ENGL305 Midterm
Write different types of interview and/or survey questions based on a hypothetical research situation
"How do you feel about your results?" "What do you expect these results to mean?" "What do you plan on doing with ___?"
Define "Superstructure" and give an example
"Pattern" Varies by industry Be prepared to adapt different models to different readers and contexts Use judgment and creativity
Principles of good design
Balanced color Follows company rules Images/ figures are clear and easy to understand Images/ figures placed near text describing them Good callup references in texts referring to images/ figures
Activities of revising
Be able to give feedback on different levels (organization, superstructure, tone, message, etc.)
Guidelines for improving drafts
Be able to give feedback on different levels (organization, superstructure, tone, message, etc.)
Advice for effective/ethical use of color
Be careful when using color when presenting to people of different cultures (ex. meaning of color varies between India and United States) Be careful when using color when presenting to people of different industries (ex. color meaning varies between medical field and manufacturing field)
Guidelines for starting a communication in a way that motivates readers to read
Begin by announcing your topic Refer to your readers requests Offer to help your readers solve a problem Adjust the length of your beginning to the situation Present generalizations before details
Explain why your book defines workplace writing as "action"
Book defines workplace writing as an action since you are actively trying to convince people of what you are trying to say You expend power to achieve something
Identify examples of potential constraints that may influence your writing
Can come from inside or outside of your organization Expectations Regulations Policies
Explain/apply the revision process as it pertains to reader-centered writing
Check from your readers pov Check from your employers pov Distance yourself from your draft (take time) Read your draft more than once, changing your focus each time Use computer aids to find (but not cure) possible problems Take special care with social media Ethics: consider the stakeholders perspective
Principles for ethical persuasion
Commitment to not mislead or manipulate Openness to others Human values
Explain how copyright law impacts workplace writing
Copyright Law How to get a copyright: apply for it at the copyright office, kind of like a patent Who owns the copyright for work generated on job: the company Transformative Factor: how much did you change something else as your reference before using it
Describe an effective process for planning, creating, and implementing surveys
Deciding what to ask Writing questions Selecting respondents Contacting respondents Interpreting results
Explain "deficiency" and "growth" needs
Deficiency: something someone needs because they lack something (most people get job because they need money) Growth: Intrinsic, people need to feel that they are needed/ useful/ accomplishing something
Guidelines for determining what will make communication persuasive for readers
Describe your readers current attitudes and what you want them to be after reading your communication Find out why your reader holds his/ her current attitude
Guidelines for determining what will make communication useful to readers
Describe your readers goal (verbs=action) Describe the tasks your reader will perform while reading your communication (help with efficiency) Identify the information and ideas your reader will want your communication to provide (Qs, role) Describe the way your reader will look for information (options)
Explain when/why to use direct vs. indirect organizational pattern
Direct communication is normally used with people you know, while indirect is normally used with people you do know Direct communication: Good news Analysis Recommendation Indirect communication Bad news Alarming news Threatening news
Questions readers ask about proposals
Does your proposal address a goal or problem that is important to us? Would your proposal solve our problem or achieve our goal? Are you capable of producing the result you describe? Is your cost reasonable?
Explain the reasoning behind the "bottom line first" principle and explain why writing in this way can be challenging for writers
Don't make readers guess your main points Don't confuse writer-centered with reader-centered communication Will be hard for writer to do this since one would typically like to lead into their main point instead of announcing it right away Your thought process and hard work are not readers primary concern
Ways of establishing ethos or credibility
Establish credibility Technical expertise (creditals, knowledge) Trustworthiness (motives) Group membership Power
Elements of report superstructure
Introduction Objectives of the research Methods Results Discussion Conclusions Recommendations
Elements of Proposal Superstructure
Introduction Problem Objectives Solution Methods Resources Schedule Qualifications Management Costs
Elements of feasibility report superstructure
Introduction: why is it important for us to consider these alternatives Overview: what are the important features of our alternatives Criteria: are your criteria reasonable and appropriate Method: are your facts reliable Evaluation: how do the alternatives stack against the criteria Conclusions: what overall conclusions do you draw about the alternatives Recommendations: what do you think we should do
Criteria for evaluating sources
Is it relevant to my readers' needs? Will it be credible in my readers' eyes? Is it accurate? Is it complete? Is it current and up to date? Is it unbiased?
Identify concrete steps that can help ensure the ethical treatment of stakeholders
Learn who will be affected by your communication and how Seek out established processes for seeking input Check with managers before consulting stakeholders outside of organization Use your imagination when you can't get direct information
Describe the reading process and the factors that influence how readers respond
Picture readers Know that readers: React moment by moment Bring knowledge Interact with what they read Respond in ways that are shaped by the situation
Guidelines for helping readers to see/grasp your organizational scheme
Use headings Use the visual arrangement of your text Use forecasting statements Use transitions
Questions readers ask about empirical research reports
Why is your research important to us? Did your research ask the right questions? Was your research method sound? What results did your research produce? Did you interpret the results correctly and usefully? What is the significance to us of those results? What do you think we should do?
Compare and contrast writing for school and writing for work
Writing for school: Shows mastery of subject Shows skill in research and critical thinking Writing for work: Serves practical needs Serves variety of readers Includes special types of communication (conventions) Is context specific (workplace dynamics) Adheres to organizational expectations (style, branding, deadlines, etc.) Often created collaboratively Uses social media for practical ends
Advice for dealing with bias in research
Awareness Biased sources Can sometimes have a place if you acknowledge bias Your own biases Openness to conflicting information
Apply advice from Chapters 4 and 5 to hypothetical research scenarios
Steps someone should take while conducting research/ interviews/ surveys
Guidelines for ethical treatment of stakeholders
Alarm bell strategy Pay attention to your own reactions Checkpoint strategy Reserve time to review your work from ethical perspective Process strategy Integrate an ethical perspective into every stage of your work
Sources for ethical guidance
Field or industry specific codes Organizational codes Your own values
Elements of a "You-Attitude"
Focus your sentences on your reader, not yourself Phrase sentences so they create positive feelings (where the message is positive, use you) Phrase sentences so they avoid negative feelings (where the message is negative, avoid you)
General advice about formality in letters, memos, and emails
From most formal to least formal: letters, memos, emails Always follow general letter, memo, email format All should have proper introduction and conclusion All should have appropriate information contained in body
Explain what "hierarchical organization" is and describe an example
Help readers fit each piece of information into an easy to understand whole Larger topics, subtopics, specific info Use bottom line first in each section Might find diagram tree useful in planning
Guidelines for ending a communication in a way that supports your goals
Help your readers remember what you most want them to take away from your communication Repeat your main point Summarize your key points Refer to a goal stated earlier in your communication Focus on a key feeling Help your readers know what to do next Tell your readers how to get assistance or more information Tell your readers the next steps to take Identify any further study that is needed Follow applicable social conventions After youve made your last point, STOP
Terms related to interview and survey questions
How to ask questions for responder to answer open ended
6 Reader-Centered Strategies
Identify specific tasks your reader will perform using your communication. Identify readers' (1) attitudes. Help readers to find the information they need quickly. Highlight points that readers are likely to find (2) persuasive. (3) Trim/ edit carefully. Talk with readers.
Guidelines for critical thinking in research
Let go of your anchor Value counterarguments, counterevidence, and expectations Avoid personal or organizational bias
Guidelines for applying reader-centered advice to correspondence
Letters Write relatively short messages Use short paragraphs Normally address people outside of organization Memos Normally address people within the organization Between a few sentences and a few pages Emails Provide informative subject lines Subject lines can help your reader find previous email to respond to it
Guidelines for arranging information in a reader-centered way
Move from most to least important or impressive Write segments using patterns familiar to your readers Smooth the flow of thought from sentence to sentence Present background information where it will most help your readers
Four broad sources of information and methods for using them
Own knowledge Primary: sources your generate yourself Secondary: using someone elses information Internet Search engines Social media Library Database Catalog Goverment docs
Describe an effective process for planning and conducting interviews
Preparing Writing good questions Conducting Concluding
Elements of logos or sound reasoning
Present sufficient and reliable evidence Data Expert testimony Examples Explicitly justify your line of reasoning (evidence, claim, line of reasoning (warrant)) Respond to and learn from readers concerns and counter arguments
Guidelines for identifying factors that may influence readers' responses
Professional role and characteristics Relevant personal characteristics Reading context Cultural issues: Details Hierarchy Individual vs group orientation Preference for direct vs indirect statements Decision making strategies Interpretation of images, gestures, words Range of readers (phantom, future, complex)
Elements of writing situation
Reader Context Conventions
Explain the purpose of "reflections" and "framework" activities
Reflection and framework is to help you think about how you are going to set up your writing, what current skills are you going to use to help you set up your writing, and seeing what new skills you may get out of the communication Framework: Elements of writing situation Skills/ knowledge You have You have but need to adapt You need to develop Reflection: Before a project Assess your own personal knowledge After a project Identify skills and strategies you used in the project that you could employ in the future
Evaluate charts and tables based on design criteria in chapter
Should have a title Measured and given data points should have appropriate units in table Graphs should have labels on x and y axes Graphs should have a legend if there are multiple lines/ segments Charts should be well labeled based on section (ex. In pie charts, all slices should have a label and an amount present)
Characteristics/goals of workplace writing
Talk to a diverse audience about an idea/ information that you have that will impact your job as well as theirs You need to "sell" your audience on the communication you are trying to sell You write to help others do their jobs
Types of goals
Topics: Products Policies Actions People Goals Reverse an attitude Reinforce an attitude Shape an attitude
3 common scenarios for defining a problem
When your readers define the problem for you When your readers provide a general statement of the problem When you must define the problem yourself
Questions readers ask about feasibility reports
Why is it important for us to consider these alternatives? What are the key features of our alternatives? Are your criteria reasonable and appropriate? Are your facts reliable? How do the alternatives stack up against the criteria? What overall conclusions do you draw about the alternatives? What do you think we should do?
