technical communication writing as a process. 2 similarities technical communication = academic...

TECHNICAL COMMUNICATION

WRITING as a PROCESS

2

SIMILARITIES

Technical Communication = Academic Writing

GRAMMAR: active voice descriptive writing concise sentences spelling! proofread!

3

SIMILARITIES


DOCUMENTATION: cite! give credit to sources no plagiarism resources references bibliographies appendices

4

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

5

SIMILARITIES


WRITING as a PROCESS:

1) Planning

2) Drafting

3) Revising

I. PLANNING

7

I. PLANNING: Steps 4 Steps in the Planning Phase:

1) determine your purpose

2) analyze your readers

3) collect information

4) complete an outline

8

I. PLANNING:

1) Purpose

9

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

10

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

11

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

12

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”

13

I. PLANNING:

2) Reader Analysis

14

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

15


OBSTACLES Problems for the readers:

constant interruptions phone calls emails conferences meetings

impatience with finding information difficult to locate no lists, headings, graphics

16


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

17


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?

18


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”

19


2) Talk to colleagues who have written to this reader:

fellow office personnel search company files take notes

20


3) Find out who makes the decisions:

decision-makers = most important readers design your document with them in mind

21


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”

22


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

23


PLAIN LANGUAGE

TRAITS: simplistic:

“user-friendly” documents “readability” “laymen’s terms”

24


PLAIN LANGUAGE

TRAITS: antithesis of:

“gobbledygook” “doublespeak” “lawyer-ese” “tax-code”

25


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.

26


TYPES of READERS:

1) Managers

2) Experts

3) Operators

4) General Readers

27


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

28


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

29


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)

30


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

31


TYPES of READERS:

3) Operators’ traits: put your ideas into practice field crew, assembly line workers, sales

force, drivers, …

32


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

33


TYPES of READERS:

4) General Readers’ traits: possess the least amount of knowledge

regarding your topic, field “lay persons” little technical understanding

34


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)

35


LEVELS of DECISION-MAKERS:

1) Decision-Makers: MUST act, accept, reject translate information into action Examples:

usually managers also technical experts committees

36



2) Advisors: influencers expert advice Examples:

engineers accountants

37



3) Receivers: only “receive” information no decision-making put changes/plans into effect Examples:

“operators” (#3) store managers

38

I. PLANNING: Planning Form

39

I. PLANNING:

3) Research

40

I. PLANNING: Research Research Information Collection Data Retrieval

41

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

42

I. PLANNING: Research PRIMARY:

you collect on your own first-hand

interviews surveys work personal observation

43

I. PLANNING: Research SECONDARY:

generated by others found in

books periodicals newspapers references books (encyclopedia, dictionary) government reports company reports bibliographies

44

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

45

I. PLANNING:

4) Outline

46

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

47


1) BRAINSTORM: list random ideas quickly & timed

2-5 minutes without “rhyme or reason”

no pattern without regard for spelling, punctuation

48


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

49


2) Show RELATIONSHIPS between Ideas: draw lines between main points and

supporting details or ideas cross out irrelevant information

irrelevant to your purpose

50


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

51


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

52


4) Draft a FINAL OUTLINE: after brainstorming, ordering, numbering,

clustering, and scheming reword main points clarify organization before Drafting Phase

53


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

54


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

55


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?

II. DRAFTING

57

II. DRAFTING

FREEWRITE: prescribed time limit

1 hour no interruptions no distractions

58

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

III. REVISING

60

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

61

III. REVISING

1) Adjust for CONTENT: expand sections for balance shorten sections that deserve less

attention change locations of words, sentences,

paragraphs, sections

62

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

63

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

64

III. REVISING

4) Edit for MECHANICS: matters of correctness spelling

homophones technical terms

misplaced pages missing graphics erroneous figures, statistics, numbers

IV. COLLABORATING

66

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

67

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

68

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

technical communication writing as a process. 2 similarities technical communication = academic...

Documents

planning phase

reader analysis1

reader analysis3

reader analysisi

reader analysis2 talk

persons technical

academic writing grammar

academic writing documentation