Lecture Notes for Technical Communication, 15th Edition
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Instructor’s Resource Manual
For
Technical Communication
Fifteenth Edition
John M. Lannon, University of Massachusetts, Dartmouth
Laura J. Gurak, University of Minnesota
Prepared by
Lee Scholder
For
Technical Communication
Fifteenth Edition
John M. Lannon, University of Massachusetts, Dartmouth
Laura J. Gurak, University of Minnesota
Prepared by
Lee Scholder
iii
Contents
Table of Master Sheets v
The Composition Instructor as Technical Writing Instructor 1
Using the Masters for Classroom or Online Instruction 3
Annotated Bibliography of Resources for Instructors 5
General Suggestions 8
The Workshop Approach 10
Working with Service-Learning Projects 13
Using the Objective Test Questions 15
Grading Procedure 16
Sample Syllabi 17
Part I Communicating in the Workplace 24
Chapter 1 Introduction to Technical Communication 25
Chapter 2 Meeting the Needs of Specific Audiences 33
Chapter 3 Persuading Your Audience 46
Chapter 4 Weighing the Ethical Issues 60
Chapter 5 Teamwork and Global Considerations 79
Chapter 6 An Overview of the Technical Writing Process 90
Part II The Research Process 104
Chapter 7 Thinking Critically about the Research Process 105
Chapter 8 Evaluating and Interpreting Information 118
Chapter 9 Summarizing Research Findings and Other Information 124
Part III Organization, Style, and Visual Design 128
Chapter 10 Organizing for Readers 129
Chapter 11 Editing for a Professional Style and Tone 163
Chapter 12 Designing Visual Information 207
Chapter 13 Designing Pages and Documents 228
Part IV Specific Documents and Applications 235
Chapter 14 Email 236
Chapter 15 Workplace Memos and Letters 238
Chapter 16 Résumés and Other Job-Search Materials 250
Chapter 17 Technical Definitions 264
Chapter 18 Technical Descriptions, Specifications, and Marketing Materials 268
Chapter 19 Instructions and Procedures 277
Chapter 20 Informal Reports 283
Chapter 21 Formal Analytical Reports 287
Chapter 22 Proposals 299
Chapter 23 Oral Presentations and Webinars 305
Contents
Table of Master Sheets v
The Composition Instructor as Technical Writing Instructor 1
Using the Masters for Classroom or Online Instruction 3
Annotated Bibliography of Resources for Instructors 5
General Suggestions 8
The Workshop Approach 10
Working with Service-Learning Projects 13
Using the Objective Test Questions 15
Grading Procedure 16
Sample Syllabi 17
Part I Communicating in the Workplace 24
Chapter 1 Introduction to Technical Communication 25
Chapter 2 Meeting the Needs of Specific Audiences 33
Chapter 3 Persuading Your Audience 46
Chapter 4 Weighing the Ethical Issues 60
Chapter 5 Teamwork and Global Considerations 79
Chapter 6 An Overview of the Technical Writing Process 90
Part II The Research Process 104
Chapter 7 Thinking Critically about the Research Process 105
Chapter 8 Evaluating and Interpreting Information 118
Chapter 9 Summarizing Research Findings and Other Information 124
Part III Organization, Style, and Visual Design 128
Chapter 10 Organizing for Readers 129
Chapter 11 Editing for a Professional Style and Tone 163
Chapter 12 Designing Visual Information 207
Chapter 13 Designing Pages and Documents 228
Part IV Specific Documents and Applications 235
Chapter 14 Email 236
Chapter 15 Workplace Memos and Letters 238
Chapter 16 Résumés and Other Job-Search Materials 250
Chapter 17 Technical Definitions 264
Chapter 18 Technical Descriptions, Specifications, and Marketing Materials 268
Chapter 19 Instructions and Procedures 277
Chapter 20 Informal Reports 283
Chapter 21 Formal Analytical Reports 287
Chapter 22 Proposals 299
Chapter 23 Oral Presentations and Webinars 305
iii
Contents
Table of Master Sheets v
The Composition Instructor as Technical Writing Instructor 1
Using the Masters for Classroom or Online Instruction 3
Annotated Bibliography of Resources for Instructors 5
General Suggestions 8
The Workshop Approach 10
Working with Service-Learning Projects 13
Using the Objective Test Questions 15
Grading Procedure 16
Sample Syllabi 17
Part I Communicating in the Workplace 24
Chapter 1 Introduction to Technical Communication 25
Chapter 2 Meeting the Needs of Specific Audiences 33
Chapter 3 Persuading Your Audience 46
Chapter 4 Weighing the Ethical Issues 60
Chapter 5 Teamwork and Global Considerations 79
Chapter 6 An Overview of the Technical Writing Process 90
Part II The Research Process 104
Chapter 7 Thinking Critically about the Research Process 105
Chapter 8 Evaluating and Interpreting Information 118
Chapter 9 Summarizing Research Findings and Other Information 124
Part III Organization, Style, and Visual Design 128
Chapter 10 Organizing for Readers 129
Chapter 11 Editing for a Professional Style and Tone 163
Chapter 12 Designing Visual Information 207
Chapter 13 Designing Pages and Documents 228
Part IV Specific Documents and Applications 235
Chapter 14 Email 236
Chapter 15 Workplace Memos and Letters 238
Chapter 16 Résumés and Other Job-Search Materials 250
Chapter 17 Technical Definitions 264
Chapter 18 Technical Descriptions, Specifications, and Marketing Materials 268
Chapter 19 Instructions and Procedures 277
Chapter 20 Informal Reports 283
Chapter 21 Formal Analytical Reports 287
Chapter 22 Proposals 299
Chapter 23 Oral Presentations and Webinars 305
Contents
Table of Master Sheets v
The Composition Instructor as Technical Writing Instructor 1
Using the Masters for Classroom or Online Instruction 3
Annotated Bibliography of Resources for Instructors 5
General Suggestions 8
The Workshop Approach 10
Working with Service-Learning Projects 13
Using the Objective Test Questions 15
Grading Procedure 16
Sample Syllabi 17
Part I Communicating in the Workplace 24
Chapter 1 Introduction to Technical Communication 25
Chapter 2 Meeting the Needs of Specific Audiences 33
Chapter 3 Persuading Your Audience 46
Chapter 4 Weighing the Ethical Issues 60
Chapter 5 Teamwork and Global Considerations 79
Chapter 6 An Overview of the Technical Writing Process 90
Part II The Research Process 104
Chapter 7 Thinking Critically about the Research Process 105
Chapter 8 Evaluating and Interpreting Information 118
Chapter 9 Summarizing Research Findings and Other Information 124
Part III Organization, Style, and Visual Design 128
Chapter 10 Organizing for Readers 129
Chapter 11 Editing for a Professional Style and Tone 163
Chapter 12 Designing Visual Information 207
Chapter 13 Designing Pages and Documents 228
Part IV Specific Documents and Applications 235
Chapter 14 Email 236
Chapter 15 Workplace Memos and Letters 238
Chapter 16 Résumés and Other Job-Search Materials 250
Chapter 17 Technical Definitions 264
Chapter 18 Technical Descriptions, Specifications, and Marketing Materials 268
Chapter 19 Instructions and Procedures 277
Chapter 20 Informal Reports 283
Chapter 21 Formal Analytical Reports 287
Chapter 22 Proposals 299
Chapter 23 Oral Presentations and Webinars 305
iv
v
Chapter 24 Blogs, Wikis, and Web Pages 310
Chapter 25 Social Media 314
Objective Test Questions 317
Answers to Objective Test Questions 347
Answers to Chapter Quiz Questions 349
Chapter 24 Blogs, Wikis, and Web Pages 310
Chapter 25 Social Media 314
Objective Test Questions 317
Answers to Objective Test Questions 347
Answers to Chapter Quiz Questions 349
vi
Table of Master Sheets
Sheet Numbers Title Page
1 How a Document Is Evaluated 28
2 Chapter 1 Quiz 30
3 Deciding on a Document’s Level of Technicality 37
4-6 Audience and Use Profile Sheet 39-43
7 Chapter 2 Quiz 45
8 Standard Shape for an Argument 53
9-10 A Sample Audience Analysis for Additional Team Assignment 55-57
11 Chapter 3 Quiz 59
12-17 Paraphrasing Source Material 65-75
18 Ethics Site Analysis 77
19 Chapter 4 Quiz 78
20 Team Pledge 83
21 Sample Form for Evaluating Team Members 84
22 Team Evaluation Form 85
24 Chapter 5 Quiz 88
25 How a Document Is Composed 91
26 A Flowchart of the Writing Process 92
27 Decisions in Planning the Document 94
28 Decisions in Drafting the Document 96
29-30 Decisions in Revising the Document 100-02
31 Chapter 6 Quiz 103
32 Examples of Research Topics 111
33 A Flowchart of the Research Process 113
34 Chapter 7 Quiz 114
35 Chapter 8 Quiz 123
36 Chapter 9 Quiz 127
37–44 Examples of Sequencing 134-48
45-46 The Purpose of Classification and Partition 150-52
47 Example of Classification 154
48 Example of Partition 156
49 Using the Topic Sentence for Orientation 158
50 Common Transitions and the Relations They Indicate 160
51 Chapter 10 Quiz 162
52-53 Efficiency and Your Documents 166-68
54–71 Responses to Chapter 11 Exercises 170-204
72 Chapter 11 Quiz 206
73-80 Responses to Visuals Exercises 209-23
81 Examples of Visuals for Emphasis 225
82 Chapter 12 Quiz 227
83 A Flowchart for Decisions in Page Design 230
84 Ineffective Page Design 232
85 Effective Page Design 233
86 Chapter 13 Quiz 234
87 Chapter 14 Quiz 237
88 Summary Memo in Email Format 242
89 A Complaint Letter About a Political Issue 244
Table of Master Sheets
Sheet Numbers Title Page
1 How a Document Is Evaluated 28
2 Chapter 1 Quiz 30
3 Deciding on a Document’s Level of Technicality 37
4-6 Audience and Use Profile Sheet 39-43
7 Chapter 2 Quiz 45
8 Standard Shape for an Argument 53
9-10 A Sample Audience Analysis for Additional Team Assignment 55-57
11 Chapter 3 Quiz 59
12-17 Paraphrasing Source Material 65-75
18 Ethics Site Analysis 77
19 Chapter 4 Quiz 78
20 Team Pledge 83
21 Sample Form for Evaluating Team Members 84
22 Team Evaluation Form 85
24 Chapter 5 Quiz 88
25 How a Document Is Composed 91
26 A Flowchart of the Writing Process 92
27 Decisions in Planning the Document 94
28 Decisions in Drafting the Document 96
29-30 Decisions in Revising the Document 100-02
31 Chapter 6 Quiz 103
32 Examples of Research Topics 111
33 A Flowchart of the Research Process 113
34 Chapter 7 Quiz 114
35 Chapter 8 Quiz 123
36 Chapter 9 Quiz 127
37–44 Examples of Sequencing 134-48
45-46 The Purpose of Classification and Partition 150-52
47 Example of Classification 154
48 Example of Partition 156
49 Using the Topic Sentence for Orientation 158
50 Common Transitions and the Relations They Indicate 160
51 Chapter 10 Quiz 162
52-53 Efficiency and Your Documents 166-68
54–71 Responses to Chapter 11 Exercises 170-204
72 Chapter 11 Quiz 206
73-80 Responses to Visuals Exercises 209-23
81 Examples of Visuals for Emphasis 225
82 Chapter 12 Quiz 227
83 A Flowchart for Decisions in Page Design 230
84 Ineffective Page Design 232
85 Effective Page Design 233
86 Chapter 13 Quiz 234
87 Chapter 14 Quiz 237
88 Summary Memo in Email Format 242
89 A Complaint Letter About a Political Issue 244
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viii
Table of Master Sheets, continued
Sheet Numbers Title Page
90 An Effective Claim Letter 246
91 Chapter 15 Quiz 248
92 Letter Openings: Good and Bad 255
93 Letter Closings: Good and Bad 257
94 A Job-Hunting Assignment 259
95 A Group Assignment in Job Hunting 261
96 Chapter 16 Quiz 263
97 Chapter 17 Quiz 267
98 A Product Description 272
99 Chapter 18 Quiz 274
100 Three Ways of Making a Peanut-Butter Sandwich 280
101 Chapter 19 Quiz 282
102 Chapter 20 Quiz 286
103 Refining the Analytical Question 290
104-105 Additional Topics for Analysis 294-96
106 Chapter 21 Quiz 298
107 Proposal Topic Ideas 302
108 Chapter 22 Quiz 304
109 Peer Evaluation for Oral Presentations 308
110 Chapter 23 Quiz 309
111 Chapter 24 Quiz 313
112 Chapter 25 Quiz 316
Table of Master Sheets, continued
Sheet Numbers Title Page
90 An Effective Claim Letter 246
91 Chapter 15 Quiz 248
92 Letter Openings: Good and Bad 255
93 Letter Closings: Good and Bad 257
94 A Job-Hunting Assignment 259
95 A Group Assignment in Job Hunting 261
96 Chapter 16 Quiz 263
97 Chapter 17 Quiz 267
98 A Product Description 272
99 Chapter 18 Quiz 274
100 Three Ways of Making a Peanut-Butter Sandwich 280
101 Chapter 19 Quiz 282
102 Chapter 20 Quiz 286
103 Refining the Analytical Question 290
104-105 Additional Topics for Analysis 294-96
106 Chapter 21 Quiz 298
107 Proposal Topic Ideas 302
108 Chapter 22 Quiz 304
109 Peer Evaluation for Oral Presentations 308
110 Chapter 23 Quiz 309
111 Chapter 24 Quiz 313
112 Chapter 25 Quiz 316
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ix
Revel
Revel is an interactive learning environment that seamlessly blends the author’s narrative, media,
and assessment, enabling students to read, practice, and study in one continuous experience.
Informed by extensive research on how people read, think, and learn, Revel is designed to boost
students' understanding, retention, and preparedness across an expanding range of discipline areas
for less than the cost of a traditional textbook.
Revel
Revel is an interactive learning environment that seamlessly blends the author’s narrative, media,
and assessment, enabling students to read, practice, and study in one continuous experience.
Informed by extensive research on how people read, think, and learn, Revel is designed to boost
students' understanding, retention, and preparedness across an expanding range of discipline areas
for less than the cost of a traditional textbook.
Loading page 9...
Loading page 10...
1
The Composition Instructor as Technical Writing
Instructor
Technical Writing’s Practical Focus
In a technical writing class, you don’t need to struggle for answers to the student’s implied
question on each assignment: “Why are we doing this?” Because students choose subjects with
observable limits, and because they write for a specific reader in a specific situation, they are
able to make the connection between writing in the classroom and writing in the workplace.
And with high motivation, skills improve quickly.
Students learn to master rhetorical strategies by writing about subjects of primary or
immediate interest. The issues are more substantive than abstract. A report analyzing why the
campus has no day-care center may require these expository skills: classification, definition,
description, narration, and persuasion, in addition to strategies for summary writing,
outlining, primary and secondary research, and letter writing. Along with obtaining valuable
writing practice, then, students in this course develop a clear sense of purpose because they
write about problems that touch them and their community. The range and variety of topics
are infinite, with repeated emphasis on highly informative writing. Writing is taken out of the
rarefied English classroom and based in the real world. As an act of communication for a
specific purpose to a specific audience, writing becomes more a cognitive than an affective
task, more than an exercise in creative self-expression. Justification for such assignments is
both implicit and explicit. With practice in thinking and writing for a tangible situation and
purpose, for an audience who will use the information, students in any major leave the course
better prepared to think and write incisively about any subject.
A report-writing assignment is, in effect, an instructor ’s call to “teach me,” rather than
“discover yourself.” The practical purpose for writing is always clear. Unlike the rhetorical
errors in more personal writing, deficiencies in a factual message can be identified readily;
moreover, a summary, an expanded definition, a set of instructions, a physical description, or
a proposal provides common ground for student-teacher discussion of content, arrangement,
and style.
Technical Writing as a Point of View
For the skeptical newcomer, technical writing’s greatest liability is its name. The term
“technical,” often misleading for both instructors and students, leads to misunderstanding
about what goes on in a technical writing course. It is one thing to discuss a technical subject (a
specialized subject, usually mechanical or scientific); it is another to discuss any subject,
technical or not, from a technical point of view (an informed and precise perspective from which
the writer sees the related particulars of a subject). Even the most abstract subjects are
discussed from a technical point of view if interpretations and conclusions are predicated on
demonstrable evidence and if the writing has utility beyond self-expression; literary criticism
The Composition Instructor as Technical Writing
Instructor
Technical Writing’s Practical Focus
In a technical writing class, you don’t need to struggle for answers to the student’s implied
question on each assignment: “Why are we doing this?” Because students choose subjects with
observable limits, and because they write for a specific reader in a specific situation, they are
able to make the connection between writing in the classroom and writing in the workplace.
And with high motivation, skills improve quickly.
Students learn to master rhetorical strategies by writing about subjects of primary or
immediate interest. The issues are more substantive than abstract. A report analyzing why the
campus has no day-care center may require these expository skills: classification, definition,
description, narration, and persuasion, in addition to strategies for summary writing,
outlining, primary and secondary research, and letter writing. Along with obtaining valuable
writing practice, then, students in this course develop a clear sense of purpose because they
write about problems that touch them and their community. The range and variety of topics
are infinite, with repeated emphasis on highly informative writing. Writing is taken out of the
rarefied English classroom and based in the real world. As an act of communication for a
specific purpose to a specific audience, writing becomes more a cognitive than an affective
task, more than an exercise in creative self-expression. Justification for such assignments is
both implicit and explicit. With practice in thinking and writing for a tangible situation and
purpose, for an audience who will use the information, students in any major leave the course
better prepared to think and write incisively about any subject.
A report-writing assignment is, in effect, an instructor ’s call to “teach me,” rather than
“discover yourself.” The practical purpose for writing is always clear. Unlike the rhetorical
errors in more personal writing, deficiencies in a factual message can be identified readily;
moreover, a summary, an expanded definition, a set of instructions, a physical description, or
a proposal provides common ground for student-teacher discussion of content, arrangement,
and style.
Technical Writing as a Point of View
For the skeptical newcomer, technical writing’s greatest liability is its name. The term
“technical,” often misleading for both instructors and students, leads to misunderstanding
about what goes on in a technical writing course. It is one thing to discuss a technical subject (a
specialized subject, usually mechanical or scientific); it is another to discuss any subject,
technical or not, from a technical point of view (an informed and precise perspective from which
the writer sees the related particulars of a subject). Even the most abstract subjects are
discussed from a technical point of view if interpretations and conclusions are predicated on
demonstrable evidence and if the writing has utility beyond self-expression; literary criticism
Loading page 11...
2
is an example.
In technical writing, the cognitive tasks of observing, interpreting, and reporting discourage
any tendency to make absolute or sweeping statements. And, because guidelines for structure
and format include an explicit and inclusive title, a clear statement of purpose, a detailed
outline, and relevant headings, students maintain a sense of direction consistent with purpose.
Far from enforcing mindless, mechanical transcription, technical writing assignments elicit
thought and expression that are deliberate; volition rather than chance shapes the message.
Because of its concrete subject matter, technical writing encourages analytical thought.
Students learn to pose imaginative questions, to answer them by precisely interpreting factual
evidence, and to communicate their findings in a “professional” format. The approach is
empirical, not mechanical. Students see that they are writing for a reason and that good writing
is the product of a good plan and a clear sense of the specific reader ’s specific needs. Written
assignments, oral reports, and class discussions about analogues in the real world—
evaluating your college’s internship program, establishing a student-operated food co-op,
comparing four popular wood-burning stoves, analyzing safety devices at a local nuclear
power plant—all have practical translations, are easy to justify, and are carried out with
enthusiasm. Ideally, a student report will also satisfy an assignment in another course.
Assignments with a Purpose
As a major course project, the analytical report can evolve from shorter assignments in
summary writing, definition, description, and the like. Students are motivated when
convinced that they are not performing an exercise in busy work or philosophical rambling;
instructors are pleased to learn something informative instead of suffering the usual thankless
and bleary-eyed plodding through unmemorable essays.
In short, teaching technical writing is one way in which instructors can make the required
conceptual and practical adjustment from education for its own sake to education with a
visible purpose. Such a change hardly means settling for second best. This kind of teaching,
as many continue to discover, offers the occasion for growing professionally and for actively
involving our students in reciprocal teaching and learning.
is an example.
In technical writing, the cognitive tasks of observing, interpreting, and reporting discourage
any tendency to make absolute or sweeping statements. And, because guidelines for structure
and format include an explicit and inclusive title, a clear statement of purpose, a detailed
outline, and relevant headings, students maintain a sense of direction consistent with purpose.
Far from enforcing mindless, mechanical transcription, technical writing assignments elicit
thought and expression that are deliberate; volition rather than chance shapes the message.
Because of its concrete subject matter, technical writing encourages analytical thought.
Students learn to pose imaginative questions, to answer them by precisely interpreting factual
evidence, and to communicate their findings in a “professional” format. The approach is
empirical, not mechanical. Students see that they are writing for a reason and that good writing
is the product of a good plan and a clear sense of the specific reader ’s specific needs. Written
assignments, oral reports, and class discussions about analogues in the real world—
evaluating your college’s internship program, establishing a student-operated food co-op,
comparing four popular wood-burning stoves, analyzing safety devices at a local nuclear
power plant—all have practical translations, are easy to justify, and are carried out with
enthusiasm. Ideally, a student report will also satisfy an assignment in another course.
Assignments with a Purpose
As a major course project, the analytical report can evolve from shorter assignments in
summary writing, definition, description, and the like. Students are motivated when
convinced that they are not performing an exercise in busy work or philosophical rambling;
instructors are pleased to learn something informative instead of suffering the usual thankless
and bleary-eyed plodding through unmemorable essays.
In short, teaching technical writing is one way in which instructors can make the required
conceptual and practical adjustment from education for its own sake to education with a
visible purpose. Such a change hardly means settling for second best. This kind of teaching,
as many continue to discover, offers the occasion for growing professionally and for actively
involving our students in reciprocal teaching and learning.
Loading page 12...
3
Using the Masters for Classroom or Online Instruction
This manual includes master sheets associated with each book chapter, which you
might use in a number of ways. You can copy and distribute this material as handouts.
You can also integrate these into your presentations during class by projecting them
right from the digital version of this instructor ’s manual, integrating excerpts into your
PowerPoint or other digital presentations, or projecting them via document cameras or
transparencies. If you are teaching an online or hybrid course, you can also extract these
as PDF files and distribute them via email or your learning management system (LMS).
For Quizzes
No book will do students any good unless they read it. To ensure that your students
have (1) done the reading and (2) understood what they have read, you might use the
quiz at the end of each chapter discussion section. Each quiz has ten questions that can
be answered in ten to fifteen minutes. You can reproduce the quizzes directly from the
PDF of this manual. You may also enter the questions directly into the quiz tool of your
online learning management system.
For Writing Samples
In addition to quizzes, many chapter discussions are supplemented by master sheets of
visuals and writing samples. In the discussions of the letter and short-report chapters,
master sheets of student writing illustrate successful responses to exercises in order to
complement many of the on-the-job examples from the textbook.
For Syllabi and Course Description
Either of the two sample syllabi, the course specifications, and the description of a
grading system can be reproduced directly.
Advantages of a Visual Format
Besides enhancing class discussion and lectures and improving students’ attention,
routine exposure to visuals is valuable preparation for students’ careers. Research
suggests
that, in any presentation, speakers who use visuals are regarded as better prepared than
speakers without such aids.
How Master Sheets Are Distributed in This Manual
To follow the same principles of efficiency set forth in the textbook, Master Sheets have
been deliberately omitted (except for quizzes) from some chapters. Most of the Master
Sheets are found in Part I (to enhance discussions about the writing process) and in Part
IV (to provide guidance in planning and revising typical documents). For Part II,
documents produced by your own students should provide abundant examples.
Using the Masters for Classroom or Online Instruction
This manual includes master sheets associated with each book chapter, which you
might use in a number of ways. You can copy and distribute this material as handouts.
You can also integrate these into your presentations during class by projecting them
right from the digital version of this instructor ’s manual, integrating excerpts into your
PowerPoint or other digital presentations, or projecting them via document cameras or
transparencies. If you are teaching an online or hybrid course, you can also extract these
as PDF files and distribute them via email or your learning management system (LMS).
For Quizzes
No book will do students any good unless they read it. To ensure that your students
have (1) done the reading and (2) understood what they have read, you might use the
quiz at the end of each chapter discussion section. Each quiz has ten questions that can
be answered in ten to fifteen minutes. You can reproduce the quizzes directly from the
PDF of this manual. You may also enter the questions directly into the quiz tool of your
online learning management system.
For Writing Samples
In addition to quizzes, many chapter discussions are supplemented by master sheets of
visuals and writing samples. In the discussions of the letter and short-report chapters,
master sheets of student writing illustrate successful responses to exercises in order to
complement many of the on-the-job examples from the textbook.
For Syllabi and Course Description
Either of the two sample syllabi, the course specifications, and the description of a
grading system can be reproduced directly.
Advantages of a Visual Format
Besides enhancing class discussion and lectures and improving students’ attention,
routine exposure to visuals is valuable preparation for students’ careers. Research
suggests
that, in any presentation, speakers who use visuals are regarded as better prepared than
speakers without such aids.
How Master Sheets Are Distributed in This Manual
To follow the same principles of efficiency set forth in the textbook, Master Sheets have
been deliberately omitted (except for quizzes) from some chapters. Most of the Master
Sheets are found in Part I (to enhance discussions about the writing process) and in Part
IV (to provide guidance in planning and revising typical documents). For Part II,
documents produced by your own students should provide abundant examples.
Loading page 13...
4
As a quick survey of the Table of Master Sheets suggests, the emphasis in this material
is on the process, not just the product. Instead of merely showing sample responses to this
or that assignment, many of the masters illustrate the writing process as a thinking
process.
In addition to the Master Sheets, you might also consider using the electronic Revel
version of the textbook to project examples and visual representations of various aspects
of the writing process. A wide variety of examples is provided in the textbook for you
to draw upon.
As a quick survey of the Table of Master Sheets suggests, the emphasis in this material
is on the process, not just the product. Instead of merely showing sample responses to this
or that assignment, many of the masters illustrate the writing process as a thinking
process.
In addition to the Master Sheets, you might also consider using the electronic Revel
version of the textbook to project examples and visual representations of various aspects
of the writing process. A wide variety of examples is provided in the textbook for you
to draw upon.
Loading page 14...
5
Annotated Bibliography of Resources for Instructors
Bibliography of Resources for Instructors
Instructors of technical communication come from a variety of backgrounds. While many
instructors have degrees and experience in technical writing and communication,
workplace/business writing, or professional communication, still others may come to this
course with credentials in English composition or literature, creative writing, journalism,
communication studies, law, engineering, science, and other fields. Especially for those who
do not have a technical communication background, this bibliography offers resources and
readings that provide history and context for technical communication theories and practices.
History
Connors, R. J. (2004). The rise of technical writing instruction in America. In J. Johnson-Eilola
& S. A. Selber (Eds.), Central works in technical communication (pp. 3-19). New York:
Oxford University Press.
(Original article was published in the (1982) Journal of Technical Writing and
Communication, 12(4), 329-52).
O’Hara, F. (2001). A brief history of technical Communication. STC’s 48th Annual Conference
Proceedings (pp. 500–504). Arlington, VA: Society for Technical Communication.
Journals and professional societies
Journals affiliated with a professional society are typically included as part of the membership
dues (some offer discounted rates for students). Many of these organizations have regional
meetings as well as national/international conferences. Search on these titles to find the
organization or journal’s Web site and social media feeds.
IEEE Transactions on Professional Communication. Institute of Electrical and Electronics
Engineers Professional Communication Society (ProComm).
Journal of Business Communication. Association for Business Communication.
Journal of Business and Technical Communication. Sage Publications.
Journal of Intercultural Communication Research. Taylor & Francis Group.
Journal of Mass Media Ethics. Taylor & Francis Group.
Journal of Technical Writing and Communication. Sage Publications.
Technical Communication. Society for Technical Communication (STC).
Technical Communication Quarterly. Association of Teachers of Technical Writing (ATTW).
User Experience Magazine and Journal of Usability Studies. User Experience Professional
Association (UXPA).
Annotated Bibliography of Resources for Instructors
Bibliography of Resources for Instructors
Instructors of technical communication come from a variety of backgrounds. While many
instructors have degrees and experience in technical writing and communication,
workplace/business writing, or professional communication, still others may come to this
course with credentials in English composition or literature, creative writing, journalism,
communication studies, law, engineering, science, and other fields. Especially for those who
do not have a technical communication background, this bibliography offers resources and
readings that provide history and context for technical communication theories and practices.
History
Connors, R. J. (2004). The rise of technical writing instruction in America. In J. Johnson-Eilola
& S. A. Selber (Eds.), Central works in technical communication (pp. 3-19). New York:
Oxford University Press.
(Original article was published in the (1982) Journal of Technical Writing and
Communication, 12(4), 329-52).
O’Hara, F. (2001). A brief history of technical Communication. STC’s 48th Annual Conference
Proceedings (pp. 500–504). Arlington, VA: Society for Technical Communication.
Journals and professional societies
Journals affiliated with a professional society are typically included as part of the membership
dues (some offer discounted rates for students). Many of these organizations have regional
meetings as well as national/international conferences. Search on these titles to find the
organization or journal’s Web site and social media feeds.
IEEE Transactions on Professional Communication. Institute of Electrical and Electronics
Engineers Professional Communication Society (ProComm).
Journal of Business Communication. Association for Business Communication.
Journal of Business and Technical Communication. Sage Publications.
Journal of Intercultural Communication Research. Taylor & Francis Group.
Journal of Mass Media Ethics. Taylor & Francis Group.
Journal of Technical Writing and Communication. Sage Publications.
Technical Communication. Society for Technical Communication (STC).
Technical Communication Quarterly. Association of Teachers of Technical Writing (ATTW).
User Experience Magazine and Journal of Usability Studies. User Experience Professional
Association (UXPA).
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6
Edited collections
Conklin, J., & Hayhoe, G. F. (Eds.). (2011). Qualitative research in technical communication. New
York: Routledge.
Johnson-Eilola, J., & Selber, S. A. (Eds.). (2004). Central works in technical communication. New
York: Oxford University Press.
McKee, H. A., & Porter, J. E. (Eds.). (2017). Professional communication and network interaction:
A rhetorical and ethical approach. New York: Routledge.
Spilka, R. (Ed.). (2010). Digital literacy for technical communication: 21st century theory and
practice. New York: Routledge.
St. Amant K., & Sapienza, F. (Eds.). (2017). Culture, communication and cyberspace: Rethinking
technical communication for international online environments. Amityville, N.Y.: Baywood.
Selected articles and books
Andersen, R. (2014). Rhetorical work in the age of content management. Journal of Business
and Technical Communication, 28(2), 115-157.
Breuch, L. K. (2018). Involving the audience: A rhetoric perspective on using social media to improve
websites. New York: Routledge.
Lauer, C., & Brumberger, E. (2016). Technical communication as user experience in a
broadening industry landscape. Technical Communication, 63(3), 248-264.
Lundgren, R. E., & McMakin, A. H. (2018). Risk communication: A handbook for communicating
environmental, safety, and health risks (6 th ed.). Hoboken, NJ: Wiley-IEEE Press.
Miller, C. R. (1979). A humanistic rationale for technical writing. College English, 40(6), 610-
617.
Reyman, J. (2008). Rethinking Plagiarism for Technical Communication. Technical
Communication, 55(1), 61-67.
Rude, C., & Eaton, A. (2011). Technical Editing. New York: Pearson.
Sarker, S., Ahuja, M., Sarker, S., & Kirkeby, S. (2011). The role of communication and trust in
global virtual teams: A social network perspective. Journal of Management Information
Systems, 28(1), 273-310.
Sun, H. (2006). The triumph of users: Achieving cultural usability goals with user
localization. Technical Communication Quarterly, 15(4), 457-481.
Blogs and social media
The U.S. Department of Labor publishes a Web site called the Occupational Outlook Handbook.
Go to that site and from there, search on “technical writers” to see median pay for that year,
number of jobs, and the job outlook for the coming year.
The Society for Technical Communication’s Web site offers a wealth of information including
webinars and other content; salary information and trends in the field; professional activities
including local chapters and the annual international STC conference.
TechWhirl is a Web site popular with technical communicators, especially those involved with
content management. The site offers information from “educational and research content to
the latest news, features, and commentary.”
Edited collections
Conklin, J., & Hayhoe, G. F. (Eds.). (2011). Qualitative research in technical communication. New
York: Routledge.
Johnson-Eilola, J., & Selber, S. A. (Eds.). (2004). Central works in technical communication. New
York: Oxford University Press.
McKee, H. A., & Porter, J. E. (Eds.). (2017). Professional communication and network interaction:
A rhetorical and ethical approach. New York: Routledge.
Spilka, R. (Ed.). (2010). Digital literacy for technical communication: 21st century theory and
practice. New York: Routledge.
St. Amant K., & Sapienza, F. (Eds.). (2017). Culture, communication and cyberspace: Rethinking
technical communication for international online environments. Amityville, N.Y.: Baywood.
Selected articles and books
Andersen, R. (2014). Rhetorical work in the age of content management. Journal of Business
and Technical Communication, 28(2), 115-157.
Breuch, L. K. (2018). Involving the audience: A rhetoric perspective on using social media to improve
websites. New York: Routledge.
Lauer, C., & Brumberger, E. (2016). Technical communication as user experience in a
broadening industry landscape. Technical Communication, 63(3), 248-264.
Lundgren, R. E., & McMakin, A. H. (2018). Risk communication: A handbook for communicating
environmental, safety, and health risks (6 th ed.). Hoboken, NJ: Wiley-IEEE Press.
Miller, C. R. (1979). A humanistic rationale for technical writing. College English, 40(6), 610-
617.
Reyman, J. (2008). Rethinking Plagiarism for Technical Communication. Technical
Communication, 55(1), 61-67.
Rude, C., & Eaton, A. (2011). Technical Editing. New York: Pearson.
Sarker, S., Ahuja, M., Sarker, S., & Kirkeby, S. (2011). The role of communication and trust in
global virtual teams: A social network perspective. Journal of Management Information
Systems, 28(1), 273-310.
Sun, H. (2006). The triumph of users: Achieving cultural usability goals with user
localization. Technical Communication Quarterly, 15(4), 457-481.
Blogs and social media
The U.S. Department of Labor publishes a Web site called the Occupational Outlook Handbook.
Go to that site and from there, search on “technical writers” to see median pay for that year,
number of jobs, and the job outlook for the coming year.
The Society for Technical Communication’s Web site offers a wealth of information including
webinars and other content; salary information and trends in the field; professional activities
including local chapters and the annual international STC conference.
TechWhirl is a Web site popular with technical communicators, especially those involved with
content management. The site offers information from “educational and research content to
the latest news, features, and commentary.”
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7
The Web site usability.gov describes itself as “the leading resource for user experience (UX) best
practices and guidelines, serving practitioners and students in the government and private
sectors.” This site is popular with academics and practitioners alike.
The Web site usability.gov describes itself as “the leading resource for user experience (UX) best
practices and guidelines, serving practitioners and students in the government and private
sectors.” This site is popular with academics and practitioners alike.
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8
General Suggestions
Background Reading
Because technical writing is (at least by one definition) applied rhetoric, a new instructor’s
preparation should build on a solid foundation in classical rhetoric. For this purpose, a
concise and comprehensive source is Edward P. J. Corbett’s Classical Rhetoric for the
Modern Student (Oxford University Press).
Classroom Layout
A technical writing class works best in the workshop format. In a classroom without
computers, the optimal set-up will include several tables large enough for students to
work in small editing groups and have plenty of room for paper shuffling. In computer
classrooms, the “pod” configuration works well, with four to six computers arranged
around a large table. In this environment, students are able to work together or
separately on the computers while also having desk space for working with hard copies.
Scheduling
Although sometimes difficult to schedule, two meetings a week seems to work best for
a workshop. Because technical writing students are generally well motivated, they will
easily tolerate 75-minute classes. These longer periods provide more continuity to the
small-group and full-class sessions.
Hardware
All of the exercises and activities in the textbook can be delivered in a classroom equipped
with only an overhead projector (or document camera) and a permanent screen. This
equipment is also useful for class discussion of student papers and other specimens.
Internet access is essential for demonstrating research techniques, analyzing publicly
available documents, and accessing a course Web site or online learning management
system during class time.
General Suggestions
Background Reading
Because technical writing is (at least by one definition) applied rhetoric, a new instructor’s
preparation should build on a solid foundation in classical rhetoric. For this purpose, a
concise and comprehensive source is Edward P. J. Corbett’s Classical Rhetoric for the
Modern Student (Oxford University Press).
Classroom Layout
A technical writing class works best in the workshop format. In a classroom without
computers, the optimal set-up will include several tables large enough for students to
work in small editing groups and have plenty of room for paper shuffling. In computer
classrooms, the “pod” configuration works well, with four to six computers arranged
around a large table. In this environment, students are able to work together or
separately on the computers while also having desk space for working with hard copies.
Scheduling
Although sometimes difficult to schedule, two meetings a week seems to work best for
a workshop. Because technical writing students are generally well motivated, they will
easily tolerate 75-minute classes. These longer periods provide more continuity to the
small-group and full-class sessions.
Hardware
All of the exercises and activities in the textbook can be delivered in a classroom equipped
with only an overhead projector (or document camera) and a permanent screen. This
equipment is also useful for class discussion of student papers and other specimens.
Internet access is essential for demonstrating research techniques, analyzing publicly
available documents, and accessing a course Web site or online learning management
system during class time.
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9
Learning Management Systems
Colleges and universities across the country are increasingly delivering courses, including
technical writing, through distance education. Hybrid (or blended) courses, those that
combine classroom and online sessions, are also popular. For these courses, a functional
online learning management system (LMS) is vital. An LMS allows instructors to deliver all
course materials electronically as well as to lead class discussions via forums. Private
communication spaces can be created for individual students as well as teams, and students
are able to upload their papers into an assignment submission tool. The advantages for an
instructor are clear: less paper to manage, a convenient one-stop location for accessing student
work and communicating with students, and an easy method for tracking students’ progress
and participation. The challenges are equally clear: developing a relationship with students,
explaining difficult material, encouraging vibrant class discussion, and implementing the
workshop approach. Seeking the advice of experienced LMS users will help you overcome
these challenges as will workshops offered by your university’s distance education unit.
Guest Speakers
Invite speakers from business and industry (the director of communications at your local
power company, a digital communications specialist at a local business, or the head of a local
engineering firm, for example). Companies that strive for good public relations, such as
utilities, are especially cooperative. Campus librarians who specialize in scientific,
engineering, and business disciplines can provide students with valuable research strategies.
If your campus library is equipped with a learning lab, holding a class session there is ideal.
Learning Management Systems
Colleges and universities across the country are increasingly delivering courses, including
technical writing, through distance education. Hybrid (or blended) courses, those that
combine classroom and online sessions, are also popular. For these courses, a functional
online learning management system (LMS) is vital. An LMS allows instructors to deliver all
course materials electronically as well as to lead class discussions via forums. Private
communication spaces can be created for individual students as well as teams, and students
are able to upload their papers into an assignment submission tool. The advantages for an
instructor are clear: less paper to manage, a convenient one-stop location for accessing student
work and communicating with students, and an easy method for tracking students’ progress
and participation. The challenges are equally clear: developing a relationship with students,
explaining difficult material, encouraging vibrant class discussion, and implementing the
workshop approach. Seeking the advice of experienced LMS users will help you overcome
these challenges as will workshops offered by your university’s distance education unit.
Guest Speakers
Invite speakers from business and industry (the director of communications at your local
power company, a digital communications specialist at a local business, or the head of a local
engineering firm, for example). Companies that strive for good public relations, such as
utilities, are especially cooperative. Campus librarians who specialize in scientific,
engineering, and business disciplines can provide students with valuable research strategies.
If your campus library is equipped with a learning lab, holding a class session there is ideal.
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10
The Workshop Approach
Workshops focus on the texts that students themselves have produced. The workshop
approach operates on the premise that students can evaluate someone else’s writing
better than their own. Designed to take students out of their traditionally passive roles,
the workshop involves them actively in evaluating and discussing writing. It helps
familiarize students with the challenge of writing for audiences other than their
instructor.
When first drafts or revisions are due, ask students to proofread and edit each other’s
assignments, using the appropriate revision checklist at the end of each chapter as a
guide. Ask for a detailed evaluation of each assignment, including specific suggestions
for revision. You might ask your students to keep a journal of their most troublesome
mechanical and stylistic errors and to submit the journal periodically with a brief
progress report.
If a general reading audience is assumed, groups at each table should be heterogeneous
(assorted majors). If a more specialized audience is assumed, the groups should be as
homogeneous as possible. Provide a situational context for each workshop:
• For heterogeneous groups: “Assume that you are a customer, executive, or client who
needs this information for [the specific purpose for which the assignment is written].
Would the information in this report fully serve your needs? Is it well presented
[format, style, mechanics, usage]? What is effective about this piece? What needs
improvement?”
• For homogeneous groups: “Assume you are a section head who has to approve this
piece [instructions, product description, and so on], written by one of your staff,
before it is published in a company manual or prospectus. What specific advice
would you give the writer for revising and refining the document?”
After allowing enough time (20 to 25 minutes) for small-group editing, ask for one or
two nominations for outstanding papers to be discussed by the entire class. Display these
papers in class using an electronic version projected onto a large screen or a document
camera and read them aloud. Invariably, other class members will have additional
The Workshop Approach
Workshops focus on the texts that students themselves have produced. The workshop
approach operates on the premise that students can evaluate someone else’s writing
better than their own. Designed to take students out of their traditionally passive roles,
the workshop involves them actively in evaluating and discussing writing. It helps
familiarize students with the challenge of writing for audiences other than their
instructor.
When first drafts or revisions are due, ask students to proofread and edit each other’s
assignments, using the appropriate revision checklist at the end of each chapter as a
guide. Ask for a detailed evaluation of each assignment, including specific suggestions
for revision. You might ask your students to keep a journal of their most troublesome
mechanical and stylistic errors and to submit the journal periodically with a brief
progress report.
If a general reading audience is assumed, groups at each table should be heterogeneous
(assorted majors). If a more specialized audience is assumed, the groups should be as
homogeneous as possible. Provide a situational context for each workshop:
• For heterogeneous groups: “Assume that you are a customer, executive, or client who
needs this information for [the specific purpose for which the assignment is written].
Would the information in this report fully serve your needs? Is it well presented
[format, style, mechanics, usage]? What is effective about this piece? What needs
improvement?”
• For homogeneous groups: “Assume you are a section head who has to approve this
piece [instructions, product description, and so on], written by one of your staff,
before it is published in a company manual or prospectus. What specific advice
would you give the writer for revising and refining the document?”
After allowing enough time (20 to 25 minutes) for small-group editing, ask for one or
two nominations for outstanding papers to be discussed by the entire class. Display these
papers in class using an electronic version projected onto a large screen or a document
camera and read them aloud. Invariably, other class members will have additional
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11
insights and suggestions for improvement. By discussing a paper already recognized as
superior, you can avoid damaging the writer ’s ego. Try the “sandwich” method: first discuss
the effective components of the document, then identify weak areas, and end with an overall
positive comment about the work.
Finally, ask students to revise their papers at home, applying their editors’ comments, before
they submit them to you for grading. Have them turn in both their revisions and their edited
drafts.
In addition to marginal notes, require that editors provide a brief evaluation (one or two
paragraphs) of the individual features of content, arrangement, style, and page design. All
students initial their summaries and receive extra credit for consistently good editing.
NOTE: Expect some resistance to the workshop for the first few sessions. Initially, some
students feel they have nothing useful to say about a piece of writing. But with cheerleading
and guidance on your part, the whole business soon will run smoothly. In fact, once students
become accustomed to this approach, you can save class time by asking them to edit
classmates’ papers at home.
Have students identify a specific audience and use for each assignment. To reinforce the
workplace connection, begin early with samples of not-so-good writing from business and
industry (memos, letters) that the class can edit together, using the document camera or an
electronic document projected onto a large screen, with the software’s track changes function
enabled.
Here are more suggestions for helping the workshops run smoothly:
1. Give periodic quizzes to ensure that students have read and understood the assigned
chapters. For a workshop to succeed, students need to know the assigned reading.
2. Ask students to specify (in writing) an audience and use for each document they submit.
3. Emphasize repeatedly that all editors should assume the role of the writer ’s stipulated
audience.
4. You generally should not see first drafts. Ask students to submit their edited draft along
with the final draft.
5. Because an uninformed audience usually is a writer ’s biggest challenge, heterogeneous
editing groups generally are more effective than homogeneous groups.
6. For full-class discussion of edited documents, use only those nominated as superior.
7. Before having students revise at home, hold at least one full-class workshop on that type
of document.
8. For variety, use a projector to show examples from time to time.
9. The workshop’s purpose is to actively involve students in evaluation and thinking.
Don’t hesitate to call on members of the silent majority for commentary during full-class
sessions.
10. For motivation and perspective, frequently bring in samples of real-world documents,
both good and bad—or, better yet, ask your students to submit samples they’ve collected.
insights and suggestions for improvement. By discussing a paper already recognized as
superior, you can avoid damaging the writer ’s ego. Try the “sandwich” method: first discuss
the effective components of the document, then identify weak areas, and end with an overall
positive comment about the work.
Finally, ask students to revise their papers at home, applying their editors’ comments, before
they submit them to you for grading. Have them turn in both their revisions and their edited
drafts.
In addition to marginal notes, require that editors provide a brief evaluation (one or two
paragraphs) of the individual features of content, arrangement, style, and page design. All
students initial their summaries and receive extra credit for consistently good editing.
NOTE: Expect some resistance to the workshop for the first few sessions. Initially, some
students feel they have nothing useful to say about a piece of writing. But with cheerleading
and guidance on your part, the whole business soon will run smoothly. In fact, once students
become accustomed to this approach, you can save class time by asking them to edit
classmates’ papers at home.
Have students identify a specific audience and use for each assignment. To reinforce the
workplace connection, begin early with samples of not-so-good writing from business and
industry (memos, letters) that the class can edit together, using the document camera or an
electronic document projected onto a large screen, with the software’s track changes function
enabled.
Here are more suggestions for helping the workshops run smoothly:
1. Give periodic quizzes to ensure that students have read and understood the assigned
chapters. For a workshop to succeed, students need to know the assigned reading.
2. Ask students to specify (in writing) an audience and use for each document they submit.
3. Emphasize repeatedly that all editors should assume the role of the writer ’s stipulated
audience.
4. You generally should not see first drafts. Ask students to submit their edited draft along
with the final draft.
5. Because an uninformed audience usually is a writer ’s biggest challenge, heterogeneous
editing groups generally are more effective than homogeneous groups.
6. For full-class discussion of edited documents, use only those nominated as superior.
7. Before having students revise at home, hold at least one full-class workshop on that type
of document.
8. For variety, use a projector to show examples from time to time.
9. The workshop’s purpose is to actively involve students in evaluation and thinking.
Don’t hesitate to call on members of the silent majority for commentary during full-class
sessions.
10. For motivation and perspective, frequently bring in samples of real-world documents,
both good and bad—or, better yet, ask your students to submit samples they’ve collected.
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12
The Online Workshop
Incorporating the workshop approach into online education classes or in online sessions of
hybrid courses can be challenging, but not impossible. An online learning management
system will make this task easier via creative use of group discussion forums or internal
wikis. If your LMS does not include a built-in wiki, one of the free options offered on the
Internet will be helpful.
Due Dates for Assignments
Students should be given specific due dates for first drafts (for workshop editing) and
deadline dates for all revisions. It’s a good idea to impose a limit of only one revision for
the assignments you have corrected. Besides preserving your sanity, this arrangement helps
you avoid the role of instructor as proofreader.
Hard Copy and e-Portfolios
Have students assemble e-portfolios. This collected work comes in handy during
individual conferences. It also ensures that material is retrievable for those assignments that
are cumulative. Instructors who grade electronically will benefit from the assignment
upload tool offered in a learning management system. All drafts and final versions of
assignments will be readily available to both instructor and student.
Conferences
Schedule frequent conferences. These meetings are especially important early in the
semester for students selecting topics for analytical reports (or proposals) and are important
late in the semester as they work on these reports. For online classes, a chat tool can
approximate the conference experience, especially for discussing topic ideas and addressing
specific questions students have.
Document Standards
Except for complex visuals (Chapter 12), require that all assignments be “camera ready.”
Besides providing an occasion for editing and revising, standards help students to develop
a sense of professionalism and to anticipate formal requirements on the job.
Attendance Policy
A workshop arrangement requires regular attendance. Subtracting points from the
semester ’s total for each unexcused absence beyond two or three helps keep everyone
coming.
The Online Workshop
Incorporating the workshop approach into online education classes or in online sessions of
hybrid courses can be challenging, but not impossible. An online learning management
system will make this task easier via creative use of group discussion forums or internal
wikis. If your LMS does not include a built-in wiki, one of the free options offered on the
Internet will be helpful.
Due Dates for Assignments
Students should be given specific due dates for first drafts (for workshop editing) and
deadline dates for all revisions. It’s a good idea to impose a limit of only one revision for
the assignments you have corrected. Besides preserving your sanity, this arrangement helps
you avoid the role of instructor as proofreader.
Hard Copy and e-Portfolios
Have students assemble e-portfolios. This collected work comes in handy during
individual conferences. It also ensures that material is retrievable for those assignments that
are cumulative. Instructors who grade electronically will benefit from the assignment
upload tool offered in a learning management system. All drafts and final versions of
assignments will be readily available to both instructor and student.
Conferences
Schedule frequent conferences. These meetings are especially important early in the
semester for students selecting topics for analytical reports (or proposals) and are important
late in the semester as they work on these reports. For online classes, a chat tool can
approximate the conference experience, especially for discussing topic ideas and addressing
specific questions students have.
Document Standards
Except for complex visuals (Chapter 12), require that all assignments be “camera ready.”
Besides providing an occasion for editing and revising, standards help students to develop
a sense of professionalism and to anticipate formal requirements on the job.
Attendance Policy
A workshop arrangement requires regular attendance. Subtracting points from the
semester ’s total for each unexcused absence beyond two or three helps keep everyone
coming.
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13
Working with
Service-Learning Projects
A service-learning assignment enables students to apply, test, and refine their
communication skills as they address a specific need in their community. This instructor’s
manual suggests service-learning projects in appropriate chapters.
Examples of Service-Learning Projects
In working with a nonprofit agency, students might complete these types of assignments:
• newsletters or other publicity for a local food bank
• a series of brochures and news releases for a women’s center
• a training manual for volunteers at a local hospital or animal shelter
• an orientation guide for commuters to your campus
• a Web site or social media campaign for a local environmental group or other
advocacy group
• a grant proposal for a social service agency
• fundraising literature for a public radio or television station
• revised and redesigned user manuals for the campus computer labs
Additional possibilities for worthwhile engagement are virtually endless.
Benefits of Service-Learning Projects
Beyond enhancing community welfare, as well as enriching “town-grown” relationships,
service-learning projects benefit our students in ways such as these:
• Students gain direct experience in writing for “real-world” audiences and in
collaborating on projects from an actual workplace.
• Students tend to feel motivated and to enjoy a sense of achievement from writing that
makes a measurable difference: for example, moving readers to act or to reconsider
their biases, increasing readers’ knowledge, broadening their understanding, or
winning their support on an important social issue. As opposed to writing for a
corporation, writing for a nonprofit agency arguably evokes a greater sense of
mission, of dedication to the organization.
Working with
Service-Learning Projects
A service-learning assignment enables students to apply, test, and refine their
communication skills as they address a specific need in their community. This instructor’s
manual suggests service-learning projects in appropriate chapters.
Examples of Service-Learning Projects
In working with a nonprofit agency, students might complete these types of assignments:
• newsletters or other publicity for a local food bank
• a series of brochures and news releases for a women’s center
• a training manual for volunteers at a local hospital or animal shelter
• an orientation guide for commuters to your campus
• a Web site or social media campaign for a local environmental group or other
advocacy group
• a grant proposal for a social service agency
• fundraising literature for a public radio or television station
• revised and redesigned user manuals for the campus computer labs
Additional possibilities for worthwhile engagement are virtually endless.
Benefits of Service-Learning Projects
Beyond enhancing community welfare, as well as enriching “town-grown” relationships,
service-learning projects benefit our students in ways such as these:
• Students gain direct experience in writing for “real-world” audiences and in
collaborating on projects from an actual workplace.
• Students tend to feel motivated and to enjoy a sense of achievement from writing that
makes a measurable difference: for example, moving readers to act or to reconsider
their biases, increasing readers’ knowledge, broadening their understanding, or
winning their support on an important social issue. As opposed to writing for a
corporation, writing for a nonprofit agency arguably evokes a greater sense of
mission, of dedication to the organization.
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14
• Workplace interaction calls on an array of social and interpersonal skills: for example,
in negotiating entry to an organization, in learning to work collaboratively, and in
navigating an organization’s culture and politics.
In short, service-learning assignments introduce students to the instrumental role of
communication—and to its myriad complexities—within an organization.
Avoiding the Pitfalls
Despite the promise and potential in a service-learning project, plenty can go wrong: for
example, the student might lack commitment to the cause; the fit might be wrong; the
client might have unrealistic or vague expectations; the student might feel isolated in the
organization or lack the assertiveness and rhetorical skills to negotiate the support she/he
needs to get the job done. The reputation of both a school and a program can be damaged
by projects that turn out badly.
A successful service-learning experience requires substantial preparation on the part of
both instructor and student. To avoid problems, consider these suggestions:
• Consult the rich array of print and online resources for service learning (beginning
with those listed in the following) and assign selected readings for your students as
well.
• Be sure the student cares about the organization and the issue and has a genuine sense
of commitment. Allow students to choose their own agency but try to verify that the
student and the agency are a good fit in terms of social, political, and ethical outlook.
• Work closely with the agency supervisor to spell out the student’s exact
responsibilities, as well as yours and the supervisor’s. Agree precisely on the types of
assignments and tasks, deadlines, evaluation mechanisms and criteria, and sources of
in-house support and information for the student. Try to identify and address
beforehand any ethical issues or conflicts that may arise, say, from the types of claims
students may be asked to communicate in an agency’s promotional campaign.
• Require a contract with the agency. Also, draw up a set of guidelines that describes
the project in detail, answering such questions as: Why have you chosen this project?
What are its benefits? What qualifies you for this work? If you’re working on a team,
what are your specific responsibilities? Where will you get the information you need?
What specific document(s) will you submit to fulfill your project requirement?
• Spell out your role in this project. The extent of required faculty involvement may be
excessive (say, line-by-line analysis versus “this document is too technical for the
intended audience” or “it should be more concise” or “the tone is too informal”). How
much feedback should you reasonably provide on drafts of a document? Faculty
members should not be expected to be editors or unpaid consultants.
• Ask the student for a written assessment of the experience: what worked or didn’t
work, what might be done to avoid future problems, and so on.
• Workplace interaction calls on an array of social and interpersonal skills: for example,
in negotiating entry to an organization, in learning to work collaboratively, and in
navigating an organization’s culture and politics.
In short, service-learning assignments introduce students to the instrumental role of
communication—and to its myriad complexities—within an organization.
Avoiding the Pitfalls
Despite the promise and potential in a service-learning project, plenty can go wrong: for
example, the student might lack commitment to the cause; the fit might be wrong; the
client might have unrealistic or vague expectations; the student might feel isolated in the
organization or lack the assertiveness and rhetorical skills to negotiate the support she/he
needs to get the job done. The reputation of both a school and a program can be damaged
by projects that turn out badly.
A successful service-learning experience requires substantial preparation on the part of
both instructor and student. To avoid problems, consider these suggestions:
• Consult the rich array of print and online resources for service learning (beginning
with those listed in the following) and assign selected readings for your students as
well.
• Be sure the student cares about the organization and the issue and has a genuine sense
of commitment. Allow students to choose their own agency but try to verify that the
student and the agency are a good fit in terms of social, political, and ethical outlook.
• Work closely with the agency supervisor to spell out the student’s exact
responsibilities, as well as yours and the supervisor’s. Agree precisely on the types of
assignments and tasks, deadlines, evaluation mechanisms and criteria, and sources of
in-house support and information for the student. Try to identify and address
beforehand any ethical issues or conflicts that may arise, say, from the types of claims
students may be asked to communicate in an agency’s promotional campaign.
• Require a contract with the agency. Also, draw up a set of guidelines that describes
the project in detail, answering such questions as: Why have you chosen this project?
What are its benefits? What qualifies you for this work? If you’re working on a team,
what are your specific responsibilities? Where will you get the information you need?
What specific document(s) will you submit to fulfill your project requirement?
• Spell out your role in this project. The extent of required faculty involvement may be
excessive (say, line-by-line analysis versus “this document is too technical for the
intended audience” or “it should be more concise” or “the tone is too informal”). How
much feedback should you reasonably provide on drafts of a document? Faculty
members should not be expected to be editors or unpaid consultants.
• Ask the student for a written assessment of the experience: what worked or didn’t
work, what might be done to avoid future problems, and so on.
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15
Using the Objective Test Questions
Near the end of this manual is a bank of objective test questions that supplement the chapter
quizzes. Of course, improvement in students’ writing is the true measure of their progress. But
an objective test at midterm or at semester ’s end can be useful:
1. For instructors who choose not to give weekly quizzes, the test helps differentiate weaker
writers who have given their best effort from those who have given minimal effort.
2. Early announcement of a test is likely to motivate some students to read the book
carefully, instead of merely skimming the chapters and focusing on the models.
3. The test itself is an occasion for students to review—and, presumably, to better absorb—
key material.
To accommodate the chapter sequences used by different instructors, all test questions are
organized and labeled by chapter.
Using the Objective Test Questions
Near the end of this manual is a bank of objective test questions that supplement the chapter
quizzes. Of course, improvement in students’ writing is the true measure of their progress. But
an objective test at midterm or at semester ’s end can be useful:
1. For instructors who choose not to give weekly quizzes, the test helps differentiate weaker
writers who have given their best effort from those who have given minimal effort.
2. Early announcement of a test is likely to motivate some students to read the book
carefully, instead of merely skimming the chapters and focusing on the models.
3. The test itself is an occasion for students to review—and, presumably, to better absorb—
key material.
To accommodate the chapter sequences used by different instructors, all test questions are
organized and labeled by chapter.
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16
Grading Procedure
To emphasize the mind-set of workplace success as the goal of technical writing, you might
consider translating your grades for assignments to more authentic workplace meanings,
such as the following.
A
Your employer would be thrilled with the work product. The writer has exhibited
distinguished performance through a particularly well-structured, clearly worded,
effectively designed communication meeting the needs of the intended audience.
B
Your employer would be pleased with this work product, which will generally meet the
purpose for the intended audience and does not contain any major missteps that would
turn off the intended audience. There are some issues with content, design, or wording, but
they do not cause significant damage to the effectiveness.
C
Your employer would have reservations about having this work product be seen by
audience members in or outside the company, as it contains a major problem or a number
of smaller problems that could impact its effectiveness and potentially affect the company’s
reputation.
D
Your employer would send this back to you with a request for significant rework because
of extensive issues in wording, design, or content that make this unusable.
F
Your employer sees that this is too far from the mark and asks that this be completely
redone.
Grading Procedure
To emphasize the mind-set of workplace success as the goal of technical writing, you might
consider translating your grades for assignments to more authentic workplace meanings,
such as the following.
A
Your employer would be thrilled with the work product. The writer has exhibited
distinguished performance through a particularly well-structured, clearly worded,
effectively designed communication meeting the needs of the intended audience.
B
Your employer would be pleased with this work product, which will generally meet the
purpose for the intended audience and does not contain any major missteps that would
turn off the intended audience. There are some issues with content, design, or wording, but
they do not cause significant damage to the effectiveness.
C
Your employer would have reservations about having this work product be seen by
audience members in or outside the company, as it contains a major problem or a number
of smaller problems that could impact its effectiveness and potentially affect the company’s
reputation.
D
Your employer would send this back to you with a request for significant rework because
of extensive issues in wording, design, or content that make this unusable.
F
Your employer sees that this is too far from the mark and asks that this be completely
redone.
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17
Sample Syllabi
Each syllabus offered here covers a rigorous—but realistic—schedule of activities and
assignments, based on 45 class meetings.
Syllabus A—Basic Approach
If your students have little technical background (as with career-education students, first-year
students in any major in two- or four-year programs, and two-year technical students who will
not often be expected to write long documents on the job), you might use some version of this
syllabus. Because the textbook chapters are self-contained, you can easily modify the suggested
sequence to suit your goals.
Students following this syllabus will work on the long report in teams.
Syllabus B—Accelerated Approach
If your students are juniors and seniors with substantial backgrounds, or sophomores in four-
year programs that require many long reports, you might use a version of Syllabus B. The
workload is heavy, but the results are gratifying.
Syllabus B differs from Syllabus A in that it yields these additional assignments: project
proposal, progress report, email, and oral report.
Both syllabi have ungraded exercises for the opening sessions, to get students writing early
without them worrying about being penalized for poor writing.
For weeks when you need more material or activities than what is on the syllabus, consider
having students do projects from Chapter 24, “Web Pages, Blogs and Wikis,” as well as Chapter
25, “Social Media.”
Library Resources Tour
Whatever your approach, try to arrange a tour of your library resources. Since most campus
library resources today are digital, a "tour" is possible without physically going to the library.
You or a visiting librarian can show students how to use your library's databases and available
search options as well strategies for searching the Internet effectively. Ideally, your class will be
in a hands-on computer lab so that students can experiment with and receive guidance on the
use of these resources.
Sample Syllabi
Each syllabus offered here covers a rigorous—but realistic—schedule of activities and
assignments, based on 45 class meetings.
Syllabus A—Basic Approach
If your students have little technical background (as with career-education students, first-year
students in any major in two- or four-year programs, and two-year technical students who will
not often be expected to write long documents on the job), you might use some version of this
syllabus. Because the textbook chapters are self-contained, you can easily modify the suggested
sequence to suit your goals.
Students following this syllabus will work on the long report in teams.
Syllabus B—Accelerated Approach
If your students are juniors and seniors with substantial backgrounds, or sophomores in four-
year programs that require many long reports, you might use a version of Syllabus B. The
workload is heavy, but the results are gratifying.
Syllabus B differs from Syllabus A in that it yields these additional assignments: project
proposal, progress report, email, and oral report.
Both syllabi have ungraded exercises for the opening sessions, to get students writing early
without them worrying about being penalized for poor writing.
For weeks when you need more material or activities than what is on the syllabus, consider
having students do projects from Chapter 24, “Web Pages, Blogs and Wikis,” as well as Chapter
25, “Social Media.”
Library Resources Tour
Whatever your approach, try to arrange a tour of your library resources. Since most campus
library resources today are digital, a "tour" is possible without physically going to the library.
You or a visiting librarian can show students how to use your library's databases and available
search options as well strategies for searching the Internet effectively. Ideally, your class will be
in a hands-on computer lab so that students can experiment with and receive guidance on the
use of these resources.
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18
Syllabus A
Weekly Assignments and Activities
Week Topics and Assignments
Milestones for
Final Project
1 Introduction: Discuss course goals, grading, workshop concept, team
projects and final project, graphics and page-design requirements.
Read Chapter 1; do General Project 2 and the Team Project. See Chapter
15 for memo elements and format. Read Chapter 6; do the Digital and
Social Media Project.
2 Information Delivery: Read Chapter 2; do General Project 1 and the
Team Project; workshop.
Persuasive Reasoning: Read Chapter 3; do General Projects 1 and 2.
3 Ethical Presentation: Read Chapter 4; do General Project 2.
Good Teamwork: Read Chapter 5; do the Team Project; workshop. Read
Chapter 7 in preparation for the research project. Begin work on the
Chapter 7 General Project, Phase One. Read Chapter 21, “Typical
Analytical Problems.”
4 Style: Read Chapter 11; do all exercises.
Page Design: Read Chapter 13. Take a tour of library resources. Review
assigned sections of Chapter 7.
List of possible topics
for research project due.
5 Summarizing Information: Read Chapter 9; do General Project 1 and the
Team Project; workshop; revised summary and abstract due next class
meeting.
Definition: Read Chapter 7; do the Global Project and the Team Project;
workshop; revised definition due next class meeting.
Topic and tentative
bibliography for
research project due.
6 Organizing for Readers: Read Chapter 10; do the General Project; develop
working outlines for the final project. Sign up for team conferences on
research project.
Page Design: Review Chapter 13; do General Project 3.
Tentative outline for
research project due.
7 Visual Information: Read Chapter 12; do General Projects 1, 6, and
7; do the Team Project; workshops. Continue work on tentative outlines
for final project.
Reviewing Findings: Read Chapter 8; do the General Project.
Syllabus A
Weekly Assignments and Activities
Week Topics and Assignments
Milestones for
Final Project
1 Introduction: Discuss course goals, grading, workshop concept, team
projects and final project, graphics and page-design requirements.
Read Chapter 1; do General Project 2 and the Team Project. See Chapter
15 for memo elements and format. Read Chapter 6; do the Digital and
Social Media Project.
2 Information Delivery: Read Chapter 2; do General Project 1 and the
Team Project; workshop.
Persuasive Reasoning: Read Chapter 3; do General Projects 1 and 2.
3 Ethical Presentation: Read Chapter 4; do General Project 2.
Good Teamwork: Read Chapter 5; do the Team Project; workshop. Read
Chapter 7 in preparation for the research project. Begin work on the
Chapter 7 General Project, Phase One. Read Chapter 21, “Typical
Analytical Problems.”
4 Style: Read Chapter 11; do all exercises.
Page Design: Read Chapter 13. Take a tour of library resources. Review
assigned sections of Chapter 7.
List of possible topics
for research project due.
5 Summarizing Information: Read Chapter 9; do General Project 1 and the
Team Project; workshop; revised summary and abstract due next class
meeting.
Definition: Read Chapter 7; do the Global Project and the Team Project;
workshop; revised definition due next class meeting.
Topic and tentative
bibliography for
research project due.
6 Organizing for Readers: Read Chapter 10; do the General Project; develop
working outlines for the final project. Sign up for team conferences on
research project.
Page Design: Review Chapter 13; do General Project 3.
Tentative outline for
research project due.
7 Visual Information: Read Chapter 12; do General Projects 1, 6, and
7; do the Team Project; workshops. Continue work on tentative outlines
for final project.
Reviewing Findings: Read Chapter 8; do the General Project.
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19
Week Topics and Assignments
Milestones for
Final Project
8
Memos and Letters: Read Chapter 15 for memo and letter parts, format,
design, and tone; do General Project 5 in class. Inquiry Letters: Read
Chapter 15, “Inquiry Letters”; do General Project 2; workshop; revised
inquiry due next class meeting; mail inquiry letters for research project.
Claim and Adjustment Letters: Read Chapter 15, “Claim Letters” and
“Adjustment Letters”; do General Project 3 or Team Project; workshop.
Begin work on Chapter 7, General Project, Phase Two.
9 Résumés: Read Chapter 16, “Résumés”; General Project 1 and the Digital
and Social Media Project; first draft of résumé due next class; workshop;
revised résumé due next class.
Interview questions and
questionnaire due.
10 Application Letters: Read Chapter 16, “Application Letters”; compose the
application and follow-up letters in response to General Project 2;
workshop; revision due next class session; workshop on outlines. Review
Chapter 7 and work on General Project, Phase Two. Read Chapter 21.
Detailed outline for
research project due.
11 Technical Description: Read Chapter 18; do General Projects 1 and 2 in
class; group brainstorming workshop; do a description outline based on
Team Project 1; outline workshop; prepare the description; workshop;
revised description due next class meeting.
12 Instructions and Procedures: Read Chapter 19; do General Projects
1 and 2; do outline for instructions based on one of the Team Projects;
workshop; prepare the instructions; workshop; revised instructions due
next class.
13 Formal Report: Review Chapters 7 and 8; begin work in Chapter 7 on the
General Project, Phase Three; workshops on material that is volunteered.
Supplements: Read Chapter 22, “Front Matter and End Matter
Supplements”; discussion and workshop on supplements.
Week Topics and Assignments
Milestones for
Final Project
8
Memos and Letters: Read Chapter 15 for memo and letter parts, format,
design, and tone; do General Project 5 in class. Inquiry Letters: Read
Chapter 15, “Inquiry Letters”; do General Project 2; workshop; revised
inquiry due next class meeting; mail inquiry letters for research project.
Claim and Adjustment Letters: Read Chapter 15, “Claim Letters” and
“Adjustment Letters”; do General Project 3 or Team Project; workshop.
Begin work on Chapter 7, General Project, Phase Two.
9 Résumés: Read Chapter 16, “Résumés”; General Project 1 and the Digital
and Social Media Project; first draft of résumé due next class; workshop;
revised résumé due next class.
Interview questions and
questionnaire due.
10 Application Letters: Read Chapter 16, “Application Letters”; compose the
application and follow-up letters in response to General Project 2;
workshop; revision due next class session; workshop on outlines. Review
Chapter 7 and work on General Project, Phase Two. Read Chapter 21.
Detailed outline for
research project due.
11 Technical Description: Read Chapter 18; do General Projects 1 and 2 in
class; group brainstorming workshop; do a description outline based on
Team Project 1; outline workshop; prepare the description; workshop;
revised description due next class meeting.
12 Instructions and Procedures: Read Chapter 19; do General Projects
1 and 2; do outline for instructions based on one of the Team Projects;
workshop; prepare the instructions; workshop; revised instructions due
next class.
13 Formal Report: Review Chapters 7 and 8; begin work in Chapter 7 on the
General Project, Phase Three; workshops on material that is volunteered.
Supplements: Read Chapter 22, “Front Matter and End Matter
Supplements”; discussion and workshop on supplements.
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20
14 Research Project: workshop
Documentation: Read “A Quick Guide to Documentation”; discuss
various documentation systems.
If you want me to read your best draft of your proposal or long report,
you must turn it in by the end of this week.
First draft of research
report due
15 Final Project: proofreading workshop. Final draft of report due
14 Research Project: workshop
Documentation: Read “A Quick Guide to Documentation”; discuss
various documentation systems.
If you want me to read your best draft of your proposal or long report,
you must turn it in by the end of this week.
First draft of research
report due
15 Final Project: proofreading workshop. Final draft of report due
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21
Syllabus B
Weekly Assignments and Activities
Week Topics and Assignments
Milestones for
Final Project
1
Introduction: Discuss course goals, grading, workshop concept, team
projects, graphics and page-design requirements. Read Chapter 1; do
General Project 2. Read Chapter 6; do the Digital and Social Media
Project.
Information Delivery: Read Chapter 2; do General Project 1.
2 Persuasive Reasoning: Read Chapter 3; do General Project 2; workshop.
Ethical Presentation: Read Chapter 4; do General Project 2 and the Team
Project. Discuss final project (proposal or report). Read Chapter 21,
“Typical Analytical Problems,” and Chapter 22, “Types of Proposals.”
Look over the General Project in Chapter 21 and General Project 3 in
Chapter 22.
Collaborative Guidelines: Read Chapter 5.
3 Style: Read Chapter 11; do all exercises. Read Chapter 7 in preparation for
final project.
List of possible topics for
final project due.
4 Summarizing Information: Read Chapter 9; do General Project 1 and the
Team Project; workshop; revised summary and abstract due next class
meeting.
Definition: Read Chapter 17; do the Global Project and the Team
Project; workshop; revised definition due next class meeting.
Topic and tentative
bibliography for final
project due.
5 Organizing for Readers: Read Chapter 10; do the General Project.
Visual Information: Read Chapter 12; do General Projects 1, 6, and
7; do the Team Project; workshop.
Sign up for office conferences on final project.
Tentative outline for
final project due.
6 Page Design: Read Chapter 13; do General Project 4; workshop on
General Project 4.
Project Proposal: Read Chapter 22, “Elements of a Persuasive Proposal”;
do General Project 2; workshop; revised proposal for final project due
next class meeting.
Memos and Letters: Read Chapter 15 for memo and letter parts, format,
design, and tone; do General Project 5 in class.
Reviewing Findings: Read Chapter 8; do General Project 1.
Syllabus B
Weekly Assignments and Activities
Week Topics and Assignments
Milestones for
Final Project
1
Introduction: Discuss course goals, grading, workshop concept, team
projects, graphics and page-design requirements. Read Chapter 1; do
General Project 2. Read Chapter 6; do the Digital and Social Media
Project.
Information Delivery: Read Chapter 2; do General Project 1.
2 Persuasive Reasoning: Read Chapter 3; do General Project 2; workshop.
Ethical Presentation: Read Chapter 4; do General Project 2 and the Team
Project. Discuss final project (proposal or report). Read Chapter 21,
“Typical Analytical Problems,” and Chapter 22, “Types of Proposals.”
Look over the General Project in Chapter 21 and General Project 3 in
Chapter 22.
Collaborative Guidelines: Read Chapter 5.
3 Style: Read Chapter 11; do all exercises. Read Chapter 7 in preparation for
final project.
List of possible topics for
final project due.
4 Summarizing Information: Read Chapter 9; do General Project 1 and the
Team Project; workshop; revised summary and abstract due next class
meeting.
Definition: Read Chapter 17; do the Global Project and the Team
Project; workshop; revised definition due next class meeting.
Topic and tentative
bibliography for final
project due.
5 Organizing for Readers: Read Chapter 10; do the General Project.
Visual Information: Read Chapter 12; do General Projects 1, 6, and
7; do the Team Project; workshop.
Sign up for office conferences on final project.
Tentative outline for
final project due.
6 Page Design: Read Chapter 13; do General Project 4; workshop on
General Project 4.
Project Proposal: Read Chapter 22, “Elements of a Persuasive Proposal”;
do General Project 2; workshop; revised proposal for final project due
next class meeting.
Memos and Letters: Read Chapter 15 for memo and letter parts, format,
design, and tone; do General Project 5 in class.
Reviewing Findings: Read Chapter 8; do General Project 1.
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