Technical Communication
EDITING AND REVISION SYMBOLS Symbol
Problem
page
ab acr agrp
wrong abbreviation unclear acronym error in pronoun agreement error in subject-verb agreement analogy needed act ive voice needed biased language wrong pronoun case capital letter needed words add clutter combined sentences fau lty contraction faulty coordination comma splice dangling mod ifier euphem ism sentence fragment fau lty "it" sentence opener needless jargon misplaced modifier negative phrasing nominalization offensive language overstuffed sentence overstatement faulty paralleUsm faulty punctuation period question mark exclamation point sem icolon colon comma apostrophe quotation marks
696 228 683
agrsv an av bias ca cap cl comb cont coord cs dgl euph frag it jarg mod neg nom offen OS
over par pct
.I ?I
!I ;I :/ ,/ apl
"/"
682 231 213 236 687 696 222 223 693 685 682 683 228 680 218 227 212 22 1 220 237 216 229 684 687 688 688 688 688 689 689 692 693
Symbol
[JI
Problem
brackets parentheses ()/ --/ dash ... I elJipses ital italics hyphen -I pref needless preface needless preposition prep passive voice needed pv qua/ needless qualifier red redundant phrase ref faulty pronoun reference needless repetition rep run-on sentence ro sexist sexist usage short short sentence needed simple si mpler word needed misspelled word sp specifi c word needed spec st mod stacked modifying nouns faulty subordination sub faulty "there" sent. opener th tone inappropriate tone transition needed trans trite overused expression ts fau lty topic sentence sentence variety needed var w wordiness WO fau lty word order WV weak verb WW wrong word faulty numbering # new paragraph needed 'flcoh paragraph Jacks coherence 'fl lngth paragraph too long or short 'fl un paragraph Jacks unity
"'
page
694 695 695 694 695 696 218 220 215 222 217 211 217 681 237 225 226 698 230 212 686 218 232 701 228 202 225 217 212 219 230 697 201 203 204 202
Fig.1.2 Fig. 2.3 Fig. 2.4 Fig. 2.5 Fig. 2.6 Fig. 2.7 Fig. 3.4 Fig. 4.6 Fig. 4.7 Fig. 5.1 Fig. 5.2 Fig. 5.3 Fig. 5.5 Fig. 6.4 Fig. 7.6 Fig. 7.7 Fig. 7.8 Fig. 8.2 Fig. 9.3 Fig. 9.4 Fig. 9.5 Fig. 9.7 Fig. 10.1 Fig. 10.2 Fig. 10.3 Fig. 10.4 Fig. 12.38 Fig. 13.1 Fig. 13.2 Fig. 14.3 Fig. 14.4 Fig. 14.5 Fig. 14.6 Fig. 14.7 Fig. 15.1 Fig. 15.2 Fig. 15.3 Fig. 15.4 Fig. 15.5 Fig. 16.1 Fig. 16.4 Fig. 16.5 Fig. 16.6 Fig. 16.7 Fig. 16.8 Fig. 16.9 Fig. 16.10 Fig. 16.11
Effective Technical Document 9 Technical Version of Emergency Treatment Report 21 Semitechnical Version of Figure 2.3 22 Nontechnical Version of Figure 2.3 23 Web Page Designed for Multiple Audiences 26 Audience and Use Profile 31 Persuasive Letter 56 Examples of Plagiarism 75 Sample Code of Ethics 79 Form for Evaluating Team Members 85 Planning Form for Collaborative Project 86 Document Edited Using a Track Changes System 94 Inappropriate Email for Global Audience 99 foinal Edited Version of Report 116 Text of Informative Interview 1·11 Questionnaire Co\•er Letter 144 Questionnaire 145 Web Site That Offers a Particular Perspective I55 Article to Be Summarized 178 Summary of Figure 9.3 182 More Compressed Summary of Figure 9.3 183 Executive Abstract 187 Document with Standard Structure 194 Document with Nonstandard Structure 195 Formal OuLline 198 Modu le from a Storyboard 200 Planning Sheet for Preparing Visuals 285 Ineffective Page Design 295 Effective Page Design 296 Standard Memo 323 Transmittal Memo 326 Summary or Follow-up Memo 327 Routine Miscellaneous Memo 328 Memo That fncludes a Visual 330 Workplace Email 335 Offensive Email 337 Diplomatic Email 339 Email Misusing Decorative Font 3,10 Email for Global Audience 344 Standard Workplace Letter 352 Bad News Letter 365 Unsolicited Inquiry Letter 366 Request for Informative Interview 367 Routine Claim Letter 369 Arguable Claim Letter 370 Sales Letter 372 Positive Adjustment Letter 37'1 Negative Adjustment Letter 375
Fig. 17.2 Fig. 17.3 Fig. 17.4 Fig. 17.5 Fig. 17.6 Fig. 17.7 Fig. 17.8 Fig.18.1 Fig. 18.3 Fig. 18.4 Fig. 18.6 Fig. 19.1 Fig.19.2 Fig. 19.3 Fig. 19.4 Fig. 19.5 Fig. 19.6 Fig. 19.7 Fig. 19.8 Fig. 19.9 Fig. 20.4 Fig. 20.5 Fig. 20.7 Fig. 20.8 Fig. 20.10 Fig. 20.11 Fig. 20.12 Fig. 20.13 Fig. 21.1 Fig. 21.2 Fig. 21.3 Fig. 21.4 Fig. 21.5 Fig. 21.6 Fig. 21.7 Fig. 21.8 Fig. 21.9 Fig. 22.1 Fig. 22.4 Fig. 23.1 Fig. 23.2 Fig. 23.3 Fig. 23.4 Fig. 24.1 Fig. 24.4 Fig. 25.1 Fig. 25.2 Fig. 26.1 Fig. 26.2
Reverse Chronological Resume 386 Functional Resume 387 Scannable Resume 389 Searchable Resume 392 Solicited Application Letter 394 Unsolicited Application Letter 395 Webfolio 399 An Effective Definition 4 12 Expanded Definition (Semitechnical) 419 Expanded Defmition (Nontechnical) 421 Definition for Laypersons 424 Product Description 430 Process Description 431 Process Description in Visual Format 434 Mechanism Description (Nontechnical) 437 Process Description (Nontechnical) 440 Specifications for a Building Project 445 Technical Marketing Web Page 448 Technical Marketing Brochure 449 Technical Marketing Fact Sheet 450 Hyperlinked Instructions 461 Wordless Instructions 463 Adequate Detail for Laypersons 467 Complete Instructions for General Readers 475 Stills from a Set of Video Instructions 479 Safety Procedures 481 Standard Operati11g Procedure 482 Usability Survey 484 Progress Report on the Job 492 Progress Report on Term Project 493 Periodic Activity Report 496 Trip Report 497 l\!eeting Minutes 500 Feasibility Repon 502 Recommendation Report 504 Justification Repon 506 Peer Review Report 508 Summary of Feasibility Study 5 17 forma l Analytical Report 538 Planning Proposal 560 Research Proposal 56 1 Sales Proposal 564 formal Proposal 578 Planning Sheet for Oral Presentation 593 PowerPoint Presentation 607 Interactive Web Page 622 Well Written and Designed Web Page 625 External Corporate Blog 637 Twitter Feed 640
A Guide to the CHECKLISTS Checklist Usability
32
Checklist Persuasion
59
Checklist Ethical Communication
78
Checklist Teamwork and Global Considerations
102
Checklist Proofreading
120
Checklist The Research Process
17 L
Checklist Summaries
188
Checklist Organizing Information
207
Checklist Style
242
Checklist Visuals
288
Checklist Page Design
315
Checklist Memos
33 1
Checklist Email and Text Messsaging
346
Checklist Leners
376
Checklist Resumes
405
Checklist Application Letters
406
Checklist Supporting Materials
406
Checklist Definitions
426
Checklist Technical Descriptions
452
Checklist Specifications
453
Checklist Technical Marketing Materials
454
Checklist Instructions and Procedures
485
Checklist Informal Reports
507
Checklist Analytical Reports
552
Checklist Proposals
588
Checklist Oral Presentations
618
Checklist Writing and Designing Web Pages
630
Checklist Social Media
641
A Topical List of the GUIDELINES Boxes General Skills Analyzing Audience and Purpose Persuasion Ethical Communication Proofreading
28 53 80 11 8
Teamwork Managing a Collaborative Project Running a Meeting Listening Actively on a Team Peer Review and Editing Global Team Communication
83 88 91 96 101
Research and Avoiding Plagiarism Researching on the Internet Jnformationa1 Interviews Surveys Evaluating and Interpreting Information Summarizing Information Recording Research Findings Quoting the Work of Others Paraphrasing
135 142 146 169 176 644 645 648
Organization and Style Outlining Deciding about Tone Nonsexist Usage Inoffensive Language
199 233 237 238
Visuals Creating Tables and Graphs Creating Charts Creating Graphic Illustrations Using Photographs Using Videos Incorporating Color Obtaining and Citing Visual Materials Fitting Visuals with Text
262 269 274 275 277 282 286 287
Document Design Shaping the Page Styling the Words and Letters Adding Emphasis Using Headings
303 307 307 311
Memos, Email, Text Messages, and Letters Memos Writing and Using Email Choosing Email versus Paper, Telephone, or Pax Text Messaging
329 342 344
345
Letters in General Conveying Oad News in Letters Inquiry Letters Claim Lellers Sales Letters Adjustment Lcllcrs
362 363 368 371 373 376
Getting a Job Hard-Copy Resumes Emailed and Scannable Resumes Online Resumes Application Letters Dossiers, Portfolios, and Webfolios Interviews and Follow-up Letters
388 390 391 396 400 403
Reports and Proposals Progress Reports Periodic Activity Reports Trip Reports Meeting Minutes Feasibility Reports Recommendation Reports Justification Reports Peer Re,riew Reports Reasoni ng Analytically for a Formal Report Proposals
491 494 495 499 501 503 505 507 550 575
Other Documents Definitions Descriptions Specifications Technical Marketing Materials Providing Appropriate Detail in Instructions Designing Instructions
425 443 446 452 466 472
Oral Presentations Creating Readable/Understandable Visuals Using Presentation Software Presenting Visuals Managing Listener Questions Delivering Oral Presentations Wcbinars and Distance Presentations
603 608 612 614 614 617
Web Pages and Web-Based Communication Writing Web Pages Designing \Veb Pages Addressing Global Audiences Writing and Using Biogs and Wikis Writfog and Using Social Networks
624 626 629 638 639
Technical Communication John M. Lannon University of Massachusetts, Dartmouth
Laura J. Gurak University of Minnesota
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Tokyo
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Detailed Conten ts ix P reface xxi
PART
1
Communicating in the Workplace
1
2 3 4 5 6 PART
2
PART
3 4
Persuading Your Audience 35 Weighing the Ethical Issues 61 Team,vork and Global Considerations 82 An Overview of the Technical Writing Process
Thinking Critically about the Research Process Evaluating and Interpreting Informatio n 152
124
Summarizing Research Findings and Other Information
Organizing for Readers
173
191
192
Editing for a Professional Style and Ton e 209 Designing Visual I n fo rmation 245 Designing Pages and Documents
292
Specific Doc uments and Applications
14 15 16 17 18 19 20 21
105
123
Organization, Style, and Visual Design
10 11 12 13 PART
Introduction to Technical Communication 2 Meeting the Needs of Specific Audjences 16
The Research Process
7 8 9
I
317
Mem os 318 Email and Text Messaging 333 Workplace Letters 348 Resumes and Other Job-Search Materials 379 Tech nical Defirutions 408 Technical Descriptions, Specifications, and Marketing Materials Instructions and Procedures 456 Informal Reports 489
428
vii
Brief Contents
22 23 24 25 26 PART
5
Formal Analytical Reports 510 Proposals 554 Oral Presentations and Webinars Web Pages 620 Social Media 633
590
Resources For Technical Writers
643
A Quick Guide to Documentation 644 A Quick Guide to Grammar, Usage, and Mechanics
Works Cited Index
709
704
680
Preface
M eeting th e Needs of Specific 2 Audiences
xxi
16
PART
1
I
Analyze Yo ur Document's Audience and Purpose 18
Introduction to Technical Communication 2
Technical Communication Is Part of Most Careers 5 Technical Communicators Play Many Roles
6
Main Features of Technical Communication
7
7
Purposes of Technical Communication
Assess the Audience's Technical Background Semitechnica1 Audience
22
Nontechnical Audience
23
CASE Tailoring a Single Document for Multiple Audiences 24
An ticipate Your Audience's Preferences
Tone
10
Budget
25
27 27
27
Guidelines for An alyzing You r Audi ence and Its Use of the Document 28
Develop a n Audience and Use Profile
13
CASE Considering th e Ethical Issues
11
25
27
Due Date and Timing
11
25
25
Format and Medium
CASE Provid ing Information Readers Can Use 12
13
29
CASE Developing an Audience and Use Profile
Check You r Document for Usability
CASE Working on a Team and Thinking Globally 14
Checklist Usability
Proj ects
Projects
15
20
21
Audiences with Varying Technical Backgrounds 24
Length and Details
8
Preparing Effective Technical Documents
CASE Being Persuasive
8
8
Documents that Persuade
20
Identify tlte Audience's Cultural Background
8
Delivered in Paper and Digital Versions
Documents that Instruct
19
Web-Based Documents fo r Multiple Audiences
7
Documents that Inform
19
Intended Use of the Document Highl y Technical Audience
Technical Communication Reaches a Global Audience 4
Often Produced by Teams
18
Pri mary and Secondary Purposes
TechnicaJ Communication ls a Digital and a Huma n Activity 4
Accessible and Efficient
18
Your Relationship to Your Readers Purpose of Your Document
W hat ls Technical Communication? 3
Reader-Centered
Primary and Secondary Audiences
29
32
32
33
ix
Detailed Contents
Exaggerating Claims about Technology
3 Persuading Your Audience
35
Iden tify Your Specific Pers uasive Goal Try to Predict A ud.ience React io n Expect Audie nce Resis tance
Stealing or Divulging Proprietary Information
38
Misusing Electronic information
39
CASE Connecting wi t h th e Audience
40
41
Recognize All Constraints Legal Constraints Ethical Constraints Time Constraints
Ethical Dilemmas
CASE A Hard Choice
Consider This People Often React Emouonally to Persuasive Appeals 47
Support Your Claims Convincingly Offer Convincing Evidence ·18
Checklist Persuasion Projects
74
Plagiarism and the lnternet
74
74
Plagiarism and Your Career 74 Con sider Thls Ethical Standards A re Good for Business 76
48
Appeal to Common Goals and Values
72
Blatant versus Unin tentional Plagiarism
Social and Psychological Constraints ·16
Shaping You r Argument
70
Learn to Recognize Plagia rism
46
69
71
Neve r Depend Only on Legal Guidelines
45
Decide When a nd How to Report Ethical Abuses
50
Checklist Ethical Commu nication
51
78
Guidelines fo r Ethical Communication
53
Projects
SS
80
81
59
60
mwork and Global 5 Tea Considerations 82
4 Weighing the Ethica l Issu es
61
Teamwork a nd Project Managemen t
83
Recognize Unethical Com munication in the Workplace 63
Guidelines for Managing a Collaborative Project 83
Know the Major Causes of Unethical Communication 64
Vir tual Meetings
Yielding to Social Pressure
Guidelines for Running a Meeting
65
Suppressing Knowledge the Public Needs 66
88
Sources of Conflict in Collaborative Groups
Understand the Potential for Communication Abuse 65 Hiding Conflic ts of Interest
87
Face-to-Face Meetings 88
64
Mistaking Groupthink for Teamwork
69
70
Anticipa te Some I-lard Choices
4·1
45
Guidelines for Persuasion
Withholding Information People Need for Their Jobs 68
Reasonable Criteria for Ethical Judgment
44
Consider the Cult ural Context
67
67
Rely on Critical Thinking for Ethical Decis ions
43
Organizational Constraints
67
Exploiting Cultural Differences 68
43
Ask for a Specific Response ·13 Never Ask for Too Much
67
Using Visual Images That Conceal the Truth
37
Know How to Connect with the Audience Allow for Give-and-Take
Falsifying or Fabricating Data
66
66
Interpersonal Differences 89 Gender Differences 89 Cultural Differences
90
89
76
Detailed Contents Managing Group Conflict 90
PART2-
Overcoming Differences by Active Listening 91 Guidelines for Active Listening
91
Critically about the Research 7 Thinking Process
Thinking Creatively 92
12•1
Brainstorm As a Way of Getting Started 92 Brainstorming with Digital Technologies 93
Asking lhe Right Questions
Mind-Mapping 93
CASE Defining and Refining a Research Question
Storyboarding 93
Exploring a Balance of Views
126
126
Reviewing and Editing Others' Work 95
Achieving Adequate Depth in Your Search
Guidelines for Peer Reviewing and Editing 96
Evaluating Your Findings
Et11ical Abuses in Workplace Collaboration 97
Interpreting Your Findings
128
129 130
Intimidating One's Peers 97
Primary versus Secondary Sources
Claiming Credit for Others' Work 97
Exploring Secondary Sources
130
131
Web-Based Secondary Sources
Hoarding Informa tion 97
131
Locating Secondary Sources Using Google 131
Global Considerations When Working in Teams 98
Locating Secondary Sources Using Wikipedia Other Web-Based Secondary Sources
Interpersonal Issues in Global Teams 98
Guidelines for Researching on the Internet
Checklist Teamwork and Global Considerations 102
Exploring Primary Sources
Traditional Secondary Sources Unsolicited Inquiries
103
137
140 140
Guidelines for Informational Interviews Surveys
Critical Thinking in the Writing Process A Sample Writing Situation Planning the Document
111
Drafting the Documen t
11 3
Revising the Document
114
Make Proofreading Your Final Step Guidelines for Proofreading
110
Projects
121
120
Projects
8
150
Evaluating and Interpreting Information 152
Evaluate the Sources
11 8
I54
Evaluate the Evidence
11 8
Digital Technology and the Writing Process Checklist Proofreading
148
Consider This Frequently Asked Questions about Copyright 1•18
108
Working with the Information
146
Observations and Experiments
106
142
143
Guidelines for Surveys
105
135
140
Informational Interviews
An Overview of the Technical 6 Writing Process
132
132
Guidelines for Communicating on a Global Team 101
Projects
126
119
Interpret Your Findings
I56 I57
Identify Your Level of Certainty
157
Examine the Underlying Assumptions
158
Detailed Contents Be Alert for Personal Bias
158
PART
Consider Other Possible Interpretations 159 Consider This Standards of Proof Vary for Different Audiences 159 Avoid Disto rted or Unethical Reasoning 160 Faulty Generalization
Outlining
Faulty Casual Reasoning
161
Faulty Statistical Analysis
163
An Outlining Strategy
196 197
Guidelines for Outlining
Obstacles to Validity and Reliability
167
168
Checklist The Resea rch Process
Storyboarding
199
199
Paragraph ing 20 I The Support Paragraph 20 1
168
Guidelines for Eva luating and Interpreting Information 169 Projects
192
196
The Formal O utline
Acknowledge the Limits of Research 167
Deceptive Reporting
10 Organizing for Readers T he Typical Shape of Worhi>lace Documents 193
160
Flaws in Research Studies
3
The Topic Sentence
202
Paragraph Unity 202 Paragraph Coherence
171
203
Paragraph Length 204
172
Chunking 205 Providing an Overview 206
Research Findings 9 Summarizing and Other Information 173 Considering Audience and Pu rpose
176
Guidelines for Summarizing Information 176
11
A Situation Requiring a Summary C reating a Summary
177
Closing Summary 184 Descriptive Abstract ("Abstract") Executive Abstract
211
Avoid Ambiguous Pronoun References 211
184
Informati ve Abstract ("Summary")
Editing for a Professiona l Style andTone 209
Editing for Clarit )'
177
Specinl Types of Sum mnries
Checklist Organizmg Information 207 Projects 208
174
What Readers Expect from a Summary
Organizing for Global Audiences 207
Avoid Ambiguous Modifiers 212 184 185
185
Unstack Mod ifying Nouns 2 12 Arrange Word Order for Coherence and Emphasis 212
Ethical and Global Considerations in Summarizing Information 186
Use Active Voice Whenever Possible 213
Checklist Summaries
Use Passive Voice Selectively 215
Projects
189
188
Avoid Overstuffed Sentences 216
Detailed Contents Editing fo r Conciseness
216
Avoid Word)' Phrases
A void Personal Bias
217
Eliminate Redundancy
Avoid Sexist Usage
2 17
Avoid Need less Repetition
Guidelines for Nonsexist Usage 2 17
Avoid There Sentence Openers
Avoid Weak Verbs
Guide lines for Inoffensive Usage
218 2 18
Considering the Global Contex t
Avoid Nominalizations
Using Digital Editing Tools Effect ively
220
Checklist Style
220
Make Negatives Positive
Proje cts
22 1
Clean Out Clutter Words
222
Delete Need less Qualifiers
223
226
Graphs
254 254
Be Specific a nd Concrete
228
C harts
23 1
Flowcharts Tree C harts
Guide lines for Deciding abou t Tone
233
Use I and \Ve When Appropriate 235
Emphasize the Positive
235
Avoid an Overly Informa l Tone
266 266
268
Guide lines for Creating Charts
234
Prefer the Active Voice
264
265
Ga ntt and PERT C harts Pictograms
Consider Using an Occasio nal Contractio n 233
Graphic Illust rations 23-t
Diagrams Maps
269
269
270
273
Guide lines for Creating Graphic Illustrations 235
262
264
O rganization Charts
230
232
Address Readers Directly
258
264
Pie Charts
230
Use Analogies to Sharpen the Image
256
Guide lines for Creat ing Tables and Graphs
229
Avoid Imprecise Wording
250
251
Linc Graphs
Avoid Misleading Euphemisms
Adjustin g You r Tone
How to Choose Lhc Right Visuals
How to Constru ct a Table
228
2-18
T) pes of Visua ls to Consider
Bar G rap hs
227
228
Avoid Overstatement
225
248
1
Tables
225
Prefer Simple and Familia r Wording
Avoid Triteness
225
245
246
When to Use Visua ls
Use Short Sentences for Special Emphasis
Use Acronyms Selectively
241
243
W h y Vis uals Matte r
Vary Sentence Construction and Length
Avoid Useless Jargon
239
242
12 Designing Visual Information
222
223
Finding the Exact Words
238 239
Style, Tone, a nd Ema.ii 240
219
Combine Related ldeas
237
Legal and Ethical Implications of Word Choice
218
A\'Oid Excessive Prepositions
Editing for Fluency
237
Avoid Offensive Usage of All Types
Avoid Some It Sentence Openers Delete Needless Prefaces
236 237
Pho tographs
274
274
Detailed Contents Guidelines fo r Us ing Pho tographs Videos
275
Audience Considera tio ns in Page Design
276
Designing D ig it al Documents
Guidelines for Using Video
277
Web Pages
Softwa re a nd Downloadable Images Using the Software
277
278
CDs and Other Media
Using Web Sites for Graphics Support
Checklis t Page Design
278
279
Projects
Guidelines fo r Incorporating Color Et hical Considerat ions
316
283 283
14 Memos
Guidelines for Obta ining a nd Citing Vis ua l Ma te rial 286 Cultural Conside ratio ns
3 18
Conside ring Audience a nd Purpose
286
Guidelines fo r Fitting Visuals wi th Text
Memo Parts a nd Forma t
287
Memo Tone
288
Transmittal Memo
Designing Pages and Documents 292
Page Design in Wo rkp lace Documents
325
Routine Miscella neous Memo
326
294
Checklis t Memos
Design Skills Needed in Today's Wo rkplace
294
Project s
Desktop Publishing
325
Summary or follow-up Memo
How Page Design T ra nsform s a Document
329
33 1
332
294
Electronic Publishing
297
Using Style Sheets and Style Guides
15
297
Crea ting a Design that Wo rks for Your Readers
297
298
Guidelines for Shaping tho Pa ge Styling the Words and Letters
303 303
334
Interpersonal Issues and Email 307
307 3 11
336
336 336
Using the Righ t Tool for the Situation Using Visua ls with Em ail
Using Headings for Access and Orientation Guidelines for Using Hoa dings
Email Parts and format
Email St yle, Tone, and Etiquette
307
Guidelines for Add ing Emphasis
Em ail andText Messag ing 333
Cons ide ring Audience and Purpose
Guidelines for Styling tho Wo rds a nd Le tters Adding Emphasis
320
325
Guide lines for Me mos
293
3 19
320
Commo n T ypes of Memos
289
Shaping the Page
315
282
Present the Complete Picture
13
314
282
Don' t Mistake Distortio n for Emphas is
Projects
31'1
282
Present the Real Pictu re
Checklis t Visuals
31-1
Adobe AcrobatTM and PDF files
Using Sym bols and Icons
Using Colo r
313
313
Online Help
277
311
338
338
Ethical a nd Legal Issues W hen Us ing Ema il 308
Copyright Issues Privacy Issues
340
3·11
340
Detailed Contents Global Considerations When Using Email Guidelines for Writing and Using Email
341 342
Guidelines for Choosing Email Versus Paper, Telephone, or Fax 344 Text Messaging
345
Guidelines for Text Messaging
345
Checklist Email and Text Messages Projects
346
Researching the Job Market Plan Your Strategy
38 1
Focus Your Search
381
Resumes 348 349
Letter Parts, Format, and Des ign Elements Standard Parts
350
Optional Parts
353 355
360 362
Conveying Bad o r Unwelcome News
Common Types of Letters
363
364
368
391 393
Guidelines for Application Letters
396
Cons ider This How Applicants Are Screened for Personal Ouaht1os 397
Dossiers
398
398
Portfolios and Webfolios
Interviews
Guidelines for Claim Le tte rs
393
398
Interviews and Follow-Up Letters
368 37 1
402
Guidelines for Inte rviews a nd Follow-Up Letters 403
373
Checklist Resumes
373
Guidelines for Adjustment Letters
400
400
Follow-Up Letters
371
Guidelines for Sales Le tters
391
Guidelines for Dossiers, Portfolios, a nd Webfolios 400
364
Guidelines for Inquiry Letters
388
388
Dossiers, Portfolios, a nd Webfolios
362
Guidelines for Conveying Bad Nows
376
385
Unsolicited Application Letters
Guidelines for Letters in General
Checklist Letters
Organizi ng Your Resume
Solicited Application Letters
358
Adjustment Le tters
385
Application Letters
358
Global a nd Ethical Consideratio ns
Sales Letters
Resumes from a Template
Guidelines for Online Resumes
Decide on a Direct or Indirect Organizing Pattern 359
Claim Letters
383
Guidelines for Emailed and Scannable Resumes 390
Establish and Maintain a "You" Perspective 357
Inquiry Letters
381
383
Electronic Resumes
357
Use Plain English
381
Guidelines for Hard-Copy Resumes
Formats and Design Features
Be Polite and Tactful
350
380
38 1
Parts of a Resume
Considering Audience and Purpose
377
Assessing Your Skills a nd Aptitudes
Learn to Network
16 Workplace Letters
Projects
379
Explore Online Resources
347
Letter Tone
es and Other Job-Search 17 Resum Materials
376
405
Checklist Application Letters
406
Checklist Supporting Materials Projects
407
406
Detailed Contents
18 Technical Definitions
Visuals 433 408
Clearest Descriptive Sequence 433
Considering Audience and Purpose 409
An Outline for Product Description 435
Legal, Ethical, Societal, and Global Implications 410
A Situation Requiring Product Description 436
Types of Definition 411
A Mechanism Description for a Nontechnical Audience 436
Parenthetical Definitions 411
An Outline for Process Description 439
Sentence Definitions 412
A Situation Requiring Process Description 440
Expanded Definitions 413 Methods for Expanding Definitions 414
Guidelines for Descriptions
Etymology 414
443
Specifications 443
History 415
Types of Specifications 444
Negation 415
Considering Audience and Purpose 444
Operating Principle 415
Guidelines for Specifications
Analysis of Parts 415
446
Technical Marketing Materials 447
Visuals 416 Comparison and Contrast 416 Required Conditions 417 Situations Requiring Expanded Definitions 417 An Expanded Definition for Semitechnical
Readers 418 An Expanded Definition for Nontechnical Readers 418 Placing Definitions in a Document 423 Guidelines for Definitions
425
426
Projects 426
Descriptions, Specifications, 19 Technical and Marketing Materials 428 Considering Audience and Purpose 429 Types of Technical Descriptions 429
452
Guidelines for Technical Marketing Materials Checklist Technical Descriptions Checklist for Specifications
Examples 417
Checklist Definitions
A Process Description for a Nontechnical Audience 440
452
453
Checklist Technical Marketing Materials
454
Projects 454
20 Instructions and Procedures
456
Considering Audience and Purpose 457 Formats for Instructional Documents 458 Faulty Instructions and Legal Liability 460 Elements of Effective Instructions 462 Clear and Limiting Title 462 Informed Content 462 Visuals 462 Appropriate Level of Detail and Technicality 465 Guidelines for Providing Appropriate Detail
Objectivity in Technical Descriptions 432
Logically Ordered Steps 468
Elements of a Usable Description 432
Notes and Hazard Notices 468
Clear and Limiting Title 432
Readability 469
Appropriate Level of Detail and Technicality 433
Effective Design 472
466
Detailed Contents Guidelines for Designing Instructions 472 An Outline for Instructions 473
Checklist Informal Reports 507 Projects 509
Introduction 473 Body: Required Steps 474
22 Formal Analytical Reports
Conclusion 474 A Situation Requiring Instructions 474 A Complete Set oflnstructions for a Nontechnical Audience 474 Digital and Online Instructions 477
Considering Audience and Purpose 512 Typical Analytical Problems 512 Causal Analysis: "Why Does X Happen?" 512 Comparative Analysis: "Is X or Y Better for Our Needs?" 513
Scripting Online Videos 478 Procedures 480 Evaluating the Usability of Instructions and Procedures 482 Usability and the Goals of Your Readers 483 Approaches for Evaluating a Document's Usability 483 Checklist Instructions and Procedures 485
21
510
CASE The Reasoning Process in Causal Analysis 513
Video Instructions 478
Projects
Guidelines for Peer Review Reports 507
486
CASE The Reasoning Process in Comparative Analysis 513 Feasibility Analysis: "Is This a Good Idea?" 514 CASE The Reasoning Process in Feasibility Analysis 514 Combining Types of Analysis 514 Elements of an Effective Analysis 515 Clearly Identified Problem or Purpose 515 Adequate But Not Excessive Data 515
Informal Reports 489
Accurate and Balanced Data 516
Informational versus Analytical Reports 490
Fully Interpreted Data 516
Progress Reports 491
Subordination of Personal Bias 518
Guidelines for Progress Reports 491
Appropriate Visuals 518
Periodic Activity Reports 494
Valid Conclusions and Recommendations 518
Guidelines for Periodic Activity Reports 494
Self-Assessment 520 An Outline and Model for Analytical Reports 522
Trip Reports 495 Guidelines for Trip Reports 495
Introduction 523
Meeting Minutes 499
Body 524
Guidelines for Meeting Minutes 499
Conclusion 531 Front Matter and End Matter Supplements 533
Feasibility Reports 500 Guidelines for Feasibility Reports Recommendation Reports
501
503
Guidelines for Recommendation Reports 503 Justification Reports 505 Guidelines for Justification Reports 505 Peer Review Reports 507
Front Matter 534 Letter of Transmittal 534 Text of the Report 535 End Matter 535 A Situation Requiring an Analytical Report 536 A Formal Report 536
Detailed Contents Guidelines for Reasoning through an Analytical Problem 550 Checklist Analytical Reports Projects
552
24 Oral Presentations and Webinars
590
Advantages and Drawbacks of Oral Presentations 591
553
Avoiding Presentation Pitfalls 592
23
Planning Your Presentation 592
Proposals 554
Analyze Your Audience and Purpose 592
Considering Audience and Purpose 555
Analyze Your Speaking Situation 594
The Proposal Process 556
Select a Type of Presentation 595
CASE Submitting a Competitive Proposal
557
Types of Proposals 558
Select a Delivery Method 597 Preparing Your Presentation 598
Planning Proposals 559
Research Your Topic 598
Research Proposals 559
Aim for Simplicity and Conciseness 598
Sales Proposals 563
Anticipate Audience Questions 599
Elements of a Persuasive Proposal 563 A Forecasting Title or Subject Line 563 Background Information 565
Outline Your Presentation 599 Planning and Creating Your Visuals 601
Statement of the Problem 565
Decide Which Visuals to Use and Where to Use Them 601
Description of Solution 565
Create a Storyboard 602
A Clear Focus on Benefits 565
Decide Which Visuals You Can Realistically Create 602
Honest and Supportable Claims 566 Appropriate Detail 567
Prepare Your Visuals 603
Readability 567
Guldellnes for Readable and Understandable Visuals 603
A Tone That Connects with Readers 568
Choosing the Right Visual Medium 604
Visuals 568 Accessible Page Design 568 Supplements Tailored for a Diverse Audience 569 Proper Citations of Sources and Contributors 569 An Outline and Model for Proposals 570 Introduction Body
570
608
Rehearse Your Delivery 609
Guidelines for Proposals
575
A Situation Requiring a Formal Proposal 576 A Formal Proposal 576 589
CASE PowerPoint and the Space Shuttle Columbia Disaster 608
Delivering Your Presentation 609
Conclusion 575
Projects
Ethics and the Use of Presentation Software 606
Guldellnes for Using Presentation Software
572
Checklist Proposals
Using Presentation Software 606
588
Check the Room and Setting Beforehand 610 Cultivate the Human Landscape 610 Keep Your Listeners Oriented 610 Plan for How You Will Use Any Non-Computer Visual Aids 612
Detailed Contents Guidelines for Presenting Visuals
612
Manage Your Presentation Sty le
613
Manage Your Speaking Situatio n
26 Social Media
6 13
Considering Audience and Purpose
Guidelines for Managing Listener Questions 614
Us ing Social Media for Technical Communication 635
Cons ide r This Cross-Cultural Audiences May Have S pecific Expecta tions 615 Webinars and Dis tance Presenta tions
616
635
Wilds
636
Social Networking Sites
Checklis t Oral Presentations
638
Job and Professional Networking Sites
6 17
Customer Review Sites
6 18
Twitter Feeds
6 19
639
640
Ethical and Legal Cons iderations
25
Checklist Social Media
Web Pages 620
Projects
Considering Audience and Purpose How People Read Web Pages Writing for the Web
623
Designing Web Pages
6-11
6-12
PART
5
624
624
Guidelines for Designing Web Pages
A Quick Guide to Documentation 644
626
Techniques a nd Technologies for C reating Web Sites 627 Planning Web Sites Using Storyboarding Teamwork When Creating Web Sites
Taking No tes
644
Guide lines for Recording Research Findings 627
627
Quoting the Work of Others
Paraphrasing lhe Work of O thers
628
Guidelines for Paraphrasing
Guidelines for Addressing Global Audiences 629
What You Should Document
Global Issues and 'Neb Pages
Ethical and Legal Considerations Ethical Considerations
I low You Should Document
629
631
MLA Works Cited Entries 630
6-18 649 650 650
65 1
MLA Sample Works Cited Pages Discussion of f.igure QG.4
647
648
MLA Parenthetical References
630
Checklis t Writing and Designing Web Pages Proje cts
MLA Docume ntation Style
629
644
645
Guidelines for Quoting the Work of Others
C reating Web Pages Us ing Wo rd Processing a nd O ther Software 628
Legal Considerations
64 1
62 1
623
Guidelines for Writing Web Pages
639
Guidelines for Writing and Using Social Networks 639
Guide lines for Webinars and Distance Presentations 6 17
Projects
Biogs
Guide lines for Writing and Using Biogs and Wikis
616
Slide Sharing and Other Tools
634
Audience as Contributor 635
Guidelines for Delivering Oral Presentations 61-1
Webinars
633
662
662
645
638
Detailed Contents
APA Documentation Style 665
Semicolon 688
APA Parenthetical References 666
Colon 689
APA Reference List Entries 667
Comma 689
APA Sample Reference List 676
Apostrophe 692
Discussion of Figure QG.5 676
Quotation Marks 693
CSE and Other Numbered Documentation Styles 678
Ellipses 694 Brackets 694
CSE In-Text References 678
Italics 695
CSE Reference List Entries 678
Parentheses 695 Dashes 695
A Quick Guide to Grammar, Usage, and Mechanics 680 Grammar 680 Sentence Fragments 680 Run-On Sentences 681 Comma Splices 682 Faulty Agreement-Subject and Verb 682 Faulty Agreement-Pronoun and Referent 683 Dangling and Misplaced Modifiers 683 Faulty Parallelism 684 Faulty Coordination 685 Faulty Subordination 686 Faulty Pronoun Case 687 Punctuation 687
Mechanics 695 Abbreviation
696
Hyphenation 696 Capitalization 696 Numbers and Numerals 697 Spelling 698 Usage 698 Transitions 701 Use Transitional Expressions 701 Repeat Key Words and Phrases 701 Use Forecasting Statements 701
Lists 701 Embedded Lists
702
Vertical Lists 702
Period 688 Question Mark 688
Works Cited 704
Exclamation Point 688
Index 709
hether digital, face-to-face, handwritten, or printed, workplace communication is more than a value-neutral exercise in "information transfer:" it is a complex social transaction. From reports to proposals, job applications to email messages, video chats to oral presentations, every rhetorical situation has its own specific interpersonal, ethical, legal, and cultural demands. Moreover, today's professional needs to be a skilled communicator and a discri minatjng consumer of information, skilled in methods of inquiry, retrieval, evaluation, and interpretation essential to informed decision making. Designed in response to these issues, Tech11ical Commimicalio11, Thirteenth Edition, addresses a wide range of interests for classes in which students from a va riety of majors are enrolled. The text explains, illustrates, and applies rhetorical principles to an array of assignments- from memos, resumes, and email to formal reports and proposals. To help students develop awareness of audience and accou ntability, exercises incorporate the problem-solving demands typical in college and on the job. Self-co ntained chapters allow fo r various course plans and customized assign ments.
W
WHAT'S NEW IN THIS EDITION? Technical Comm11nicalio11, Thirteenth Edition, has been thoroughly revised to accou nt for the latest in novations in workplace communication and today's technologically sophisticated, diverse, and global workforce. Students wiU benefit from a variety of new content and features in this edition, including • Throughly revised chapter on social media, with updated coverage of using Facebook on the job, using Linkedln fo r networking, using customer review sites such as Yelp! as a form of surveying, and using Twitter feeds on the job. • Updated chapter on email, with a brand new section on using text messaging on the job. • Updated technology coverage throughout the book, including attending virtual meetings, digital brainstorming, using digitized print sources and subject directories in the research process, using Prezi for oral presentations, and citing Facebook and Twitter sources. • New Digital and Social Medfa Projects throughout the book lo emphasize the growing importance of using social media on the job. xxi
Preface
• Expanded coverage of plagiarism to highlight the ethical importance of avoiding intentional or unintentional plagiarism on the job. • New section on style, tone, and email to help students avoid unprofessional email habits. • More logical coverage of usability now highlighted in the chapters on audience and instructions and procedures.
HALLMARKS OF TECHNICAL COMMUN/CAT/ON Technical Communication, Thirteenth Edition, retains-and enhances or expandsthe features that have made it a best-selling text for technical communication over twelve editions. These include the following: • Complete coverage for any course in technical communication, business communication, or professional writing. The topics move from basic foundational concepts to chapters on research, visuals, style, document design, and usability, and finally to specific documents and applications. The appendix includes thorough coverage of MLA, APA, and CSE documentation styles, and a handbook of grammar, mechanics, and usage. • A reader-friendly writing style that presents all topics dearly and concisely. Simple, straightforward explanations of concepts and audience/purpose analyses of specific document types help differentiate technical communication from academic writing. • The most current and thorough coverage of workplace technologies, ethics, and global considerations in the workplace. Always prominent in the book, these three topics have been updated and expanded throughout to keep up with the changes in the contemporary workplace. • Strong coverage of information literacy. According to the American Library Association Presidential Committee on Information Literacy, informationliterate people "know how knowledge is organized, how to find information, and how to use information in such a way that others can learn from them." Critical thinking-the basis of information literacy-is covered intensively in Part II and integrated throughout the text. • A focus on applications beyond the classroom. Clear ties to the workplace have always been a primary feature of this book. This edition includes examples from everyday on-the-job situations and sample documents, as well as dedicated chapters on ethics and on teamwork and global issues Each chapter opener includes a quote from an on-the-job communicator. • Emphasis on the humanistic aspects of technical communication. Technical communication is ultimately a humanistic endeavor, with broad societal
Preface
impact-not just a set of job-related transcription tasks. Accordingly, situations and sample documents in this edition address complex tech nical and societal issues such as global warming, public health issues, environmental and energy topics, digital technology, and genomics. • Plentiful model documents and other useful figures throughout the book. Descriptions and instructions for creating technical documents are accompanied by clear, annotated examples. Graphic illustrations throughout make abstract concepts easy to understand. • Highly praised pedagogical features. PedagogicaJ features, including chapteropening Learning Objectives, summary Guidelines boxes, real-world Consider This boxes, Case studies, annotated figures, summary marginal notes, and endof-chapter CheckJists and Projects reinforce chapter topics. These features are outlined in more detail below.
HOW THIS BOOK IS ORGAN IZED Tec/111icnl Comm1111icatio11 is designed to aJlow instructors maximum flexibility.
Each chapter is self-contained, and each part focuses on a crucial aspect of the communication process. Following are the five major parts of the book: • Part I: Communicating in the Workplace treats job-related communication as a problem-solving process. Students learn to think critically about the informative, persuasive, and ethicn l dimensions of their communications. They also learn how to adapt to the interpersonal chnllenges of colJaborative work, and to address the va rious needs and expectations of global audiences. • Part II: T he Research Process treats research as a deliberate inqu iry process. Students learn to fo rmulate significant research questions; to explore primary and secondary sources in hard copy and electronic form; to evaluate and interpret their findings; and to summarize for economy, accuracy, and emphasis. • Part III: Organization, Style, a nd Visual Design offers strategies for organizing, composing, and designing messages that readers can follow and understand. Students learn to control their materiaJ and develop a readable style. They also learn about the rhetorical implications of graphics and page design-specifically, how to enhance a document's access, appeal, and visual impact for audiences who need to locate, understand, and use the information successfully. • Part IV: Specific Documents and Applic.'ltions applies earlier concepts and strategies to the preparation of print and electronic documents and oral presentations. Various letters, memos, reports, and proposals offer a balance of examples from the workplace and from student writing. Each sample document has been chosen so that students can emulate it easily. Chapters o n
Preface
email and text messaging, Web pages, and social media emphasize the important role of digital communication in today's workplace. • Part V: Resources for Writers includes "A Quick Guide to Documentation," which provides general guidance as well as specific style guides and citation models for MLA, APA, and CSE, and "A Quick Guide to Grammar, Usage, and Mechanics,'' which provides a handy resource for answering questions about the basic building blocks of writing.
LEARNING ENHANCEMENT FEATURES This book is written and designed to be a highly accessible document, so that readers can "read to learn and learn to do." Technical Communication, Thirteenth Edition, includes the following learning enhancement features that will help students access the material easily and use the ideas to become effective technical communicators:
• Chapter opening quotations demonstrate the real-world applications of each chapter's topic.
• Learning Objectives at the beginning of each chapter provide a set oflearning goals for students to fulfill. • Guidelines boxes help students prepare specific documents by synthesizing the chapter's information. • Cases and sample situations encourage students to make appropriate choices as they analyze their audience and purpose and then compose their document. • Sample documents model various kinds of technical writing, illustrating for students what they need to do. Captions and annotations identify key features in sample documents. • Consider This boxes provide interesting and topical applications of the important issues discussed in various chapters, such as collaboration, technology, and ethics. • Notes callouts clarify up-to-the-minute business and technological advances and underscore important advice. • Marginal notes summarize larger chunks of information to reinforce key chapter concepts. • Checklists promote careful editing, revision, and collaboration. Students polish their writing by reviewing key criteria for the document and by referring to cross-referenced pages in the text for more information on each point. • General, team, global, and digital and social media Projects at each chapter's end help students apply what they have learned.
Preface
INSTRUCTIONAL SUPPLEMENTS A wide array of supplements for both instructors and students accompany Technical Communication, Thirteenth Edition:
For Instructors • Instructor,s Manual, by Daun Daemon, North Carolina State University. Available both in print and online, the Instructor's Manual includes general and chapter-by-chapter teaching tips, additional chapter exercises, quizzes, and sample syllabi. In addition, it provides guidance on using MyTechCommLab as an online resource for courses. Contact your local Pearson representative for details. • PowerPoint slides. Fully revised to accompany the thirteenth edition, the PowerPoint presentations provide a wealth of chapter-by-chapter slides that can be projected or printed to enhance in-class instruction or simply used for review and class planning. • MyTest. Pearson MyTest is a powerful assessment generation program that helps instructors easily create and print quizzes, study guides, and exams. Questions and tests are authored online, allowing instructors ultimate flexibility and the ability to efficiently manage assessments anytime, anywhere. To access MyTest, go to
, log on, and follow the instructions. You must first be registered.
For Students • MyTechCommLab. Instructors who package MyTechCommlab1U MyTechCommLab with Technical Communication provide their students with a comprehensive resource that offers the very best multimedia support for technical writing in one integrated, easy-to-use site. Features include interactive model documents, case studies, multimedia resources, and more. MyTechCommLab may be packaged with the text for an additional small cost and is available for purchase at
. • Companion Web site. The companion Web site provides numerous materials to help students get the most out of this course. Resources include topical overviews, multiple choice quizzes, model documents, and other resources. • Interactive Pearson eText. An eBook version of Technical Communication is also available on MyTechCommLab. This dynamic, online version of the text. The site includes all of the book's content in a format that enables students to search the text, bookmark passages, integrate their notes, and print reading assignments that incorporate lecture notes. as rt is used EPA es11ma1es that the rest of the merwry within a CFL - allou11 4 percent -is released into air or water when rt is sent to a landfol. assun.ng the light bulb IS broken. Thetefore. 11all 290 moJloon CFLs sold in 2007 wero sent 10 a randfiD(versus recydod. as a worst case} - they would add 0.16 melllC Ions, or 0.16 percent. to U S. mercury omisSlOns caused by humans. Energy Star, a joint program o f th o U.S. Environmental Protection Agency and th e U.S. Departm ent o f Energy., the Centers for Disease Control , NASA , or the Environmental Protection Agency . Locate documents that are similar in purpose to r:igure 1.1 in this chapter. Analyze these documents, noting whether they are available in PDr and whether they conform to one of the three purposes (informative, instructional, persuasive) described in this chapter or whether they are a blend of these purposes. Also, locate the Facebook page for NASA and compare it with NASA's Web site. How is content presented differently on each site? Docs the Facebook page appear to have a different purpose from the Web site? If so, what arc the differences?. • Nuclear Regulatory Commission (NRC) • National Institutes of Health (NIH) • Food and Drug Administration (FDA) , is designed for a truly global audience. After visiting the site, answer these questions: • Would this site be easy for virtually any English speaker to navigate? List the features that accommodate readers from diverse areas of the globe. • Could improvements be made in the site's ease of use? What changes would you recommend? Print out relevant site pages and be prepared to discuss your conclusions in class.[email protected] DATE: June 6, 20XX SUBJECT: Physical Fitness On Monday, June 10, all employees will report to the company gymnasium at 8:00 for the purpose of choosing a walking or jogging group. Each group will meet for 30 minutes three times weekly during lunch time.[email protected] DATE: June 6, 20XX SUBJECT: An Invitation to Physical Fitness I realize most of you spend lunch hour playing cards, reading, or just enjoying a bit of well-earned relaxation in the middle of a hectic day. But I'd like to invite you to join our lunchtime walking/jogging club.[email protected] DATE: June 6, 20XX SUBJECT: Invitation to Join One of Our Jogging or Walking Groups Rational connection: Presents authoritative evidence[email protected] CC: [email protected] FROM: Middle [email protected] DATE: May 13, 20XX RE: Trash Problem[email protected] FROM: [email protected] DATE: May 13, 20XX RE: Staffing Shortage I wonder if we could meet to exchange some ideas about how our departments might be able to help one another during these staff shortages.[email protected] or call me (extension 646). Again, we applaud your commitment to the environment and look forward to working with you and Jeff..) NOTE Plagiarism and copyright i11fri11geme11t are not the same. You cn11 plagiarize someo11e else's work without actrmlly i11fri11gi11g copyright. These two issues arc Jreq11e11tly co11f11sed, but plagiarism is primarily mt ethical issue, wherens copyright i11fri11gcmc11t is a legal and economic issue. (For more 011 copyright and related legal issues, sec Chapter 7.), allows employees to file their reports anonymously and then forwards this information to the company's ethics committee. Even with such protections, an employee who takes on a company without the backing of a labor union or other powerful group can expect lengthy court battles, high legal fees (which may or may not be recouped), and disruption oflife and career. Before accepting a job offer, do some discreet research about the company's reputation. (Of course you can learn only so much before actually working there.) 2Although employees are legally entitled to speak confidentially with OSHA inspectors about health and safety violations, one survey reveals that inspectors themselves believe such laws offer little protection against company retribution (Kraft 5)... © 2007 IEEE. Reprinted with p ermissio n fro m th e IEEE.. Source: Adap1cd from G. Clark 194: Lcnur and Shook 102: Ungt:r 127- 30. • Avoiding Plagiarism, from the Writing Lab at , the American Council on Science and Health , and the Nuclear Regulatory Commission . Do you find possible examples of unethical communication, such as connicts ofinterest or exaggerated claims? Refer to page 66 and the Checklist for Ethical Communication (page 78) as a basis for evaluating the various claims. Report your findings in a memo (Chapter 14) to your instructor and classmates. GLOBAL. with you. is one of the oldest and continues to be a comprehensive directory. Popular general subject directories include Yahoo! Directory , About.com , and the Open Directory Project . More academic directories include Infomine and the Library of Congress's Virtual Reference Shelf . Within Google, you can click on Google Scholar to narrow your search to academic articles only. and Google , scan for Web sites containing key words. Even though search engines yield a lot more information than subject directories, much of it can be irrelevant. Some search engines, however, are more selective than others, and some focus on specialized topics.. Most government organizations (local, state, and federal) offer online access to research and reports (Figure 7.5). Examples include the Food and Drug Administration's si te at , for in formatio n on food recalls, clini cal drug trials, and countless related items; and the Federal Bu reau of Investiga tion's site at , fo r information about fugitives, crime statistics, and much more. State and local si tes provide information on auto licenses, state tax laws, and local property issues. From some of these sites you can li nk to specific government-sponsored research projects. NOTE Be sure to check the dntes of reports or dntn you locate 011 n gover11111e11t Web site, mu/ find out how often the site is updated.. (See page 132 for information about using Wikipedia for research.) The theory of a wiki is that if the information from one posting is wrong, someone else will correct it, and over time the site will reach a high level of accuracy and reliability. Many wikis have no oversight. Aside from a few people who determine whether to delete articles based on requests from readers, the content on a wiki is not checked by editors fo r accuracy. Always check the information against other peer-reviewed or traditional sources. Remember that most of what is posted on a wil, for people who use Apple products.) Locate relevant forums by searching one of the major Internet forum providers. For instance, in researching a health-related issue such as stress among college students, you might visit Google Groups or Yahoo! Groups and join a related group. Most fn ternet forums offer two options: You may either subscribe to and v isit the forum via the Web or subscribe to and receive messages directly into your email in-box. {Electronic mailing Lists, ore-lists, are essentially the same as Internet forums.) Messages may be sent to the entire group or to individual participants. Material from these sources may be insightful but biased. Visit a variety of forums and/or subscribe to multiple e-lists to get a broad perspective on tl1e issue. Some. E- libraries include links to online books, magazines, newspapers, periodical databases, and other resources including "live" li brarians. Although e-libraries can be efficient s tand-ins for traditional, physical libraries, they can never replace such libraries. Resources available in electronic form will not include current books under copyright or a wide range of magazine and news articles and other publications. Supplement what you discover at an e-library with hard-copy materials from a traditional library. Periodical Databases. Virtually all libraries have their own Web site where a library card holder or student ca n access periodical databases. These are electronic collections of articles from news papers, magazines, journals, and other publications. You can search by title, author, keyword, and so on. Some of the most popular general periodical databases include lnfoTrnc, News8r111k, ProQuest, and EBSCOHost. Your library may also subscribe to specialized databases in a variety of subject areas. Before initiating a periodical database search, meet with your reference librarian for a tour of the various databases and instructions for searching effectively. Also be aware that some databases may not be accessible from school or home- you may need to visit your library in person. as well as the Internet Archive . Yet only a fraction of print sources are available on the Internet. It is still important to use hard-copy sources for research. Locate hard-copy sources by using your library's online public access catalog (OPAC). This catalog can be accessed through the Internet or at terminals in the library. You can search a library's holdings by subject, author, title, or keyword. Visit the library's Web site, or ask a librarian for help. To search catalogs from libraries worldwide, go to the Library of Congress Gateway at or LibrarySpot at . Following are the principal categories of hard-copy sources found at libraries, as well as one type of source material (gray literature) that you will need to track down on your own. Books and Periodicals. The larger or more specialized the library you visit, the more likely you are to find books by specialist publishers and periodicals that delve into more specific subject areas. When consulting books and periodicals, always check the copyright date and supplement the source with additional information from more recent sources, if necessary. Reference Works. Reference works are general information sources that provide background and can lead to more specific information. • Bibliographies. Bibliographies are lists of books and/or articles categorized by subject. To locate bibliographies in your field, begin by consulting the Bibliographic Index Plus, a list (by subject) of major bibliographies, which indexes over 500,000 bibliographies worldwide. You can also consult such general bibliographies as Books in Print or the Readers' Guide to Periodical Literature. Or, examine subject area bibliographies, such as Bibliography of World War II History, or highly focused bibliographies, such as Health Hazards of Video Display Terminals: An Annotated Bibliography. • Indexes. Book and article bibliographies may also be referred to as "indexes." Yet there are other types of indexes that collect information not likely found in standard bibliographies. Examples include the Index to Scientific and Technical Proceedings, which indexes conference proceedings in the sciences and engineering. While limited versions of some of these indexes may be available for for links to many online reference works. When using a reference work, check the copyright date to make sure you are accessing the most current information available. Access Tools for Government Publications. The federal government publishes maps, periodicals, books, pamphlets, manuals, research reports, and other information. An example would be the Journal of Research of the National Bureau of Standards. These publications may be available in digital as well as hard-copy formats. To help you find what you are looking for, you will need to use an access tool such as the following. (A librarian can teach you to use these tools.) • The Monthly Catalog of the United States Government is the major pathway to government publications and reports. • The Government Reports Announcements and Index is a listing (with summaries) of more than one million federally sponsored published research reports and patents issued since 1964. • The Statistical Abstract of the United States, updated yearly, offers statistics on population, health, employment, and many other areas. It can be accessed via the Web. CD-ROM versions are now available. Gray Literature. Some useful printed information may be unavailable at any library. This is known as "gray literature," or materials that are unpublished or not typically catalogued. Examples include pamphlets published by organizations or companies (such as medical pamphlets or company marketing materials), unpublished government documents (available under the Freedom of Information Act), dissertations by graduate students, papers presented at professional conferences, or self-published works. The only way to track down gray literature is to contact those who produce such literature and request anything available in your subject area. For instance, you. 2. What are the limits of copyright protection? Copyright protection covers the exact wording of the original, but not the ideas or in formation it conveys. For example, Einstein's theory of relativity has no protection but his exact wording does (Abelman 33; Elias 3). Also, paraphrasing Einstein's ideas but fai ling to cite him as the source would constitute plagiarism..
. Submit your examples to your instructor along with a memo explaining each error, and be prepared to discuss your material in class. and the Sierra Club site , for starters. Also take a look at the Sierra Club's Twitter feed: . (Unless you get stuck, work with an assumption not listed above.) Trace the sites and links you followed to get your information, and write up your findings in a memo to be shared with the class. Ml' l"'P'' offer royalty-free stock photographs. (See page 278 for more Web sources.) For a fee, you can download photographs, edit or alter them as needed by using a program such as Adobe Photoshop, and then insert these images in your own documents. NOTE Make sure you u11dersta11d what is legally a11d etl1ically permissible before incl11di11g altered images. Photographs and video: Maps: International symbols: NOTE Be cautious about downloading and using visuals from tfie \Veb. Originators ofany work, including \Veb-bnsed visuals, own Ifi e work mu/ tire copyrigfit. Even "free" clip art may be protected by copyrigfit. Pay attentio11 to tire copyright and licensing. For 111ore 011 copyright, see page 286.., offer images that don't require copyright permission. • Use public domain s ources. Some government sites, such as the U.S. Census Bureau, are a good source of charts, graphs, and tables that don't require copyright permission. • Follow fai r use guidelines (see pages 148-50), which allow for limited use of copyrighted material without permission (for example, for a class project that will not have widespread distribution). Citing visua ls created by someone else to learn about ISO icons and symbols. Show some of the icons and symbols, and explain why these work for international audiences...-111z October 25, 20XX Date: Subject Your Choices for New Multifunction Printer[email protected] To: [email protected] Cc: spkapoor@La mdct.com Subject: Status of your con tract Date: Sat., May 24, 20XX 2:25 p.m.[email protected] To: mlange@mad le1.com Dnk : J.111uary 23, 20XX 10:1 5 a.m. Subject: You\•e got to be kidding ~ usahilit y study 1-.litch-mon! I' m reall y peeved about my annual review, and if )'Oll thought I wouldn' t say anything about it, you're crazier than me! 11-.\110, the part that re;illy got to me was Ill)' performance on the usability mid)' (i t's a huge file, hu t I auach it here for )'OU to take another look-sec). I did most of the work on this and it came out great, but my review says I ' ' a>n't a • team player• on it. If anrone deserve> the blame for not being cooperative it's Eileen, who I understand got a stellar annual review. Dude, l'LF.ASF. TALK TO ~I E ABOUT THIS. I ca n' t sign off on it when I th ink it's just crazy wrong. llummcd:( Your bud Frank[email protected] Dntc: Janu,1ry 23, 20XX 9:00 :1.m. Subject: your project[email protected] To: T~m members Subject: Help needed on Design Specs Dn te: Today 12:56 l'M[email protected] I would be glad to send you a copy of my final document. Thank you for your help. Sincerely,[email protected] January 23, 20XX Consumer Affairs Department Hightone Office Supplies 93 Cattle Drive Houston, TX 77028 ATTENTION: Ms. Dionne Dubree Establishes early agreement[email protected] [email protected] , , , and . Learn about how you would go about preparing a reswne to upload to one of these sites. If the site provides sample reswnes, look at a few and compare these to the strategies provided in this chapter. Create a draft resume for one of these sites and review it with your instructor..Pll( cfrupt • npous. m«rt-il•P on a Web page rf!Vlrw proc;•ss that ondudc• • r..,,ow e>f scionnric da11 Requi red conditionslon •<>d lil\
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ndlong food at>d •fttr u>"l! lht botliroom. c""'8>ng dgPf'S lnd h•n· dl"l!PftS. • WWI )OU' ll>d coun1n 1cp$ w.ch ho< '°'PY ,...tr >fttt prfll'mll nch food etrn ..-.:! b<(or< you IP on ID tho nn:t food. • Conldtr ""'1i PIP<' co-II 10 clHn up I tthtn ...,. Ix~ If you ult cloth te>'Nf!I wuh thtm ohm on th< ""' c)nd rnb od~ WU IUrt tlut m<•~ pouluJ< ur.ol th< Jdl< and "'i'tu n fnn. Or>, Ult r«rpm$mdy 1 IOOIU> )OU &ti I htm horn• from lht llort. • Nrv11< lot raw mt•t. pauhry. •118~ cookIAll'"81htm ro llw rffnstnto1 or frtttff (on< hour whtn 1.ht ttmptmurt rs :abow<l:ld iY' m&rrn.it food. ro tht rrl"ll"'W' • ONd< brgt amoun<> o/ lrltown mm Wlow con"""' b quoc1tr cooloni ro 1h< rllS. Owcl< USOt< cdd It~ inlormwon..a>I . .- . - Cf\"9CC. f)C CCldle.. NOTE lfyou lrnve relied merely on tire nbstrnct or sw1111wry i11stend of tlrefi1// nrticle, be sure to i11dicnte t/1is ("Abstrncl," "Press Relense" or tire like) when yo11 cite the source in your report (as slrow11 011 pnges 655, 673).m.'contam1narecrm111<: ······-!:t.[email protected] anytime. Sincerely,, for example, allows grant applicants to submit proposals in electronic format. This enables applicants to include sophisticated graphics, to revise budget estimates, to update other aspects of the plan as needed, and to maintain real-time contact with the granting agency while the proposal is being reviewed.[email protected]
• ca.Ql ..... xm. ,.,.. ~kwftQq.r H.•t. ttt.\A) lets you upload slides in a variety of formats-Microsoft PowerPoi11t, Apple Key11ote, Adobe PDr:-a nd make these available to your audience. You may want to work on the presentation with input from others. Google Drive () allow you to create a slide show collaboratively. You and anyone with your permission can revise and edit a presentation, using the Google presentation software tool. You can then open up the file for viewing by anyone (public access) or just by those who have permission.WI &..-.;~ bites and S!Jng$7 0.-..m\S rood c1o....... II you .,. tra"*>g ~ YdowstOM, ul 307·3«·2 117 le< lJP(lltel... All rights reserved. Reprinted w ith permission.: Web Style Guide, by Lynch and Horton, widely regarded as a "bible" of Web design. • , a wiki designed fo r chemists and technicians who work with plastics. These specialists can access the in formation and also contribute, revise, and update entries.) and \Vikispnces () can be adapted to confidential workplace environments. • Keep Web writing gnidelines in mind. Like Web pages, biogs and wikis work best when information is written in chunks, using short sentences and a clear, readable style. See Chapter 25, "Guidelines for Writing Web Pages;· page 624. • Write d ifferently for internal versus external audiences. Internal audiences do not require as much background. Exlernal audiences may require more explanation. • Thin k carefully before posting comments. An inlernnl bl.og is considered workplace communication; an external blog represents the orgn nizntion. fn both cases, keep your ideas factual and tone professional. • For an external blog, focus on the customer's priorities and needs. A friendly, encouraging tone goes a long way in good customer relations. • Check blog and wiki entries for credibili ty. C heck the contenl to see when it was last updated (on a wiki, this information is usually under the "history" tab). • Defore editing or adding to a wik:i, get your fuels and your tone straight. lf you spot some type of error, be diplomatic in your correction- and be sure you aren't creating some other type of error.. Many companies view social media as an opportunity to reach thousands of potential customers-but not without risk. Employees assigned to work on social marketi ng may waste incredible amounts of time reading Facebook pages and looking at Twitter feeds. Also, if companies make a mistake (say, an inaccurate claim about a product) on a social network, those potential customers can turn the mistake into a public relations nightmare (Baker 48-50).
. Start the Web address with www. and not http://.. [unnumbered fact sheet-URL needed/ •••. Health Effects from Exposure to Power Une Frequency Electric and Magnetic Fields. (NIH Publication No. 99·4493). Research Triangle Park, NC. 4 May 1999. Web. 11 Mar. 2013. . or .
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