TECHNICAL COMMUNICATION - Luzerne County Community …
Download
Report
Transcript TECHNICAL COMMUNICATION - Luzerne County Community …
TECHNICAL
COMMUNICATION
WRITING as a PROCESS
2
SIMILARITIES
Technical Communication = Academic Writing
GRAMMAR:
active voice
descriptive writing
concise sentences
spelling!
proofread!
3
SIMILARITIES
Technical Communication = Academic Writing
DOCUMENTATION:
cite!
give credit to sources
no plagiarism
resources
references
bibliographies
appendices
4
SIMILARITIES
Technical Communication = Academic Writing
BASIC ORGANIZATION:
1) INTRODUCE:
with a “thesis”
“Introduction” or “Abstract”
2) SUPPORT:
IBC
-Intro.
-Abstract
-Body
-Conclusion
Reasons, Examples, Instances
Details, Descriptions, Figures
3) CONCLUDE:
ABC
Conclusions, Recommendations
Analyses, Interpretations, Predictions
5
SIMILARITIES
Technical Communication = Academic Writing
WRITING as a PROCESS:
1) Planning
2) Drafting
3) Revising
I. PLANNING
7
I. PLANNING: Steps
4 Steps in the Planning Phase:
1) determine your purpose
2) analyze your readers
3) collect information
4) complete an outline
8
I. PLANNING:
1) Purpose
9
I. PLANNING: Purpose
Determining your Purpose:
Answer:
Why am I writing this?
This memo will …
To inform
To persuade
What response do I want?
Persuasion
Awareness
Action
10
I. PLANNING: Purpose
“Purpose Statement”:
(1-2 sentences)
somewhere between:
NEUTRAL —
objective facts for an informed decision by
someone else
PERSUASIVE —
subjective facts to sway the readers to agree with
your decision
11
I. PLANNING: Purpose
“Purpose Statement”:
To give information from which the
company might benefit.
To highlights features of some object or
event.
“For your consideration”
To win the job bid
To address a problem
12
I. PLANNING: Purpose
“Response Statement”:
(1-2 sentences)
exactly what you want to happen as a
result of your document
To provide information
To help others do their jobs
To help others make proper decisions
To catalyst change
consult
“PLANNING FORM”
13
I. PLANNING:
2) Reader Analysis
14
I. PLANNING: Reader Analysis
Generally Speaking:
write for readers, audience
do not write for yourself
writer = expert, teacher
knows as much as the readers
knows more about the subject than readers
do not assume readers’ knowledge
anticipate & address readers’ obstacles
15
I. PLANNING: Reader Analysis
OBSTACLES
Problems for the readers:
constant interruptions
phone calls
emails
conferences
meetings
impatience with finding information
difficult to locate
no lists, headings, graphics
16
I. PLANNING: Reader Analysis
OBSTACLES
Problems for the readers:
different technological background from
the writer
lost in technical sophistication
missing definitions for technical terms
decision-making = shared with others
more than 1 reader
superiors
committee
17
I. PLANNING: Reader Analysis
1) Write what you know about the reader:
What is the person’s technical,
educational background?
What main question does the person need
answered?
What main actions do you want the reader
to take?
18
I. PLANNING: Reader Analysis
1) Write what you know about the reader:
What is her/his personality and how might
it affect the reading?
What are the person’s preferences in
terms of
format
style
organization?
consult
“PLANNING FORM”
19
I. PLANNING: Reader Analysis
2) Talk to colleagues who have written to
this reader:
fellow office personnel
search company files
take notes
20
I. PLANNING: Reader Analysis
3) Find out who makes the decisions:
decision-makers = most important readers
design your document with them in mind
21
I. PLANNING: Reader Analysis
Reader Analysis
4) KISS:
Keep It Short and Simple.
concise, simple writing
write to cross ALL technical backgrounds
translate technical ideas into language
that non-technical people will understand:
YOU = EDUCATOR
write with technical sophistication
BUT in “plain language”
22
I. PLANNING: Reader Analysis
PLAIN LANGUAGE
TRAITS:
simplistic:
straightforward, clear, precise
common, everyday words,
not necessarily baby-talk
not necessarily dumbing-down
except for necessary technical terms
“you” and other pronouns
active voice
short sentences
23
I. PLANNING: Reader Analysis
PLAIN LANGUAGE
TRAITS:
simplistic:
“user-friendly” documents
“readability”
“laymen’s terms”
24
I. PLANNING: Reader Analysis
PLAIN LANGUAGE
TRAITS:
antithesis of:
“gobbledygook”
“doublespeak”
“lawyer-ese”
“tax-code”
25
I. PLANNING: Reader Analysis
PLAIN LANGUAGE
BENEFITS:
Readers understand documents better.
Readers locate information faster.
Documents are easier to update.
Documents are more cost-effective .
It is easier to train people.
26
I. PLANNING: Reader Analysis
TYPES of READERS:
1) Managers
2) Experts
3) Operators
4) General Readers
27
I. PLANNING: Reader Analysis
TYPES of READERS:
1) Managers’ traits:
removed from hands-on technological
details
manage people, set budgets, make
decisions
NOT familiar with fine technological points
forgot details of your project
28
I. PLANNING: Reader Analysis
TYPES of READERS:
1) Managers’ needs:
background information
definitions of technical terms
highlights – lists and other format devices
that emphasize the main points
clear statements about what happens next
29
I. PLANNING: Reader Analysis
TYPES of READERS:
2) Experts’ traits:
good understanding of your topic
well-informed
perhaps well-educated
formally (engineer, scientist)
informally (on-the-job training, supervisor)
30
I. PLANNING: Reader Analysis
TYPES of READERS:
2) Experts’ needs:
thorough explanation of technical details
data placed in figures, charts, graphs
references to outside sources
clearly labeled appendices for supporting
information
31
I. PLANNING: Reader Analysis
TYPES of READERS:
3) Operators’ traits:
put your ideas into practice
field crew, assembly line workers, sales
force, drivers, …
32
I. PLANNING: Reader Analysis
TYPES of READERS:
3) Operators’ needs:
clear table of contents to find sections
relevant to them
easy-to-read listings for procedures and
instructions
definitions of technical terms
clear statement of how exactly this
document affects their job
33
I. PLANNING: Reader Analysis
TYPES of READERS:
4) General Readers’ traits:
possess the least amount of knowledge
regarding your topic, field
“lay persons”
little technical understanding
34
I. PLANNING: Reader Analysis
TYPES of READERS:
4) General Readers’ needs:
definitions of technical terms
(3 of 4 reader-types)
frequent use of graphs, charts, photos
clear distinction between fact and opinion
assurance that nothing has been omitted
(card stacking)
35
I. PLANNING: Reader Analysis
LEVELS of DECISION-MAKERS:
1) Decision-Makers:
MUST act, accept, reject
translate information into action
Examples:
usually managers
also technical experts
committees
36
I. PLANNING: Reader Analysis
LEVELS of DECISION-MAKERS:
2) Advisors:
influencers
expert advice
Examples:
engineers
accountants
37
I. PLANNING: Reader Analysis
LEVELS of DECISION-MAKERS:
3) Receivers:
only “receive” information
no decision-making
put changes/plans into effect
Examples:
“operators” (#3)
store managers
38
I. PLANNING: Planning Form
39
I. PLANNING:
3) Research
40
I. PLANNING: Research
Research
Information Collection
Data Retrieval
41
I. PLANNING: Research
1) Determine what kind of research you
need:
Which will be the most helpful to support
your project goals?
• PRIMARY research
• SECONDARY research
42
I. PLANNING: Research
PRIMARY:
you collect on your own
first-hand
interviews
surveys work
personal observation
43
I. PLANNING: Research
SECONDARY:
generated by others
found in
books
periodicals
newspapers
references books (encyclopedia, dictionary)
government reports
company reports
bibliographies
44
I. PLANNING: Research
2) Devise a “Research Strategy”:
a list of questions the research should
answer
Recommendations from experts in the field
Efficiency reports
Health studies
45
I. PLANNING:
4) Outline
46
I. PLANNING: Outline
OUTLINES:
deal with material for the BODY of the
document
not the Introduction or “Abstract”
not the Conclusion
3 Parts of the Document: ABC
A: abstract
B: body
C: conclusion
Outline Information
47
I. PLANNING: Outline
1) BRAINSTORM:
list random ideas
quickly & timed
2-5 minutes
without “rhyme or reason”
no pattern
without regard for spelling, punctuation
48
I. PLANNING: Outline
2) Show RELATIONSHIPS between Ideas:
connect related ideas from BS
(with lines, arrows)
create patterns
number main sections
“Pt.1” point #1
“Pr.1” problem #1
“S.1” solution #1
49
I. PLANNING: Outline
2) Show RELATIONSHIPS between Ideas:
draw lines between main points and
supporting details or ideas
cross out irrelevant information
irrelevant to your purpose
50
I. PLANNING: Outline
3) Select an ORDERING SCHEME:
chronological
step-by-step procedural
parts of an object
part-by-part description
simple to complex
minor to major problems
complex to simple
major to minor problems
51
I. PLANNING: Outline
3) Select an ORDERING SCHEME :
inductive
from specific to general
from specific instances
to general conclusion, recommendation
deductive
from general to specific
from general conclusion, recommendation
to specific instances
52
I. PLANNING: Outline
4) Draft a FINAL OUTLINE:
after brainstorming, ordering, numbering,
clustering, and scheming
reword main points
clarify organization before Drafting Phase
53
I. PLANNING: Outline
4) Draft a FINAL OUTLINE: (pts. to consider)
Depth:
each point with sub-points
for thorough development in Draft Phase
Balance:
at least 2 sub-points
for fair development in Draft Phase
Parallel Form:
be consistent with main points:
topic form (*)
sentence form
54
I. PLANNING: Outline
4) Draft a FINAL OUTLINE: (future reference)
“Points”
can become headings in Rough Draft
“Sub-Points”
can become subheadings in Rough Draft
“Outline”
can become the Table of Contents
55
I. PLANNING: Outline
5) Consider GRAPHICS:
Where would charts, graphs, tables, maps,
and such be best used to reinforce textual
information?
Their future placement?
Types of readers and their needs?
II. DRAFTING
57
II. DRAFTING
FREEWRITE:
prescribed time limit
1 hour
no interruptions
no distractions
58
II. DRAFTING
FREEWRITE:
no editing
no order
start with whichever is the easiest section
“Abstract” or “Summary” = written last
cannot summarize before it’s written
III. REVISING
60
III. REVISING
Do not attempt to revise all at once.
Do not revise only once.
Follow these 4 steps:
1) Adjust for CONTENT
2) Edit for STYLE
3) Edit for GRAMMAR
4) Edit for MECHANICS
61
III. REVISING
1) Adjust for CONTENT:
expand sections for balance
shorten sections that deserve less
attention
change locations of words, sentences,
paragraphs, sections
62
III. REVISING
2) Edit for STYLE:
matters of choice, not correctness
main point comes first
active voice
add definitions
shorten, simplify sentences
add headings, graphics, lists
63
III. REVISING
3) Edit for GRAMMAR:
matters of correctness
commas and other punctuation
Subject-Verb agreement
pronoun reference
point-of-view
be consistent
1st person: I, me, mine
2nd person: you, yours
3rd person: she, he, it, them, its
64
III. REVISING
4) Edit for MECHANICS:
matters of correctness
spelling
homophones
technical terms
misplaced pages
missing graphics
erroneous figures, statistics, numbers
IV. COLLABORATING
66
IV. COLLABORATING
Group Work
Collaborative Writing
“Shared” writing:
not done by a single person
but all members of the group participate in
the planning, drafting, & revising phases
Examples:
teams
panels
committees
67
IV. COLLABORATING
Guidelines for Successful Groups:
clearly defined roles & responsibilities
effective leadership
clear goals & ground rules
non-judgmental brainstorming
“storyboarding” with drafting
revision standards:
project goals over personal agendas
68
IV. COLLABORATING
Guidelines for Successful Groups:
clear lines of communication
contact information
phones
email
“course management system” for project
WebCT, Blackboard, Intranet
“asynchronous”
group members contribute at the SAME time
Chat room
“synchronous”
group members contribute at VARIOUS times
Discussion Groups