the basics, connections to rhetoric, and some advanced theory
TRANSCRIPT
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TECH COMM OVERVIEW
The Basics, Connections to
Rhetoric, and some Advanced Theory
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SIMPLE DEFINITIONS “The art of writing technical materials
that nobody wants to read.”
“A multi-stepped process of managing technical information that allows people to take action.”
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MANY BRANCHES OF ONE TREE Technical writers Technical Illustrators Information Architects Search Engine Marketers/Optimiziers Interface Designers Technical Trainers Translators Professors/Teachers
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A PROCESS & MINDSET Planning and
Researching Organizing and
Drafting Improving the Style Designing the
Document Testing, Revising,
Editing Finished Document
GENRE CONCERNS
This process is not as linear as this list suggests; technical communicators will move back and forth amongst the stages as needed throughout the design of a document.
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GENRES- MORE THAN A GUIDE OR TEMPLATE
Professional Letters, Emails, Memos Technical Descriptions Instruction Sets and Documentation Proposals Analytical Reports/White Papers Activity Reports Usability Reports
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MINDSET Keen awareness to the effects of
language and how language works Ego-less & Thick-Skinned Awareness that visuality is not gloss but
creates meaning Comfortable/Familiar with technology-
especially online and social media Inquisitive and Curious
Rhetorical
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RHETORIC IS NOT A BAD WORD
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RHETORIC The art of successful communication
The process of finding all the available means of persuasion in argumentation
The process of composing “texts” in a manner that takes into account the variety of ever-changing factors that decide the texts’ potential effectiveness
Makes communication possible at all
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RHETORICAL SITUATION The inter-related cluster of concerns
that should be considered in any communicative setting.
The rhetorical situation acknowledges that the best communication happens in complex spaces where many decisions have been made long before any communication or drafting of a text begins.
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ONE VERSION
Audience/Readers
Purpose
Context of Use
GenreMedium
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PURPOSEInformative: Inform Describe Define Review Instruct Notify Advise Demonstrate
Persuasive:o Persuadeo Influenceo Recommendo Changeo Advocateo Defendo Justifyo Supporto Urge
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AUDIENCE/READERS
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AUDIENCE/READERS Education Level Technical Knowledge Cultural Matters What They Will use the Document for Age Gender Race Title- esteem Subject Familiarity Attention Level
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GENRE Memos Emails Descriptions Proposals Activity Reports Analytical Reports Resumes White Papers Help/Support Documents
Note:
Some of these (such as Support documents) will have varying genre expectations based on the medium (i.e., print support has different demands than online support)
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MEDIUM Print
Grammar/PunctuationFont ChoicesWhite SpaceLayoutQuality of MaterialSize of MaterialAdditional Resources
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MEDIUM Primarily Visual
Understanding an image Zoom level/various scales Universal symbols Consistency of angle, aspect, spatial
arrangement Color or black and white Color is essential to the meaning Level of detail
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MEDIUM Web
Usability Ease of interaction organization/flow Navigation
Sensible, easyEmphasis
Contrast Color sizes
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CONTEXT OF USE Physical placement of the user How much time they have to look it over Proportion in relation to value Time of use Geographical location Need for preservation
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ARISTOTLE’S PROOFSLogos: appeals to reason through data, examples, logic, and organization
Pathos: appeals to emotion and empathy
Ethos: credibility of the speaker/writer and how this affects their argument
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PATHOS T.C. often seen as a field where
emotional appeals are frowned upon . . .Challenger MemoProposal Pandering
. . . but this is not entirely trueDesignUrgency/Exigency
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PROFESSIONAL ETHOS
In-Person
• Dress• Voice• Presence• Preparedness• Timeliness• Fairness• Collaboration• Knowing your
role
In-Writing
• Style• Tone• Punctuation• Grammar• Citation• Sensitivity to
cross-cultural influence and disabilities
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STASIS: A THEORY OF SOLVING CONFLICTS AND PERSUADING ETHICALLY Rhetorical theory of building power
with instead of power over
Process of moving from theory to action while working with others
Against the idea that to “win” an argument someone else must “lose”
Finds ways for disagreeing parties to still communicate and move forward
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4 STAGES OF STASIS
Investigate the facts (conjecture)
Define the issue and the terms involved (definition)
Define the seriousness of the issue (quality)
The plan of action (policy)
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THIS COMPANY IS BUGGING ME“I have no problem with the company implanting RFID chips in our palms. The company’s info is more secure, I can carry less stuff on my person, and it’s not like I even know it’s there.”
“An RFID chip is an invasion of my body’s personal space, with potential health consequences, and will allow the company to potentially track my whereabouts.”
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FACTS (CONJECTURE) The company is going to do this whether
anyone likes it or not
There is precedence set where other companies have already done this
RFID chips can technically be used for purposes other than what the company is stating*
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DEFINITION “Privacy” “Safety” (personal) “Security” (company)
Instead of getting bogged down in whether this should happen, or if the company has the “right” to do it, the team would be better served defining these terms in a way that accommodates competing definitions
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SERIOUSNESS (QUALITY) The group needs to come together and
realize that the concerns of the dissenters are just as valid as those who have no problem with the idea.
If this hasn’t happened yet, more time needs to be spent at the level of definition
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PLAN OF ACTION (POLICY) Ideally, the policy will ultimately reflect
the definitional work, respect the seriousness of the issue, and alleviate fears about problematic facts
“Ok, we agree that the company can do this but disagree that there are no problems that come with it.”
“Yes. So we can include in the policy elements that alleviate anxieties.”
“We want to do more than alleviate anxieties. The facts show that abuse is possible.”
“I see. Perhaps we can build in some checks and balances that show abuse is not happening.”
“This would be good. It would also help to use language that is sensitive to privacy issues since this is the core of the disagreement.”
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WHERE WE DON’T GO IN 2310 Rhetoric is rooted in the humanistic tradition
Recognizes value and agency of human beings Values creativity, inquiry, skepticism Champions equality of all people Interested in welfare of all people Open to alternative self-identities, lifestyles, and ways of
being
Engineering teachers will sometimes warn of letting people trained in classical rhetoric or literature teach technical writing because they "risk having their students taught principles that are in conflict with engineering principles.”
Mathes, J.C, Dwight W. Stevenson, and Peter Klaver. "Technical Writing: The Engineering Educator's Responsibility." Engineering Education 69 (1979): 331-34.
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COMPARISON Recognizes value
and agency of human beings
Values creativity, inquiry, skepticism
Champions equality of all people
Interested in welfare of all people
Open to alternative self-identities, lifestyles, and ways of being
• Workers often treated as serving a specific function; agency stifled by corporate needs
• Profit can trump human needs
• Employee as easily replaceable cog in the machine
• Genres can stifle creativity• Skepticism (especially
about company ethics or values) can be dangerous
• Problems with gender, racial, and sexual orientation equality are FAR from solved
The Corporate World
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BACK TO RHETORIC The Corporate world sees your abilities as
what Aristotle called techneA set of skills that can be removed from the
author- packaged and sold – relieving the author of any responsibility
A Humanist approach sees your abilities as praxisA process/practice of taking and making
responsible social action for the self & others
Techne has no other end than itself. Praxis aims for responsible, social action.
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A PROFESSOR’S OPTIONS (1) I can get with the program, change my values and
become a representative of the technological society
(2) I can leave the profession of teaching technical writing
(3) I can become schizophrenic
(4) I can figure out how to change my course so that it at once teaches the discourse appropriate for the technological world and makes students aware of the values embedded in such discourse and the dehumanizing effects of it.
Dale Sullivan