Throughout the text, a new set of engaging graphics provides visual explanations of key concepts. Practical Strategies for Technical Communication is now available with LaunchPad— a customizable course space featuring an ebook and an exciting array of digital resources including a test bank, adaptive quizzing, multimedia Document Analysis Activities, and more. Teaching Professional and Technical Communication guides new instructors in teaching professional and technical communication PTC.
The essays in this volume provide theoretical and applied discussions about the teaching of this diverse subject, including relevant pedagogical approaches, how to apply practical aspects of PTC theory, and how to design assignments.
This practicum features chapters by prominent PTC scholars and teachers on rhetoric, style, ethics, design, usability, genre, and other central concerns of PTC programs. Each chapter includes a scenario or personal narrative of teaching a particular topic, provides a theoretical basis for interpreting the narrative, illustrates the practical aspects of the approach, describes relevant assignments, and presents a list of questions to prompt pedagogical discussions.
Teaching Professional and Technical Communication is not a compendium of best practices but instead offers a practical collection of rich, detailed narratives that show inexperienced PTC instructors how to work most effectively in the classroom.
Dubinsky, Peter S. England, David K. Farkas, Brent Henze, Tharon W. Nicometo, Kirk St. This fully revised edition provides a practical introduction to research methods for anyone conducting and critically reading technical communication research.
The first section discusses the role of research in technical communication and explains in plain language how to conduct and report such research. It covers both quantitative and qualitative methods, as well as surveys, usability studies, and literature reviews. The second section presents a collection of research articles that serve as exemplars of these major types of research projects, each followed by commentary breaking down how it corresponds to the information on that research type.
In addition to five new chapters of exemplars and commentaries, this second edition contains a new chapter on usability studies.
This book is an essential introduction to research methods for students of technical communication and for industry professionals who need to conduct and engage with research on the job.
The book is divided into three parts. It covers both quantitative and qualitative methods, as well as surveys, usability studies, and literature reviews. The second section presents a collection of research articles that serve as exemplars of these major types of research projects, each followed by commentary breaking down how it corresponds to the information on that research type.
In addition to five new chapters of exemplars and commentaries, this second edition contains a new chapter on usability studies. This book is an essential introduction to research methods for students of technical communication and for industry professionals who need to conduct and engage with research on the job. The book is divided into three parts. Part One focuses on seven fundamental principles of good technical writing, such as knowing one's purpose and audience and thinking visually.
Part Two covers structural and organizational features of technical writing, and the appendices contain three sample reports and a student proposal. The Elements of Technical Writing concentrates on the essentials of the discipline, providing readers with precisely the knowledge they need for writing useful reports and correspondence.
For professionals wishing to improve upon their technical writing skills. Through case studies of disruptive innovations, this book presents a forward-looking, sustainable vision of program administration that negotiates short-term resource deficits with long-term resilience.
Practical, concise, and reasonably priced, The Essentials of Technical Communication, Third Edition, gives students the tools they need to get their message across in today's workplace. In today's complex workplace, no one wants to read what you write. The respected author team continues to provide students with accessible and comprehensive instructions for planning, drafting, and revising technical documents that are clear and concise.
Divided into two flexible parts--Principles and Applications--the text lays a strong foundation in the rhetoric principles before examining the principle types of workplace documents with checklists for use in preparing them. This compact but complete guide shows that less is more—with fewer extraneous details getting in the way of students trying to learn on the run, it allows them to focus on the most important principles of effective technical communication.
The Concise Guide takes a rhetorical approach to technical communication; instead of setting up a list of rules that should be applied uniformly to all writing situations, it introduces students to the bigger picture of how the words they write can affect the people intended to read them. Assignments and exercises are integrated throughout to reinforce and test knowledge.
Do you need to create some user assistance for your product? Do you want to make your user manual and online help system stand out from those of your competitors but don't have the time to study a dozen all-embracing textbooks about technical writing before getting down to work?
This book provides you with a compilation of those rules that really matter. If you follow the given recommendations, this will significantly improve the quality of what you write, all with the least amount of effort. You get hands-on advice and simple, catchy examples-free from theoretical elaborations and highbrow grammar terms. The book is exemplary for what you need to achieve, too.
It contains lots of valuable information on as few pages as possible in a clear and simple form. Topics covered: Structuring principles, including building topics, establishing headings, and determining the best possible order of information; Layout and formatting essentials; General technical writing rules; Rules for building sections; Rules for building sentences; Plain language; Grammar and word choice FAQ. Audience: developers, marketing professionals, product managers.
With his acclaimed "down-to-earth" approach and personal writing style, the author highlights the sociology of everyday life and its relevance to students' lives. With wit, personal reflection, and illuminating examples, Henslin stimulates students' sociological imagination so they can better perceive how the pieces of society fit together. In addition to this trademark down-to-earth approach, other distinctive features include: comparative perspectives, the globalization of capitalism, and visual presentations of sociology.
MySocLab is an integral part of the Henslin learning program. Engaging activities and assessments provide a teaching a learning system that helps students see the world through a sociological lens. With MySocLab, students can develop critical thinking skills through writing, explore real-world data through the new Social Explorer, and watch the latest entries in the Core Concept Video Series. Revel from Pearson is a new learning experience designed for the way today's students read, think, and learn.
Revel redesigns familiar and respected course content and enriches it for today's students with new dynamic, rich-media interactives and assessments. The result is improved student engagement and improved learning.
Driscoll is annoyed but quiet, and you assume that he has resigned himself to your decision. Soon thereafter you leave Sweetwater for a supervisory position at the Albuquerque facility. It appears that scores of fatal collisions of migratory birds, including eagles, at the Sweetwater Wind Facility were never reported to the Fish and Wildlife Service and no mitigation efforts were instituted.
Wisely, you still have a copy of your report on your computer as well as a copy of your message to Driscoll. After both legal entities clear you of any responsibility for the failure to report, you decide to write an internal memo to the engineers who answer to you in your new job about the importance of effective communication and of following engineering ethics in all situations. In case you were unaware, Ventus Power has been cited by the US Department of Justice for violations of the Migratory Bird Treaty Act in failing to report fatal collisions of migratory birds including eagles with the turbines at the Sweetwater Wind Power Facility.
An investigation by the company identified the persons at fault, and they have been appropriately reprimanded. As some of you may know, I served at one point as the engineer in charge of wildlife impact monitoring at the Sweetwater facility and, as such, found myself one of the first to be questioned about bird collisions. I had to report unacceptable mortality levels and advised mitigation efforts while in my position.
Because I followed proper reporting procedure, the company will not bring any litigation or punishments against me. These guidelines can also safeguard you. Introduction At some point in your career you may have to report an issue you are experiencing, especially issues of ethical violations. Remember that we are bound at all times to our code of ethics. These guidelines keep us, our customers, and our company safe. Operations or procedures done in an unethical manner may lead to people being hurt or killed, can bring litigation against our company, and will lead to the termination of any employees found in violation.
For this reason, it is extremely important that everyone follow proper procedures for communications and reporting so that problems can be dealt with as quickly as possible and so that you can be sure you will not be considered a responsible party. Everyday Communication These communications include project reports and other regular incremental reports.
They need to be written as simply as possible with an emphasis on any items or issues that need immediate attention from your supervisor. Supervisors use their direct subordinates as their eyes and ears on projects, looking for any problems or issues that will require their action. Remember, if something needs to be fixed, it should be mentioned. Special Cases These special cases occur whenever a serious problem exists. This should be obvious, such as anything that could lead to lawsuits against our company, any time product quality is not at an acceptable level, and especially any time you feel you are being asked to violate the code of ethics.
These situations require your full attention. For these reports, tell events exactly as they appear to you, including background information that clearly defines the problem you are facing, any efforts you have made to correct the problem, and any assistance you need to solve it.
Send copies of your letter to whoever needs to know this information. Normally this will be your supervisor and anyone else in your department who works with the affected system. With proper reporting procedures, we can make sure that all problems are dealt with properly and that everyone remains safe.
So be smart and keep our customers, our company, and your career safe by always reporting issues. Thank you for your time and continued efforts to make this company the best that it can be. Questions: How effective is this memo at explaining the importance of following a code of conduct, of acting ethically, and of communicating clearly?
What changes would make it more persuasive or inspiring for the intended readers? Managing Unethical Situations Always keep in mind that unethical behavior has potentially serious consequences. It could damage your reputation as well as cost you your job and your ability to find a new job.
You could forfeit the right to practice your profession. You could also be subject to civil suits for damages caused by your unethical behavior. If your actions were also illegal, you could be fined or jailed. Instead, explain your dilemma carefully. Ask the individual to clarify the request.
Note also that people of different cultures might have different ethical perspectives. Here again it might be a case of competing right answers instead of a question of right or wrong. Review the code of conduct of your profession or company for passages that might support or challenge your position. If you see something occurring on the job that you think is unethical, discuss the situation with your supervisor or mentor in writing, if possible.
If your investigation fails to satisfy you that the activity is justified, consider your several ethical obligations, including to yourself, to your profession, and to the public. Always make the decision that you could live with if your decision were made public—the decision that would make your parents and teachers proud of you. As a final piece of advice, keep in mind that you bring two important credentials to a job: a knowledge of your field and a reputation for integrity.
What are the specific aspects of this dilemma that make you uncomfortable? What are your competing obligations in this dilemma? What advice does a trusted supervisor or mentor offer? What are you unwilling to do? What are you willing to do? How will you explain or justify your decision?
Visit the website of two major employers in your field. Locate the code of conduct for each. What are the similarities and differences in the two codes of conduct? What are the values that each employer espouses? What does each employer expect from its employees? What does each employer expect from its executives? What can you tell about each employer from the code of conduct? Based on your review of the two codes of conduct, which employer would you prefer to work for? Summarize your findings in a memo, and share this memo with your colleagues.
The Ethisphere Institute ethisphere. Do you agree or disagree with this assessment? Report your findings in a slide presentation addressed to majors in your field. You have been assigned as the project manager for a new bridge that your company hopes to build in a foreign city.
In the taxi on the way to the building site, you ask the vice president about the gift. He smiles and changes the subject of conversation, but you are still worried that the gift giving was unethical and might also be illegal. Managing this project would give a real boost to your career.
It could lead to more international opportunities and higher visibility in your profession as well as executive positions at your company and possibly job offers from prestigious competitors. It could also terminate your career if it were determined that you were involved in bribing a foreign official. What should be your next steps in addressing this dilemma? What sources of information could you consult—about applicable laws, about ethics, about intercultural communication?
Who could you talk to? What documents or messages, if any, should you write? The US Centers for Disease Control publishes a report with a one-page infographic summarizing key medical advice regarding women and the drinking of alcohol during pregnancy see Figure 3—5. Aimed at preventing fetal alcohol syndrome, the infographic urges women of childbearing age to avoid drinking alcohol if engaging in sex without using birth control.
If you were a technical communicator at the CDC responsible for monitoring social media, how would you address the comments of the critics? Quick Tips If you want your report to be read, use a style that your readers can follow easily.
The Paragraph We define a paragraph as a group of sentences that begins with a statement of their central idea. The supporting sentences build on the idea stated in this topic sentence and should occur in a logical order. Examples for study. Effective report segments result from effective paragraphs. Examine the introduction to a technical report shown in Figure 4—1. Having the purpose statement at the beginning of a paragraph helps readers find the purpose statement.
In , the U. The conclusions of that study, based on preliminary research, were that disposal of oil field wastes into salt caverns is feasible and legal. If caverns are sited and designed well, operated carefully, closed properly, and monitored routinely, they can be a suitable means for disposing of oil field waste Veil et al.
Considering these findings and the increased U. Report Purpose The purpose of this report is to evaluate the possibility that adverse human health effects carcinogenic and noncarcinogenic could result from exposure to contaminants released from the caverns in domal salt formations used for nonhazardous oil field waste disposal. The evaluation assumes normal operations but considers the possibility of leaks in cavern seals and cavern walls during the post-closure phase of operation.
It does not consider the risks associated with emissions from surface equipment operating at the site, nor does it consider the risks associated with surface oil leaks or other equipment-related spills or accidents.
The study focuses on possible long-term risks to human health. It does not address potential ecological effects, although such effects could result. Also, risks associated with naturally occurring radioactive materials NORM are not addressed. This preliminary assessment estimates risks associated with disposal in a single generic cavern only.
No attempt has been made to address the possibility or likelihood that several caverns may be located in relatively close proximity and that more than one cavern could be a source of contamination to a given receptor. Also, no attempt has been made to evaluate the possible impacts of synergistic effects of multiple contaminants on a single receptor. Because the history of salt cavern use for solid waste disposal is very limited, no readily available data could be accessed for this study.
As a result, data from similar operations and professional judgment were used to develop the possible release mechanisms assumed in this hypothetical, generic analysis. The validity of the results would be enhanced if real data could be used. As data are generated on the use and post-closure operations of salt caverns used for solid waste disposal, they should be incorporated to update this study. Report Development Process Moves from broad to specific in supporting information In this assessment, several steps were followed to identify possible human health risks.
At the broadest level, these steps include identifying a reasonable set of contaminants of possible concern, identifying how humans could be exposed to these contaminants, assessing the toxicities of these contaminants, estimating their intakes, and characterizing their associated human health risks. Report Plan The remainder of this report consists of nine sections.
Section 2 provides background on the development, use, and closure of salt caverns that may be used for disposal of nonhazardous oil field wastes and possible cavern release scenarios. Section 3 identifies contaminants of potential concern that could cause harm to human health.
Sections 4, 5, and 6 provide information for assessing potential exposure pathways that the contaminants of concern could take to reach human populations. Specifically, Section 4 describes fate and transport mechanisms of the contaminants of concern; Section 5 describes specific hydrogeologic conditions of locations where salt caverns are most likely to be used for oil field disposal Gulf Coast, Texas, and New Mexico ; and Section 6 describes potential release modes that could cause contaminants to leak from the cavern and be transported to areas where human populations may be exposed.
Section 6 also estimates possible concentrations of the contaminants to which humans could be exposed under various release scenarios. Section 7 describes the toxicity of those contaminants that could come in contact with humans, given the fate and transport mechanisms identified in Section 5 combined with the potential exposure pathways described in Section 6. Section 8 estimates the potential intakes of those contaminants by humans and characterizes the risks to which those humans may be subjected on the basis of the intake of the contaminants the potential for harm , their toxicities, and the release assumptions.
Section 9 addresses the sensitivity of the estimated risks to operating procedures and potential regulatory structures, and Section 10 summarizes the results of the analyses.
Topic sentence helps readers anticipate presentation of the nine sections. Naming each section allows the writer to show relationships among the sections. While the final paragraph is the longest of this introduction, its structure allows you to follow easily the development of the paragraph. The topic sentence introduces the paragraph and the list. The listing strategy emphasizes the six items that take front and center in the Ashton Lake project.
In this situation, listing highlights the rhetorical immediacy of the problem. A traditional paragraph with linear text would obscure the concerns Figure 4—3. Avoid excessive use of any writing technique—too many short paragraphs, too much enumeration first, second, third, etc. Compare Figures 4—4 and 4—5. Which do you find easier to read? Financial feasibility of the project 2.
Ability to raise the necessary funds 3. Project maintenance, including long-term 4. Effect of project on changing lake water levels 6. In addition, the concerns stated suggest that the project, if approved, will have to be funded strictly by private donations rather than city or county parks money.
The EDC expressed a major concern that the project may not be as familyfriendly as needed because it would require extensive funding to develop the recommended recreation facilities. If the reader has a thorough knowledge of the subject, you can use acronyms, specialized nomenclature, and jargon that readers in a specific discipline regularly read and use.
Another possibility is to substitute phrases or words that clearly express your meaning. An MRI scanner can monitor the perfusion of the brain to determine if a neurological disease is present. An MRI scan uses a magnetic field to generate enhanced images that show certain parts of the body. The hydrogen atom provides a crucial component in the generation of an MRI scan. The hydrogen atom contains a single proton that interacts with the magnetic field generated by the MRI.
The hydrogen atoms in a specific area of the human body will behave differently due to the presence of a magnetic field. The MRI scanner will detect the behavior of these hydrogen atoms to generate an enhanced image of that area.
In many MRI procedures, a contrast agent is used to further enhance the image of the body by increasing the brightness of the tissue being examined. These contrast agents work by altering the local magnetic field in the tissue being examined to generate an illuminated image of that tissue on the MRI scan. Unfortunately, contrast agents have limited functions when physicians attempt to study the human brain.
The blood brain barrier filters out any unwanted chemicals that may travel through the brain. Since the blood brain barrier is very effective in its function, the chemicals in the contrast agents will be filtered out by this membrane structure. If a neurological disease is present in the brain, it can weaken the blood brain barrier and allow these unwanted chemicals to pass through [3]. The contrast agent would be useful for studying the disease in this situation.
Many methods have been created to penetrate the blood brain barrier. My proposed method will strengthen the interaction between hydrogen atoms with the magnetic field via electrical signals. During an MRI scan, an electrical signal will be emitted around the neck area. This signal will mark the hydrogen atoms that are in the vicinity of the emitted signal. Because no external chemicals are introduced, the blood brain barrier will not detect any foreign chemicals and will let the marked hydrogen atoms into the brain.
The hydrogen atoms will travel through the bloodstream around the brain acting as beacons. They will then interact with the magnetic field of the MRI, allowing the MRI to enhance the image of the brain, much like contrast agents [4]. You can also ask people who know your readers to aid you in finding out preferences in organization, style, and length. When you begin a job assignment, ask your supervisor for his or her preferences in these three areas.
Determine whether a particular style will be expected. Use the company style sheet and templates. But remember that you still must adapt what you say to your intended readers. Adjust the style to the readers, the purpose, and the context. Most business and technical writing should strive for as much conciseness as possible because of the large quantity of information that most readers confront. E-mail messages should have concise paragraphs and concise sentences.
Even in complex, highly technical reports, readers value conciseness: the longer the report, the less likely that anyone will read all of it. The hydrogen atoms in the human body are very important in an MRI procedure. One hydrogen atom contains a single proton that behaves differently when the MRI emits a magnetic field around that area. In many MRI procedures, a contrast agent a compound fluid is used to further enhance the image of the body by increasing the brightness of the tissue being examined.
The injection of contrast agents into the body will help the MRI scan retrieve information such as blood flow and other related physical characteristics [2]. Limits of the MRI Unfortunately, contrast agents have limited functions when physicians attempt to study the human brain. During a dynamic MRI scan, an electrical signal will be emitted around the neck area. Subject and Purpose This research will focus on developing a new method of performing a dynamic MRI scan on the human brain. This new method involves emitting an electrical signal into the body to interact with the hydrogen atoms and performing a dynamic MRI scan.
To determine the effectiveness of this new method, I will analyze the MRI scan to determine the rate of perfusion in the brain. When you write concisely, you include all that you need to say without extra words and phrases that contribute little to the main idea. Brevity means that you aim only for economy, rather than completeness of thought. Watch sentence length. Keep subjects and verbs close together.
Avoid pompous language; write to express, not to impress. Use active voice for clarity. Documents composed of consistently long sentences can become difficult to read. Sentence length should vary, but consider revising sentences longer than fifteen to twenty words. Even legal documents can benefit from shorter sentences and have improved as a result of Plain Language laws that now govern insurance policies and many other legal documents.
Many government entities want their public documents written in concise, easily understood sentences. For example, Before: This Appendix contains a brief discussion of certain economic and demographic characteristics of the Area in which the County is located and does not constitute a part of this Official Statement. Information in this Appendix has been obtained from the sources noted, which are believed to be reliable, although no investigation has been made to verify the accuracy of such information.
The Appendix does not constitute part of this Official Statement. Information in the Appendix has been obtained from the sources noted. They are believed to be reliable. However, the accuracy of the information has not been verified. A recipe for sentence clarity: keep the subject of the sentence and the verb close together, and emphasize verbs.
The more verbs in a sentence, the sharper and more direct the sentence. For example, John loves Mary because she inherited money. For example, When they plan investment portfolios, financial planners recommend a variety of investments because they resist rapid economic changes.
The sentence lacks directness and conciseness. Compare the two versions. Can you see the difference? In English sentences, the more verbs and verbals a writer uses, the easier it is for the reader to understand the sentence s.
In addition, make the actor the subject and follow it with a concrete verb that identifies what the actor does. For most writing, use specific concrete subjects and verbs. Instead of: There is now no effective existing mechanism for introducing into the beginning initiation and development stages requirements on how to guide employees on how to minimize errors in product development efforts.
Note that the sentence begins with the actor in the subject position and two verbals. Instead of: Our lack of pertinent data prevented determination of committee action effectiveness in funding target areas that needed assistance the most. Note that the sentence incorporates two clauses and two verbs.
Use, assuming we know who did what action: Because we lacked pertinent data, our committee could not determine whether we had targeted funds to areas that needed assistance the most. Note the revision of the sentence has four interlocking clauses and four verbs; placing clear subjects close to their verbs makes clear who does what action. In addition, the short sentence followed by the longer, explanatory sentence also clarifies the meaning.
The concept of simplicity relates to the concept of naturalness. Writers often believe they must sound learned, aloof, and sophisticated to impress readers. The idea that direct writing lacks sophistication frequently derives from writing done in secondary school. Teachers encourage high school students to expand their vocabularies.
Academic writing in college reinforces the importance of using jargon-laden language to convince the professor that the student knows the subject and the terminology of the discipline.
On the job, however, verbose writing may be ignored or misread by readers who are interested in gleaning information relevant to their job needs as quickly as possible. B Please expect large amounts of e-mail and try to answer it quickly.
Note that you can read B more easily and quickly than A. The tone of A sounds pompous. Remember that writing exists for human beings, and few of us enjoy writing that seems harder to read than it needs to be. But direct, concise writing that uses a conversational style will usually be appreciated by your readers.
Using shorter rather than longer sentences also helps readers follow your thoughts: Please give immediate attention to insure that the pages of all documents prepared for distribution are numbered sequentially and in a place of optimum visibility. This is needed to facilitate our ability to refer to items during meetings.
Place numbers in the upper right-hand corner. Sequential numbering helps us locate material during meetings. Three additional examples: 1. This fund is a major source of money for the encouragement of significant discoveries and innovations made in behalf of research relevant to community health. Our firm supports this research because the products of this research improve community health. As a result of their expertise, the consulting team is provided with the opportunity to make a reasonable determination of the appropriate direction to proceed regarding their selection of information systems.
It is our contention that the necessary modifications should be made to make the system operational because its complete replacement is economically prohibitive.
Complete replacement costs too much. Examine the following three examples: 1. Our appraisal system is broken: it is inefficient, it is unfair, and it is costly. My decision is based on the assumption that he will soon be retiring. Our office has been provided with the authority to be instrumental in the selection of a new computing system. As these examples and the ones that follow show, the clearest sentences focus on the agent and the action the verb : 1.
There are two systems presently available for testing job candidates. There are several national and global organizations dedicated to promoting environmental sustainability for healthcare facilities.
The structure of a sentence—the arrangement of words—affects the clarity of the sentence. In active voice, the agent that does the action occurs next to the verb, the agent and the action both appear in the sentence, and the agent appears as the subject of the sentence.
The result? Clear, concise, direct sentences. Before: A Attempts were made by the division staff to assess the project. After: agent verb B The division staff attempted to assess the project. Sentence A uses passive voice.
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