”
group members contribute at the SAME time Chat room
“synchronous” group members contribute at VARIOUS times Discussion Groups
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