Textbook Focus
Section
The following
material is intended to help you
in learning the important material in English 303. It is not
intended
to replace your reading of the textbook; rather, it is intended to tell
you the terms, concepts, and areas on which you need to focus in your
reading.
Important terms, concepts, ideas, and sections are highlighted in red
text. Use the following list to go to
the appropriate
week. Use the Back Button on your Web browser or the link at the
bottom of each section to return to this
list.
Week One: Chapters 1, 5, and 6
Chapter
1: Introduction to Technical
Communication
- P. 5: Various roles of technical communicators; intended to show
how
widespread
technical communication is, both externally and internally.
- Pp. 6-10: The Characteristics of Technical Communication (on
homework).
- Pp. 10-13: Measures of Excellence in Technical Communication.
Notice
why
it is necessary for technical writing to be clear, accurate, accessible, and professional in
appearance.
Note on page 13 why it should also be correct
so far as language is concerned: "If your writing is
full or errors, readers will wonder if you were similarly careless in
gathering, analyzing and presenting the technical information."
Chapter 5: Analyzing Your Audience and
Purpose
- Explanation of the basic categories of readers or audiences on
pp.
94-110;
the chart on pp. 99-100 is a good summary.
- Basic characteristics of readers are covered on pp. 100-104. Note
that
this discussion is intended to make you aware of your readers as
particular
audiences who have particular needs for knowledge in a particular
context.
Look at the questions on p. 104 as examples.
- Multiculturalism is discussed on pp. 107-110; the point is to see
that
not only do readers have different interests and understandings of a
field,
but that they may also be from a culture different from that of the
writer;
thus, the writer will have to consider cultural and linguistic
differences
in addition to differences in understanding and need.
Chapter 6: Communicating Persuasively
- Beginning on p. 106 is a discussion of the reader's broader
goals, or
needs, such as security; and a discussion of the the constraints under
which a writer works, all of which impose limits on what a writer may
say and appeals that may be made to the audience.
- The use of evidence is discussed beginning on p. 109; because of
the
belief
in the scientific and technical world of the importance of evidence,
the
correct use of evidence in technical writing is particularly
important.
And, it is important to avoid the logical fallacies discussed on pp.
113+
because they will either be deceptive or will make the reader doubt the
reasoning ability of the writer.
To return to the
list of Weeks
Week Two: Chapters 7 and 8
Chapter 7: Researching Your Subject
- Be sure that you understand the distinction between Primary Research and Secondary Research
given on p. 124; know the strengths and weaknesses of
each.
- Pages 128-137 give many of the sources of Secondary
Information; you will be expected to use these kinds of
sources for your own research,
including both hardcopy or printed material and electronically
available
information, including the Internet.
- Be sure you thoroughly understand the information on Paraphrasing
(p. 139), Quoting (p.
141), and Summarizing (p. 142).
There is a discussion of these distinctions on the English 303 Web
site,
listed in the Table of Contents under Information
about Documentation and Plagiarism and under Summarizing,
Quoting, and Citing Print and Electronic Sources. The
information
under How to Take Notes: Examples of Note
Cards
and Source Cards gives examples of correctly done note and
bibliography
cards. You will be expected to take your notes as explained on
the English 303 web site.
- So far as this class is concerned, there are
only
two ways
to handle information from a source: it must either be
put in your own words (called paraphrasing and summarizing
by
the textbook) or quoted, which
must
be done exactly as it is in the original source. IN BOTH CASES, YOU MUST GIVE THE ORIGINAL SOURCE
OF THE
INFORMATION. Giving the sources will be referred to as
"documantation."
- Page 145 discusses evaluating secondary information, both library
information Internet sources. The Technical Communication web
site: http://www.bedfordstmartins.com/techcomm
under the Chapter 7 LInks Library, has several useful links on
evalulating internet information. The following site,
listed there, gives good information about evaluating Authorship,
Publishing body, Point of view or bias, Referral to other sources,
Verifiability, Evaluating Web sites is discussed on this site: http://ollie.dcccd.edu/library/Module3/mod3main.htm
- Pages 145-149 discusses Primary Research. Pay particular
attention to
the
discussion of Experimentation, on
pages
147-148, and on Interviews, on
pages
150-151. The material on Experimentation should be read in conjunction
with the Internet 303 material on the Scientific
Method, listed under The
Scientific
Method and Logical Analysis and under Induction,
Deduction, and Categorical Syllogisms in the Table of
Contents.
The homework questions cover much of
the information in Chapter 7.
Chapter 8: Organizing Your Information
- Chapter 8 focuses on organizing information. Know and be
able to
define the Basic Patterns of Organizing Information beginning on p. 162.
- Pay particular attention to the Problems-Methods-Solution
pattern (p. 175), as you will be using a similar one in this course in
the Long Report. The Contrast/Comparison
method, described on pp. 167-171 will be used in your first paper
(specifically,
the "Part by Part" arrangement outlined on p. 170).
- The Cause/Effect section on pp. 178-179 gives a short discussion
of causal
arguments and logical fallacies.
This information should be considered along with the material on
mentioned
in Chapter 6 on the Scientific Method and Logical Analysis.
To return to the
list of Weeks
Week Three: Chapters 17
and
13
Chapter 17: Writing Proposals
Important terms and concepts:
- External Proposals
- Internal Proposals
- Invitation to (or for) Bid (ITB)
- Request for Proposals (RFP)
- The Structure of Proposals (summarized
on
the top of page 442, at the left)
- Proposal Format (shown in the sample
proposals, beginning on page 452.
Note: The textbook points out that the
sponsoring agency may supply the proposal format and content
areas;
In this class, the format will be
specified; it is given in the section on English 303 Proposal Form in
the
Table of Contents; examples of these proposals are given
under
Two Examples of Proposal in the
Table
of Contents.
The 303 proposal will be an Internal
Research Proposal that will
follow the format specified on the English 303 web site.
Chapter 13: Designing the
Document
This chapter emphasizes document design
for various types of technical
communication.
- Page design is thoroughly discussed beginning on page 222298338.
Pay
particular
attention to the terms "chunking" (p. 298),
"queuing" (p. 298) (showing levels
of importance), page grids, (p.
300), "white space" (p. 300),
and columns (p. 303). These
concepts
and the accompanying discussions give valuable ideas for laying out a
text
that presents material clearly and accessibly. Some of this information
is also discussed on the 303 Web site, under the section Formatting
of Technical Writing Papers under Basic
Information about Technical Writing in the Table of
Contents.
- Pay close attention to the discussion of type
faces and sizes, line lengths,
line
spacing, and text justification
as they affect document readability.
- This chapter ends with a discussion of headings on p. 309. The
303
Internet
material has a discussion of heading and how they are to be used in
this
class in Headings
and Examples
of Levels of Headings listed in the Table of Contents.
To return to the
list of Weeks
Week Four: Chapters 17, 13,
and 3
Chapter 17: Proposals -- covered
under Week Three.
Chapter 13: Designing the Document
- This chapter is is partially covered under Week Three. Look
also
at the information about overall page design as it influenced by the
audience
and the writer's resources.
Chapter 3: Understanding the Writing
Process
Chapter 14: Creating Graphics
Follow the suggestions there and in the
English 303 web site concerning
graphics. You are to do your graphics as instructed on the
web
site, which also gives examples of how you are to place, number, and
title
graphics.
The following areas of Chapter 14 are
important:
- The Benefits of Graphics,
beginning
on page 320. Along with this discussion of benefits, read over the
Internet
material on graphics, listed under Graphics,
including
Propositional Knowledge, Simultaneous and Successive Presentation of
Information,
and the Three Types of Graphics, with Examples, all listed
in the Table
of Contents. This discussion is parallel to the text's discussion of
using
graphics to display relationships and other information more
effectively
than can be done by text. This use of graphics is discussed on
the English 303 web site, listed in the Table of Contents under the
concept of Simultaneous presentation of
data
in graphics as compared to the Successive presentation of data in
worded
text.
- Characteristics of an Effective Graphic,
beginning on page 321. Note in particular that Markel says that a
graphic
should have a distinct purpose, should be clearly labeled,
should
be placed in an appropriate location, should be introduced in the text,
and should be explained in the text. Some of these same points are
discussed
in the 303 Internet material; the Internet material gives examples of
how
graphics are to be numbered, labeled, and referred to in your technical
writing papers for this course.
- Much of the rest of the chapter is taken up with creating
graphics,
giving
examples of the uses of various graphic types and the use of color.
Page
331 has a summary, showing which types of graphics should be used for
various
technical writing purposes. For instance, a Map, Drawing, Photograph,
or
a Screen Shot would be used for "Illustrating Visual and Spatial
Characteristics."
You should be familiar with the various types of graphics so that you
will
have the largest possible means of presenting information to your
reader
in the most understandable form.
- The last part of the chapter, beginning on page 354, has a
section that
goes with the earlier discussion of "Writing for Multicultural
Audiences":
"Creating Effective Graphics for
Multicultural
Readers."
Note that hand gestures, graphic symbols, and reading patterns differ
in
different cultures. Graphics are sometimes considered an international
language but still have the possibility of being misread or
misunderstood.
- If you would like to do further
reading in
graphics,
one of the very best sources is given on page 671, in the References to
this
chapter: Edward Tufte's The Visual Display of
Quantitative
Information, a frequently-cited work in discussions of graphics.
Chapter 12: Drafting and Revising Front
and Back Matter
- Beginning on page 269, this chapter lists several sections that
will be
included in your long report. The chapter gives useful information
about
these sections, but you are
to use the 303 Internet material for
specific
instructions for these sections as to content and formatting.
Use this textbook chapter for an explanation of the kind of information
that goes into these sections.
- Of the sections listed on page 269, your long report will include
the Letter
of Transmittal, the cover
(a hard cover in which the whole paper is placed), the Title
Page, a one-page Abstract,
a Table of Contents, and a List
of Illustrations (or, more likely, a List
of Figures).
- The discussion of Abstracts, beginning on page 269, discussed two
types:
the Informative Abstract and the Descriptive
Abstract.
To clearly distinguish them, use the 303 Internet definitions given
under Other Terms and Concepts in
the
Table
of Contents for definitions of these two types of Abstracts. Your
Long Report is to include an Informative
Abstract.
- Examples of these sections as you are to do them in your long
report
are
included in the material on the Long Report, listed under Long
Report Information in the Table of Contents.
Chapter 19: Writing Formal Reports
- This chapter emphasizes problem solving reports that draw
conclusions
and
make recommendations, as will be done in your Long Report. Read
the
section
discussing "A Problem-Solving Model for Preparing Formal Reports,"
beginning
on page 486; pay particular
attention to the discussion of
establishing
and using Criteria on pp. 491-494.
- On the chart on page 492, Markel shows a comparison of
possible
solutions
(Options) according to Criteria. Your Long Report will be
comparing
Possible Solutions according to criteria that you develop and define.
- Chapter 19 discusses several reports with differing purposes:
- Informational Reports (p.
484) emphasizing
facts or results;
- Analytical Reports, (p.
484)
which
analyze information and then present conclusions; and
- Recommendation Reports,
(p.
485) which
give information, analyze it, and then go on to make recommendations
for
a certain course of action.
Markel than gives two report structures based on these three types: the
Problem-Solving Model for Preparing Formal
Reports
(p. 486) and the Understanding Feasibility
Reports (p. 490). If you examine the Guidelines for
Preparing
Feasibility
Reports beginning on page 491, you will see the component parts of your
Long Report:
- Identify the problem or opportunity (your Problem statement)
- Establish criteria for responding to the problem or opportunity
(your Criteria for a Solution)
- Determine the options (your Possible
Solutions)
- Study each option according to the criteria (your comparison of
Possible
Solutions under each Criterion)
- Draw conclusions about each option (your conclusion at the end
of each Comparison)
- Formulate recommendations based on the conclusions (your Overall
Conclusion and Recommendations)
- These sections are then explained and examples are given. Use
this
information
to supplement and clarify the Internet 303 material.
Markel: "Appendix: Reference
Handbook," pp. 591-661
This section of the textbook discusses Documentation
of source
material, telling what should be documented and giving various
documentation
styles. See also the section on this web site telling you how to
document your Long Report; this information is given under Discussion
of Researching the Long Report.
- Beginning on page 592 is a discussion of documentation styles,
giving a
discussion of documentation and examples of APA, CBE, and MLA styles.
You
will need an entry form to follow for your Bibliography in your
Proposal
and Long Report; these examples can be used.
- The entry format shown in the MLA "Works Cited" example on page
620
shows how to do individual bibliography entries as to capitalization,
undelining (italics) and use of quotation marks for article titles.
Follow those examples, with any changes called for by the nature of
the source (such as a web site). Single space the entries and
double
space between entries. All of this is shown in the sample
bibliographies
includes under the Long Report material on the Table of Contents.
- Be sure you are familiar with
the documentation system to be used for
your
Long Report: the Bibliography will be numbered and those numbers will
be
used for internal text documentation. As an example, (4:12) would refer
to source #4 in your Bibliography and then to page 12 in that source. This
system is discussed in the 303 Internet material, listed in the Table
of
Contents under Information about Documentation
and
Plagiarism and Sources of Information
and
Documentation for the Long Report.
To return to the
list of Weeks
Week Six: Chapters 9 and 20
Chapter 9: Drafting and
Revising Definitions and Descriptions
Definitions:
- The first section of Chapter 9 gives good advice and examples of
definitions;
you may find the material on Writing Sentence
Definitions on pages 197-198 particularly useful for writing
definitions to use in your technical writing material.
- Read also the advice given in the section on Deciding
Where to Place the Definition, beginning on page 202. The
first
place, in the text, is the preferable position for the papers you do in
English 303.
Descriptions:
The rest of Chapter 9 is devoted to
writing Descriptions, beginning
on page 204; because you will be writing some kind of description for
your
second paper and as part of the Final Examination, this information is
important. There is also a lengthy discussion of this type of writing
in
the 303 Internet material, listed under Description
of Processes and Instructions in the Table of Contents. Note
these areas:
- On page 204, under Processes, Markel says that "Readers
of a process description want to understand the process."
However, the reader of Instructions will actually "perform
the process." In other words, the process description
should not be addressed to the reader, telling the reader what the
reader
should do in order to perform the process.
- On page 205, under Analyzing the Writing Situation for
Descriptions,
Markel differentiates Descriptions of General
Process and Descriptions of
Specific
Processes (Markel calls them general descriptions and particular
descriptons): "If you want your reader to
understand
how a personal computer works, you will write a general description
that applies to several varieties of computers. If, however, you want
your
readers to understand how a specific computer works, you will write a particular
description." This discussion is parallel to the 303 Internet
information cited above. Note that neither a description of a
general process nor a description of a specific process is designed to
have the reader use them to perform the process; when the reader is
being instructed in performing a process, the writing will be a Set of
Instructions or a Manual.
Chapter 20: Writing Instructions and
Manuals:
- According to Markel, instructions (manuals) "are process
descriptions
written
to help the reader perform a specific task -- for instance, ;how to
install a water heater in a house" (p. 522).
- Chapter 20 gives a thorough discussion of writing manuals,
pointing out
the necessity of safety information (p. 523+), a particularly important
areas today. Markel then goes into a discussion of Drafting
Effective Instructions, beginning on page 526.
Remember
that with Process Descriptions,
discussed
in Chapter 9, the reader does not want to preform the process;
but
with Instructions, the reader will be performing the
process.
Markel gives these general guidelines for step-by-step instructions,
beginning
on page 528:
- Number the instructions.
- Present the right amount of information in each step.
- Use the imperative mood. [be sure you understand this
point]
- Include graphics.
- Do not omit the articles (a, an, the) to save space.
[In
other
words, don't use "telegraphic language"]
Use this information along with the
303 Internet material to prepare for
writing Descriptions
of General Processes, Descriptions
of Specific Processes, and Instructions.
To return to the
list of Weeks
Week 7: Chapters 3, 10,
and
11
Chapter 3: Understanding the Writing
Process
- Markel gives advice on drafting a paper effectively on page 39.
- Pay particular attention to the advice given beginning on page 42
under
"Studying the Document by Yourself." It is important to give
yourself
as much time as possible between doing a first draft and revising that
draft. You need to "Let it sit," Markel says, "to gain
some distance and see it as
your readers will."
Chapter 10: Drafting and Revising
Coherent Documents
- Markel goes on to give advice about various kinds of revision;
the
material
on writing
effective headings,
on writing
coherent lists, and on writing coherent paragraphs gives
useful
advice. You may also find useful the information about achieving coherence
within and between paragraphs, beginning on page 227.
- On page 228 is a good list of "Transitional Words and Phrases"
that can
be used to clarify the relationships between parts of the paper and
between
ideas. Use some of the appropriate Transition words and phrases
in
your papers.
- As you write your final draft, use the guidelines on page 231,
Revising
the Whole Document for Coherence.
Chapter 11: Drafting and Revising
Effective Sentences
Note these areas in Structuring Effective Sentences:
- Read the Guidelines for Creating Effective Lists, beginning on
page
239.
Note in particular the discussion of using a number,
letter, of symbol; breaking up long lists; and puctuating the
list
correctly, using a lead-in sentence. You will use a
list
in Instructions, Descriptions of Processes, and the Long Report.
- Also note the discussion of achieving the right level of
formality,
beginning
on page 248. Language must be adjusted to the audience and to the
impression
the writer wishes to make.
- Beginning on page 248, Markel gives advice about "Choosing the
Right
Words
and Phrases." Note the following areas:
- The use of Active and Passive Voice
on page 250;
- The definition of Jargon on
page
252;
- Avoiding Cliches and Euphemisms on
pages 253-254;
- The list of Wordy and Redundant Phases
on page 256;
- The list of Pompous Words on
page
255;
- Ways to avoid Sexist Language
on
pages
257-259; and
- The discussion of Simplified English
for
Nonnative
Speakers beginning on page 259.
To return to the
list of Weeks
Week Eight: Chapters 3, 9,
12, and 19
Review these chapters for help in
drafting and revising the Long Report:
- Chapter 3: Understanding the Writing Process --
Discussed
under
Week 7
- Chapter 9: Drafting and Revising Definitions and Descriptions
--
Discussed under Week 6
- Chapter 12: Drafting and Revising Front and Back Matter
--
Discussed
under Week 5
- Chapter 19: Writing Formal Reports -- Discussed under
Week 5
To return to the
list of Weeks
Week Nine: Chapters 2, 4,
21, and 16
Chapter 2: Understanding Ethical and
Legal Considerations
Chapter 2 defines Ethics as "the study
of the principles of conduct
that apply to an individual or a group"(p. 17).
After an introduction to Ethics, the
text explains Legal Obligations,
discussing these areas:
- Copyright law, including "Fair Use."
This area is very important to you as a student and as an employee. You
may find that as an employee of a company, you will not have as much
freedom
to incorporate the work of others into your own work as you had as a
student;
as a student, you were not creating works for profit; as an employee of
a commercial company, you would be.
- Trademark law. This area
is
also one
in which care must be exercised; as the textbook points out on page
21, you cannot 'xerox' anything,
you
can only photocopy it. One must be careful in the use of trade
names.
- Contract law. Manual
writers
need to
be careful in giving the warranty limitations of the company, for both
expressed and implied warranties.
- Liability law. This area
is
important
for technical communicators; the text points out on page 22 that
"Liability
is an important concern for communicators because courts frequently
rule
that manufacturers are responsible for providing adequate operating
instructions
and warning consumers about the risks of using their products."
In
other words, product documentation in the form of instructions and
manuals
is treated just like any other component of the product itself.
- Professional Codes of Conduct
are
discussed
beginning on page 23 and, as an example, the "Ethical Guidelines for
Technical
Communicators" from the Society for Technical Communication are
included
on page 25.
- The chapter ends (p. 26+) with Principles
for
Ethical
Communication, pointing out that the technical communication
has potential for the misleading use of language in such areas as
Euphemisms, Exaggerations, and Legalistic constructions.
Chapter 4: Writing Collaboratively
Collaboration in the classroom and in
the workplace is presently being
emphasized; the textbook gives a thorough discussion of both the advantages
and the disadvantages of collaboration on pp.
53-55.
It goes on the discuss Conducting Meetings
of
groups (pp. 55+), including how to conduct
efficient
fact-to-face
meetings within a collaborative group (p. 60), how to
communicate diplomatically (pp. 60-61), considerations for Gender
and Collaboration (pp. 66-67), and Collaborating
Across Cultures (p. 84).
Chapter 21: Creating Web Sites
Chapter 21 takes up an area probably
already familiar to the technical
communication student: Creating Web
Sites.
It disusses several topics of importance:
- Understanding the Process of Creating Web Sites (pp. 547+)
- Information about Creating and Coding the Content (p. 550+)
- Launching, Registering, and Maintaining a Web Site (552+)
- Examples of Effective Sites and Pages, with useful Guidelines
(pp.
555-561)
- Designing Sites for Readers with Disabilities (p. 561+)
- Designing Sites for Multicultural Audiences (p. 562)
- Ethics, Copyright Law, and the Web (p.
562+) including
Guidelines for Creating an Ethical Site. This area in
an increasingly important area.
Be sure to read this material before doing the final documentation for
your Long Report;
Chapter 16: Preparing Job-Application
Materials
READ THIS
CHAPTER THOROUGHLY; FOCUS ON THE
ADVICE AND EXAMPLES IT GIVES ABOUT APPLICATION LETTERS AND RESUMES.
The
Chronological Resume:
- Make sure it looks good (p.
397); errors
in it or a cluttered or disorganized appearance will reflect poorly on
you as to your ability to organize and handle important details. It may
also imply that you do not consider this employer important enough to
spend
time on the resume.
- Length (p. 398); cover the
necessary
information adequately. The
most
important
consideration is to fit length to content: "A resume should be
long
enough to include all the pertinent information but not so long that it
will bore or irritate the reader"(p. 398). As your experience and
accomplishments
grow, so will your resume. A two page resume should not be
considered to be long.
- Content Areas: The
following
areas
need to be covered; Markel gives suggestions about each.
- Identifying Information:
so
you can
be contacted.
- Job Objectives: Your
objectives so
far as this job is concerned.
- Education:
- Basic Information that
should be included
is your degree, the university granting the degree, the university
location,
the graduation date, and information about other schools attended.
- Elaborating on Education (p. 400):
Markel suggests listing one's grade point average, including a list of
courses taken in your major field, describing any special academic
accomplishments,
and listing any honors or awards received.
- Employment History (p. 401):
Include
dates,
the employing organization's name and location, and your position and
title.
Provide a two or three line description of what was done in each
position.
Tell what you did, who you worked with, skills you learned, equipment
you
learned to operate, responsibilities you had, and personnel you
supervised.
- Personal Information: Give
information
about outside interests that would reflect well on you for the
position,
such as job-related hobbies and participation in community
organizations.
And, Markel says, don't include information about activities that might
create a negative impression.
- References: On page
403-404,
Markel notes
that "70 percent of hiring officials want to
see
the full references, including the name, title, organization, mailing
address,
and phone number of each referee." References should
include both professors and employers.
- Other Elements that could
be
included
(p. 404): "Computer skills," "Military experience," "Language ability,"
and "Willingness
to
relocate" could all be factors in getting a job.
The Analytical Resume differs primarily
in that it includes a detailed section on Skills and Abilities.
The
Job-Application Letter (beginning
on page 470), is composed of four elements:
- The Introductory Paragraph
identifies
your source of information, identifies the position you are interested
in, states that you wish to be considered for that position, and
forecasts
the rest of the letter.
- Note:
Added
Introductory
Information -- In
addition to the introductory
information
specified by Markel, also include in the introductory paragraph or in a
new paragraph to follow it (preceding the education paragraph) some
information that will help to individualize
your application letter: how you came to be interested in this field,
areas
in which you would particularly like to work, your goals and
aspirations
in this field and/or this organization. Use this type of
information
to individualize the letter so that your application is more than a
statistical
account of your background.
- The Education Paragraph
should
focus
on courses and activities in your education that help prepare you for
the
job being applied for. Consider both courses in the major and related
courses.
Include special projects and extracurricular activities.
- The Employment Paragraph
should
emphasize
skills and activities done in your employment that would serve to make
you a good employee for this job. These skills do not have to be
major-field
skills; one can learn to supervise personnel, handle money, and meet
the
public in many jobs.
- The Concluding Paragraph should
refer
to your resume, request an interview, and include contact
information.
To return to the
list of Weeks
Week Ten: Chapters 9 and 20
Review these Chapters for the Final
Examination:
- Chapter 9 - Drafting and Revising Definitions and
Descriptions
(covered
under Week 6)
- Chapter 20 - Writing Instructions and Manuals (covered under
Week 6)