Technical Communication Fundamentals

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Warren Wilson College
Missouri Western State University
Prentice Hall
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Library of Congress Cataloging-in-Publication Data

Pfeiffer,William S.
Technical communication fundamentals / William Sanborn Pfeiffer, Kaye E. Adkins.
p. cm.
Includes index.
ISBN-13: 978-0-13-237457-6
ISBN-10: 0-13-237457-9
1. English language—Technical English. 2. Communication of technical information.
3. English language—Rhetoric. 4. Technical writing. I. Adkins, Kaye E. II. Title.
PE1475.P468 2011
808’.0666—dc22 2010043759
10 9 8 7 6 5 4 3 2 1
ISBN 10: 0-13-237457-9

ISBN 13: 978-0-13-237457-6
Dedication
Deepest thanks go to my family—Evelyn, Zachary, and Katie—for their love
and support throughout this and every writing project I take on.
—Sandy
To my family—Perry, Ian, and Evan—for their support
and patience during this project.
—Kaye
Preface
>>> Technical Communication

Fundamentals Pfeiffer and Adkins
From the Authors:

It is a good thing, perhaps, to write for the amusement of the public, but it
is a far higher and nobler thing to write for their instruction, their profit,
their actual and tangible benefit.
Mark Twain, 1863
When Mark Twain penned this first sentence to “How to Cure a Cold,” he could
not have envisioned a time when writing for “tangible benefit” would be so much
a part of our lives. Because that time has come, this book has been written to help
you plan, write, and edit all types of on-the-job writing.
This textbook presents the fundamental concepts, techniques, and genres com-
monly used in the workplace—supported by useful examples and exercises. We
have included the word “fundamentals” in the title deliberately. This text offers a
solid starting point for communicating effectively in a future of rapidly changing
technology and workplace settings. In contrast, our comprehensive longer text,
Technical Communication: A Practical Approach 7e, provides more detailed infor-
mation about producing technical communication.
Though this book stands on its own as a resource, we have taken advantage of
the Web to provide you with many more examples, tutorials, and helpful re-
sources in MyTechcommlab. In the margins of the text pages, you will see icons
with notes indicating when something useful is available online in MyTechcomm-
lab. On this ancillary Web site, you will find a variety of additional material, in-
cluding over 90 model assignments, grammar and editing assistance, research
guidelines, writing tutorials, activities and case studies, and additional reference
resources in the field of technical communication.
As we wrote in Technical Communication: A Practical Approach, we believe that
clear, concise, and honest writing can be a powerful tool throughout your working
life. If used wisely, it will help you meet challenges you face in landing a job and ad-
vancing in your career.We hope this little book moves you toward that goal.
Sandy Pfeiffer,
President,WarrenWilson College
Kaye Adkins,
Associate Professor, MissouriWestern State University vii
viii Preface
>>> Core Features of Technical Communication

Fundamentals
Chapter 1 Introduction to
Focus on Process and Product
Technical
Communication
This book introduces students to writing in the first chapter,
and asks them to write throughout the course. The text im-
>>> Chapter Outline
merses them in the process of technical writing while teaching
Defining Technical Communication
Features of Academic Writing 2
2 practical formats for getting the job done.
Features of Technical Communication 2
Determining the Purpose of Your Documents 5
Analyzing Your Readers 6
Obstacles for Readers 6
Ways to Understand Readers 9
Types of Readers 10
Planning Your Documents 12
Three Principles of Organization 13
ABC Format for Documents 15
Ethics in the Workplace 18
Ethical Guidelines for Work 18
Ethics and Legal Issues in Writing 20
Chapter Summary 21
Learning Portfolio 22
Collaboration at Work 22
Assignments 22
130 Chapter 7 Reports
Because formal reports may be longer and more complex than other forms of technical
communication, it is important to help your readers navigate through the report.This is
1
accomplished with special front and end materials, clear headings, and other navigation
devices like running headers and footers.This section provides guidelines for writing the
main parts of a long report and includes a complete long report that follows this chap-
ter’s guidelines.
Though formats differ among organizations and disciplines, one approach to good or-
ganization applies to all formal reports. This approach is based on three main principles,
discussed in detail in Chapter 1:
Principle 1: Write different parts for different readers.
A Simple ABC Pattern Principle 2: Place important information first.
Principle 3: Repeat key points when necessary.
for All Documents These apply to formal reports even more than they
do to short documents Because formal reports
ABC Format: Formal Report
The “ABC format”—Abstract, Body, and Conclusion— I ABSTRACT:
often have a mixed technical audience, most read-
ers focus on specific sections that interest them
most, and few readers have time to wade through a
will guide students’ work in this course and throughout I
I
Cover/title page
Letter or memo of transmittal
lot of introductory information before reaching
the main point.
I Table of contents
their careers. This underlying three-part structure pro- I
I
List of illustrations
Executive summary
You can respond to these reader needs by fol-
lowing the ABC format (for Abstract, Body, Conclu-
sion). As noted in Chapter 1, the three main rules
vides a convenient handle for designing almost every I
I Introduction
BODY:
are that you should (1) start with an abstract for de-
cision makers, (2) put supporting details in the
I Discussion sections
technical document. I
I [Appendices—appear after text but support Body section]
CONCLUSION:
body, and (3) use the conclusion to produce action.
This simple ABC format should be evident in all for-
I Conclusions
mal reports, despite their complexity.The particular
I Recommendations
sections of formal reports fit within the ABC format
as shown on the right:
General Guidelines for Correspondence 77
>> Correspondence Guideline 2: Know Your Readers

Who are you trying to inform or influence? Pay particular attention when correspondence
will be read by more than one person. If these readers are from different technical levels or Internal Information
different administrative levels within an organization, the challenge increases. A complex was written for a
specific audience.
audience compels you to either (1) reduce the level of technicality to that which can be un-
derstood by all readers or (2) write different parts of the document for different readers.
>> Correspondence Guideline 3: Follow Correct Format

Most organizations adopt letter and memo formats that must be used uniformly by all em-
ployees. Later in this chapter, we offer specific guidelines for formatting letters, memos, and
e-mail, but the following are some general formatting guidelines:
I Multiple-page headings: Each page after the first page of a letter or memo
Numbered Guidelines
often has a heading that includes the name of the person or company receiving the let-
ter or memo, the date, and the page number. Some organizations may prefer an abbre-
viated form such as “Jones to Bingham, 2,” without the date.
I Subject line: Memos and e-mails always include subject lines, but they are some-
times used in letters as well. Give the subject line special attention, because it telegraphs
Many sets of short, numbered guidelines make this book easy to
meaning to the audience immediately. In fact, readers use it to decide when, or if, they will
read the complete correspondence. Be brief, but also engage interest. For example, the sub-
ject line of the Figure 4-2 memo could have been “Changes.” Yet, that brevity would have
use to complete class projects. Each set of guidelines will take stu-
sacrificed reader interest.The actual subject line, “Copy Center Changes,” conveys more in-
formation and shows readers that the contents of the memo will make their lives easier.
I Enclosure notation: If attachments or enclosures accompany a letter or memo,
dents through the process of finishing assignments, such as writing
type the singular or plural form of “Enclosure” or “Attachment” one or two lines beneath
the reference initials. Some writers also list the item itself (e.g., Enclosure: Code of
Ethics). If an e-mail includes an attachment, the filename and file type (e.g. PDF) should
be included in the first paragraph.
a proposal, doing research on the Internet, constructing a bar
I Copy notation: If the correspondence has been sent to anyone other than the re-
cipient, type “Copy” or “Copies” one or two lines beneath the enclosure notation, followed
by the name(s) of the person or persons receiving copies (e.g., Copy: Preston Hinkley).
chart, and preparing an oral presentation.
E-mail inserts this information automatically. If you are sending a copy but do not want
the original letter or memo to include a reference to that copy, write “bc” (for blind copy)
and the person’s name only on the copy—not on the original (e.g., bc: Mark Garibaldi).
(Note: Send blind copies only when you are certain it is appropriate and ethical to do so.)
>> Correspondence Guideline 4: Follow the ABC Format for All

Correspondence
Correspondence subscribes to the same three-part ABC (Abstract/Body/Conclusion)
format used throughout this book. According to the ABC format, your correspondence is
composed of these three main sections:
I Abstract: The abstract introduces the purpose and usually gives a summary of main
points to follow. It includes one or two short paragraphs.
Preface ix
Annotated Models
The text contains models grouped at the end of chapters on color-edged pages for easy ref-
erence.Annotations in the margins are highlighted in color and show exactly how the sam-
ple documents illustrate the guidelines set forth in the chapters.
Process Explanations versus Instructions 111
MEMORANDUM
DATE: November 20, 2011

TO: All Employees with Access to New E-mail System
FROM: Cathy Vir
SUBJECT: Instructions for Setting Up New E-mail Account
Earlier this month, we had a new e-mail system installed that will be used begin- Gives clear
M
ning December 1, 2011. This memo provides instructions on how to set up your purpose.
new e-mail account and how to migrate all of your archived e-mail so that it will
be ready for use when the new system goes into effect.
Identifies result of
Please follow the step-by-step instructions below for proper setup of your e-mail
M
steps.
and migration of your saved e-mail to the new system.
1. Double-click the E-mail icon.

2. Use the same Username and Password that you have used most re- M
Limits each step to
cently with the old e-mail system. one action.
3. Select the Accounts menu.

4. Select the Account Options sub-menu.
Separates results
RESULT: A window will open that prompts an Account Name and Account Type.
M
from actions.
5. Enter a name (i.e., “Mail”).

6. Use the drop-down menu to select IMAP4 as the Account Type.
7. Click Next.
RESULT: You will be prompted to enter an Incoming and Outgoing Mail Server.
8. Enter as follows:
Incoming: www.imap.mglobal.com
Outgoing: www.smtp.mglobal.com
9. Click Next.
RESULT: You will be asked for your e-mail address.
10. Use: yourlastname@mglobal.com

11. Click Next.
12. Click the radio button that reads: Connect through my Local Area Net-
work (LAN).
13. Click Next.
14. Name your “New Folder” (i.e., “Old Mail”)
15. Click the Finish button.
Results if instruc-
Your new account access should now be available, and your old e-mails will move tions have been
M
to the new folder that you just named. followed correctly.
If you encounter any problems while performing the steps listed above, please
Shows reader
M
contact a member of our IT staff for assistance. how to get more

information.
I Figure 6–2 I Instructions: electronic mail
Additional Sample Documents

in MyTechCommLab
In the margins of this book, you will find the MTCL icon whenever there are additional
sample documents or other useful tools available for use online.
x Preface
>>> Building Your Technical

Communication Skills
22 Chapter 1 Introduction to Technical Communication
>>> Learning Portfolio
Collaboration at Work Collaboration at Work Outline for a Consulting Report

General Instructions Following are listed just a few of the many groups or
Every chapter also includes a “Collaboration at Work” Each Collaboration at Work exercise applies strategies for
working in teams to chapter topics. The exercise assumes
departments whose needs should be considered:
Accounting Landscaping Registration

you (1) have been divided into teams of about three to six
exercise.These exercises engage the student’s interest in students, (2) use team time inside or outside of class to com-
plete the case, and (3) produce an oral or written response.
Catering
Computing
Housekeeping
Maintenance
Procurement
Recreation
Sales and Marketing
Security
Training
For guidelines about writing in teams, refer to Chapter 2.
chapter content by getting teams to complete a simple Background for Assignment
The topics range broadly because the facility will have
multiple purposes for a diverse audience.
project. Assume you and your team members comprise one of sev-
eral teams from a private consulting firm. The firm has been
hired to help plan a hotel/conference center to be built on
Team Assignment
The consulting firm—of which your team is a part—will
issue a joint report that describes the needs of all groups
your campus. Although the center will cater to some private
who will work in the new hotel/conference center. As-
clients, most customers will be associated with your institu-
sume that your team’s task is to produce just a portion of
tion—for example, parents of students, candidates for
the outline—not the text—of the report. Your outline will
teaching or administrative positions, and participants in ac-
address one or more of the needs reflected in the previ-
ademic conferences.
ous list, or other needs of your choosing that have not
Obviously, a project of this sort requires careful plan-
been listed.
ning. One step in the process is to assess the needs of vari-
ous people and groups that will occupy the center.
to be overly modest. With the goal of supportable self-pro-

motion in mind, evaluate the degree to which the follow-
ing resume entries are accurate representations of the
facts that follow them.
1. Resume Entry: June–September 2008—Served as ap-

prentice reporter for a Detroit area weekly newspaper.
Reality: Worked for a little over three months as a fact-
checker for a group of reporters. Was let go when the
Coverage of International
assistant editor decided to offer the apprentice posi-
tion to another, more-promising individual with more
journalistic experience.
2. Resume Entry: July 2007—Participated in university-
Communication
sponsored trip to Germany.
Reality: Flew to Germany with two fraternity brothers
for a two-day fraternity convention in Munich, after
which the three of you toured Bavaria for a week in a
rental car.
Because globalism continues to transform the business
3. Resume Entry: Summer 2007, 2008, 2009—Worked for
Berea Pharmacy as a stock clerk, salesperson, and ac-
countant.
Reality: Helped off and on with the family business,
world, this book includes suggestions for understanding
Berea Pharmacy, during three summers while in col-
lege—placing merchandise on shelves, working on the
cash register, and tallying sales at the end of the day.
Your father had regular help so you were able to spend
other cultures and for writing in an international con-
at least half of each summer camping with friends,
playing in a softball league, and retaking a couple of
college courses. text. In addition, each chapter’s set of exercises ends
9. International Communication
Assignment
There are many opportunities to work abroad, whether in
with an “international communication assignment.”
internships, through a contracting firm, or through direct
hiring. Using a Web site for a professional organization in
your major field or a Web site such as www.internabroad.
com, find an overseas internship or employment opportu-
nity that interests you. Research and write a report on the
cultural practices of the country in which the internship or
employment is located. Your instructor will indicate
whether your report will be oral or written. Information can
be acquired from sources such as the following:
122 Chapter 6 Process Explanations and Instructions
Assignments on Ethics this task. Follow all the guidelines in this chapter. Include at
least one illustration (along with warnings or cautions, if
appropriate). If possible, conduct a user test before complet-
To reinforce the ethical guidelines described in Chapter ing the final.
? 9. Ethics Assignment
2, each chapter includes an ethics assignment. No one Examine a set of instructions for a household or recre-
ational device that—either in assembly or use—poses seri-
ous risk of injury or death. Evaluate the degree to which the
can escape the continuous stream of ethical decisions re- manufacturer has fulfilled its ethical responsibility to in-
form the user of such risk. You may want to consider the fol-
lowing questions:
quired of every professional almost every day, which is a. Are risks adequately presented in text and/or graphic
form?
why assignments address ethical issues. b. Are risk notices appropriately placed in the document?
c. Is the document designed such that a user reading
quickly could locate cautions, warnings, or dangers
easily?
If you have highlighted any ethical problems, also suggest

solutions to these problems.
Preface xi
Appendix A
>>> Handbook Handbook

This handbook includes entries on the basics of writing. It contains three main types of
information:
1. Grammar: the rules by which we edit sentence elements. Examples include rules
This book provides a well-indexed, alphabetized hand-
for the placement of punctuation, the agreement of subjects and verbs, and the
placement of modifiers. book on grammar, mechanics, and usage. Handbook
2. Mechanics: the rules by which we make final proofreading changes. Examples
include the rules for abbreviations and the use of numbers. A list of commonly
misspelled words is also included.
gives quick access to rules for eliminating editing errors
3. Usage: information on the correct use of particular words, especially pairs of
words that are often confused. Examples include problem words like affect/effect,
during the revision process.
complement/compliment, and who/whom.
This handbook is presented in alphabetized fashion for easy reference during the editing
process. Grammar and mechanics entries are in all uppercase; usage entries are in lower-
case. Several exercises follow the entries.
A/An
A and an are different forms of the same article. A occurs before words that start with
consonants or consonant sounds. EXAMPLES:
I a three-pronged plug
I a once-in-a-lifetime job (once begins with the consonant sound of w)
I a historic moment (many speakers and some writers mistakenly use an before historic)
An occurs before words that begin with vowels or vowel sounds. EXAMPLES:
I an eager new employee
I an hour before closing
A lot/Alot
The correct form is the two-word phrase a lot.Although acceptable in informal discourse,
a lot usually should be replaced by more formal diction in technical writing. EXAMPLE:
“They retrieved many [not a lot of ] soil samples from the construction site.”
243
Information on English as a Second

Language
English as a Second Language (ESL)
A growing number of technical communication students Technical writing challenges native English speakers and nonnative speakers alike. The
are from other countries or cultures where English is not purpose of this section is to present a basic description of three grammatical forms: arti-
cles, verbs, and prepositions. These forms may require more intense consideration from
international students when they complete technical writing assignments. Each issue is
the first language.The English as a Second Language (ESL) described using the ease-of-operation section from a memo about a fax machine.The pas-
sage, descriptions, and charts work together to show how these grammar issues function
section of the Handbook focuses on three main problem collectively to create meaning.
areas: articles, prepositions, and verb use. It also applies

ESL analysis to an excerpt from a technical report.
xii Preface
>>>Your One-Stop Source for Technical

Communication Resources
MyTechCommLab for Technical Communication
Fundamentals
MyTechcommlab contains a wealth of multimedia technical communication resources in
one easy-to-use location. Resources include the following:
■ Over 90 Model Documents: Most of these documents include interactive activities
and annotations selected from a variety of professions and purposes (letters, memos,
career correspondence, proposals, reports, instructions and procedures, descriptions
and definitions,Web sites, and presentations). MyTechcommlab also contains 50 In-
teractive Documents that include rollover annotations highlighting purpose, audi-
ence, design, and other critical topics.
■ Grammar, Mechanics, and Writing Help: If students need more practice in
basic grammar and usage, MyTechCommLab’s grammar diagnostics will generate a
study plan linked to the thousands of test items in ExerciseZone, with results tracked
by Pearson’s exclusive GradeTracker.
■ Document Design Resources: A Writing Process tutorial leads students
through each stage of the writing process—from prewriting to final formatting. A new
tutorial on Writing Formal Reports offers step-by-step guidance for creating one
of the most common document types in technical communication and working with
sources. Activities and Case Studies provide over 65 exercises, all rooted in tech-
nical communication and many document-based, including three new case studies on
usability. An online reference library of e-books includes pdf files for books on
Visual Communication and Workplace Literacy.
■ Pearson’s MySearchLab: Research, Grammar, and Writing Tips access gives
students research tips, access to the EBSCO document database, writing and assess-
ment and instruction and access to the Longman Online Handbook for Writers.
■ E-book with Online Reference Sources: Students can choose to purchase a ver-
sion of MyTechcommlab that includes an e-book with links embedded in the pages to
all online resources.
To preview MyTechCommLab, go to
www.mytechcommlab.com.
If your textbook did not come packaged with an access code, standalone access codes with or
without an integrated e-book can also be purchased online at www.pearsonhighered.com.
Preface xiii
>>> Instructor’s Resources

■ Instructor’s Manual
An expanded Instructor’s Manual, loaded with helpful teaching notes for your classroom,
including answers to the chapter quiz questions, a test bank, and instructor notes for as-
signments and activities, is located on the Companion Web site.
■ Test Generator
■ PowerPoint Lecture Presentation Package
The Instructor’s Manual, Test Generator, and PowerPoint Package can be downloaded
from the Instructor’s Resource Center.To access supplementary materials online, instruc-
tors need to request an instructor access code. Go to www.pearsonhighered.com/irc,
where you can register for a code.Within 48 hours of registering you will receive a con-
firming e-mail, including an instructor access code. Once you have received your code,
locate your text in the online catalog and click on the Instructor Resources button on the
left side of the catalog product page. Select a supplement and a log-in page will appear.
Once you have logged in, you can access instructor material for all Pearson textbooks.
>>> Acknowledgments
We would like to thank the following reviewers of the seventh edition of our original text-
book for their helpful insights that are also included in this Fundamentals text:
Heidi Hatfield Edwards, Florida Institute of Technology
Liz Kleinfeld, Red Rocks Community College
Brian Van Horne, Metropolitan State College of Denver
In addition, the following reviewers have helped throughout the multiple editions of this
book:
Brian Ballentine, Case Western Reserve University
Jay Goldberg, Marquette University
Linda Grace, Southern Illinois University
Darlene Hollon, Northern Kentucky University
John Puckett, Oregon Institute of Technology
Kirk Swortzel, Mississippi State University
Catharine Schauer, Visiting Professor, Embry Riddle University
Friends and colleagues who contributed to this edition and/or other editions include
Shawn Tonner, Mark Stevens, Saul Carliner, George Ferguson, Alan Gabrielli, Bob Har-
bort, Mike Hughes, Dory Ingram, Becky Kelly, Chuck Keller, Monique Logan, Jo Lundy,
Minoru Moriguchi, Randy Nipp, Jeff Orr, Ken Rainey, Lisa A. Rossbacher, Betty Oliver
xiv Preface
Seabolt, Hattie Schumaker, John Sloan, Herb Smith, Lavern Smith, James Stephens, John
Ulrich, Steven Vincent, and Tom Wiseman.
Four companies allowed us to use written material gathered during Sandy’s consult-
ing work: Fugro-McClelland, Law Engineering and Environmental Services, McBride-
Ratcliff and Associates, and Westinghouse Environmental and Geotechnical Services.
Though this book’s fictional firm, M-Global, Inc., does have features of the world we ob-
served as consultants, we want to emphasize that M-Global is truly an invention.
Sandy would like to thank the following students for allowing us to adapt their writ-
ten work for use in this book: Michael Alban, Becky Austin, Corey Baird, Natalie Birn-
baum, Cedric Bowden, Gregory Braxton, Ishmael Chigumira, Bill Darden, Jeffrey
Daxon, Rob Duggan,William English, Joseph Fritz, Jon Guffey, Sam Harkness, Gary Har-
vey, Lee Harvey, Hammond Hill, Sudhir Kapoor, Steven Knapp, Wes Matthews, Kim
Meyer, James Moore, Chris Owen, Scott Lewis, James Porter, James Roberts, Mort
Rolleston, Chris Ruda, Barbara Serkedakis, Tom Skywark, Tom Smith, DaTonja Stanley,
James Stephens, Chris Swift, and Jeff Woodward. Kaye would like to thank her research
assistants, Rachel Stancliff and Ted Koehler, who identified outdated examples and refer-
ences and provided updated references, examples, and models.
We want to give special thanks to our Pearson Education editor, Gary Bauer, for sug-
gesting the concept for this book and to Rex Davidson, our production editor at Pearson.
Brief Contents
Chapter 1 Introduction to Technical Communication 1
Chapter 2 Collaboration and Writing 28
Chapter 3 Visual Design 43
Chapter 4 Letters, Memos, and Electronic Communication 75
Chapter 5 Definitions and Descriptions 93
Chapter 6 Process Explanations and Instructions 108
Chapter 7 Reports 123
Chapter 8 Proposals 160
Chapter 9 Presentations 189
Chapter 10 The Job Search 201
Chapter 11 Style in Technical Writing 222
Appendix A 243
Appendix B 287
Photo Credits 289
Index 291
xv
Contents
Chapter 1 Introduction to Technical

Communication 1
Defining Technical Communication 2
Features of AcademicWriting 2
Types of Readers 10
Technical Levels 10
Decision-Making Levels 11
Document Abstract:The “Big Picture” for Decision Makers 16
Document Body: Details for All Readers 17
Document Conclusion:Wrap-Up Leading to Next Step 17
Ethical Guidelines forWork 18
Ethics and Legal Issues inWriting 20
Chapter Summary 21
>>>Learning Portfolio 22
>Collaboration at Work 22
>Assignments 22
Chapter 2 Collaboration and Writing 28

Approaches to Collaboration 29
Collaboration and the Writing Process 30
The Writing Team 30
Planning 31
xvii
xviii Contents
Budgeting Time and Money 31

Using Schedule Charts 32
Communication 32
ModularWriting 34
Teamwork 36
Guidelines for Team Writing 36
Writers and Subject Matter Experts 38
Guidelines for Collaborating with SMEs 39
Guidelines for Being a Collaborative SME 39
Chapter Summary 40
>Assignments 41
Chapter 3 Visual Design 43

Elements of Page Design 44
White Space 44
Lists 46
In-Text Emphasis 48
Elements for Navigation 48
Headings 49
Headers and Footers 50
Color 50
Fonts 50
Font Types 51
Type Size 51
General Guidelines for Graphics 52
Specific Guidelines for Six Graphics 54
Tables 55
Pie Charts 57
Bar Charts 58
Line Charts 60
Flowcharts 61
Technical Drawings 63
Misuse of Graphics 64
Description of the Problem 64
Examples of Distorted Graphics 64
Contents xix
Computers in the Visual Design Process 66

Templates 66
Style Sheets 68
Chapter Summary 69
>Assignments 70
Chapter 4 Letters, Memos, and Electronic

Communication 75
Positive Correspondence 80
ABC Format for Positive Correspondence 80
Negative Correspondence 80
ABC Format for Negative Correspondence 80
Neutral Correspondence 81
ABC Format for Neutral Correspondence 81
Letters 81
Memoranda 82
E-mail 85
Appropriate Use and Style for E-mail 85
Guidelines for E-mail 86
Memoranda versus E-mail 89
Chapter Summary 89
>Assignments 90
Chapter 5 Definitions and Descriptions 93

Definitions versus Descriptions 94
Guidelines for Writing Definitions 94
Guidelines for Writing Descriptions 100
xx Contents
Chapter Summary 103
>>> Learning Portfolio 105

>Assignments 105
Chapter 6 Process Explanations and Instructions 108

Guidelines for Process Explanations 112
Guidelines for Instructions 114
Chapter Summary 119

>Assignments 120
Chapter 7 Reports 123

General Guidelines for Reports 124
Guidelines for Informal Reports 125
Guidelines for Formal Reports 129
Nine Parts of Formal Reports 130
Cover/Title Page 131
Letter/Memo of Transmittal 131
Table of Contents 132
List of Illustrations 133
Executive Summary 133
Introduction 134
Discussion Sections 135
Conclusions and Recommendations 136
End Material 136
Formal Report Example 136
Four Common Reports 153
Equipment Evaluations 153
Progress/Periodic Reports 153
Contents xxi
Problem Analyses 153

Recommendation Reports 154
Chapter Summary 154

>Assignments 155

Guidelines for Informal Proposals 162
Guidelines for Formal Proposals 168
Introduction 171
Conclusion 173
Appendices 173
Chapter Summary 183

>Assignments 184
Chapter 9 Presentations 189

Presentations and Your Career 190
Guidelines for Preparation and Delivery 190
Guidelines for Presentation Graphics 194
Chapter Summary 198

>Assignments 199
xxii Contents
Chapter 10 The Job Search 201

Researching Occupations and Companies 202
Job Correspondence 205
Job Letters 205
The readers’ Needs 207
The Letter’s Organization 208
Resumes 208
Objective 209
Education 209
Activities, Recognitions, Interests 211
Experience 211
References 213
Job Interviews 215
Preparation 215
Performance 217
Follow-Up Letters 218
Chapter Summary 219

>Assignments 220
Chapter 11 Style in Technical Writing 222

Overview of Style 223
Definition of Style 223
Importance of Tone 223
Writing Clear Sentences 224
Sentence Terms 224
Guidelines for Sentence Style 225
Being Concise 226
Being Accurate in Wording 230
Using the Active Voice 231
What Do Active and Passive Mean? 231
When Should Active and PassiveVoices Be Used? 232
Using Nonsexist Language 232
Sexism and Language 233
Techniques for Nonsexist Language 233
Contents xxiii
Plain English and Simplified English 235

Plain English 236
Simplified English 236
Chapter Summary 237

>Assignments 238
Appendix A Handbook 243

Appendix B Resources in MyTechCommLab 287
Photo Credits 289
Index 291
Chapter 1 Introduction to
Technical
Communication
>>> Chapter Outline

Features of Academic Writing 2
Types of Readers 10
Ethical Guidelines for Work 18
Ethics and Legal Issues in Writing 20
Chapter Summary 21
Assignments 22
1
ood communication skills are essential in your ability to present both written and visual infor-
G any career you choose. Jobs, promotions,

raises, and professional prestige result from
mation effectively.
>>> Defining Technical Communication

You may have learned how to write academic essays in previous writing courses.This book
helps you transfer that basic knowledge to the kind of writing done on the job. Career
For review, see the
Writing Process writing is so practical, so well-grounded in common sense, that it will seem to proceed
section. smoothly from your previous work. While traditional academic writing and technical
communication share many common features, they also have important differences.
Features of Academic Writing

Writing you have done in school probably has had the following characteristics:
■ Purpose: Communicating what you know about the topic, in a way that justifies a
high grade
■ Your knowledge of topic: Less than the teacher who evaluates the writing
■ Audience: The teacher who requests the assignment and reads it from beginning to end
■ Criteria for evaluation: Depth, logic, clarity, unity, supporting evidence, and grammar
■ Graphic elements: Sometimes used to explain and persuade
Academic writing requires that you use words to display your learning to someone
who knows more about the subject than you do. Because this person’s job is to evaluate
your work, you have what might be called a captive audience. In an academic setting, the
purpose is to demonstrate your command of information to someone more knowledge-
able about the subject than you are.
Features of Technical Communication

The rules for writing shift when you begin your career. Technical communication is a generic
term for all written and oral communication done on the job—whether in business, in-
dustry, or in other settings. It is particularly identified with documents in technology, en-
gineering, science, the health professions, and other fields with specialized vocabularies.
The terms technical writing, professional writing, business writing, and occupational writing also
refer to writing done in your career.
Besides writing projects, your career will also bring you speaking responsibilities,
such as formal speeches at conferences and informal presentations at meetings.Thus, the
My Tech Comm Lab
includes examples of term technical communication can encompass the full range of writing and speaking respon-
technical communi- sibilities required to communicate your ideas on the job.The following discusses the main
cation genres.
characteristics of technical communication:
■ Purpose: Getting something done within an organization or helping a customer,
client, or colleague get something done
■ Your knowledge of topic: Usually greater than that of the reader
■ Audience: Often several people with differing technical backgrounds

■ Criteria for evaluation: Clear and simple organization of ideas and supporting de-
tail appropriate to the needs of busy readers
■ Graphic elements: Frequently used to explain existing conditions and to present al-
ternative courses of action
Contrast these features with those of academic writing, listed earlier. In particular,
note the following main differences:
1. Technical communication aims to help people make decisions and perform tasks,
whereas academic writing aims only to display your knowledge.
2. Technical communication usually responds to the needs of the workplace, whereas
academic writing usually responds to an assignment created by a teacher.
3. Technical communication is created by an informed writer conveying needed
information both verbally and visually to an uninformed reader, whereas academic
writing is created by a student as the learner for a teacher as the source of knowledge.
4. Technical communication often is read by many readers, whereas academic writing
usually aims to satisfy only one person, the teacher.
Finally, technical communication places greater emphasis on techniques of organization
and visual cues that help readers find important information as quickly as possible.
Figure 1-1 lists some typical on-the-job writing assignments. Although not exhaus-
tive, the list does include many of the writing projects you will encounter. Figure 1-2 is an
■ Figure 1-1 ■
Correspondence: In-House or External
Examples of
• Memos to your boss and to your subordinates
• Routine letters to customers, vendors, etc. technical
• “Good news” letters to customers communication
• “Bad news” letters to customers
• Sales letters to potential customers
• Electronic mail (e-mail) messages to coworkers or
customers over a computer network
Short Reports: In-House or External
• Analysis of a problem
• Recommendation
• Equipment evaluation
• Progress report on project or routine periodic report
• Report on the results of laboratory or field work
• Description of the results of a company trip
Long Reports: In-House or External
• Complex problem analysis, recommendation, or equipment evaluation
• Project report on field or laboratory work
• Feasibility study
Other Examples
• Proposal to boss for new product line
• Proposal to boss for change in procedures
• Proposal to customer to sell a product, a service, or an idea
• Proposal to funding agency for support of research project
• Abstract or summary of technical article
• Technical article or presentation
• Operation manual or other manual
• Web site
■ Figure 1-2 ■ Short

report
MEMORANDUM
DATE: December 6, 2011
TO: Holly Newsome
FROM: Michael Allen
SUBJECT: Printer Recommendation
Introductory Summary
Recently you asked for my evaluation of the Hemphill 5000 printer/fax/scanner/copier
currently used in my department. Having analyzed the machine’s features, print quality,
and cost, I am quite satisfied with its performance.
Features
Among the Hemphill 5000’s features, I have found these five to be the most useful:
1. Easy to use control panel
2. Print and copy speed of up to 34 pages per minute for color and black and white
3. Ability to print high-quality documents like brochures & report covers
4. Built-in networking capability
5. Ability to scan documents to or from a USB port
In addition, the Hemphill 5000 offers high-quality copies, color copies and faxes, and it
uses high capacity ink cartridges to reduce costs.
Print Quality
The Hemphill 5000 produces excellent prints that rival professional typeset quality.
The print resolution is 1200 x 1200 dots per inch, among the highest attainable in
printer/fax/scanner/copier combinations. This memo was printed on the 5000, and, as you
can see, the quality speaks for itself.
Cost
Considering the features and quality, the 5000 is an excellent network combination
printer for workgroups within the firm. At a retail price of $239, it is also one of the lowest-
priced combination printers, yet it comes with a two-year warranty and excellent customer
support.
Conclusion
On the basis of my observation, I strongly recommend that our firm continue to use
and purchase the Hemphill 5000. Please call me at ext. 204 if you want further
information about this excellent machine.
M-Global Inc. | 127 Rainbow Lane | Baltimore MD 21202 | 410.555.8175
example of a short technical document. Note that it has the features of technical commu-
nication listed previously.
1. It is written to get something done—that is, to evaluate a printer
2. It is sent from someone more knowledgeable about the printer to someone who
needs information about it
3. Although the memo is directed to one person, the reader probably will share it with
others before making a decision concerning the writer’s recommendation
4. It is organized clearly, moving from data to recommendations and including headings

5. It provides limited data to describe the features of the printer
Now that you know the nature and importance of technical communication, the next
section examines the ethical context for communication done on the job.
>>> Determining the Purpose of Your

Documents
If you have already taken a basic composition course, you will see similarities between
rhetorical aims studied in that course and those in technical communication.Writing as-
signments you have had in school have probably asked you to inform your reader about
an event or object, to analyze a process or idea, or to argue the strength or weakness of
an interpretation or theory.
Information: When readers pick up a technical communication document, they may
want to know how to perform an operation or follow an established procedure.They
may want to make an informed decision. Clear, reliable information is the basis of
analysis and argument.
Analysis: At first, it may not seem like analysis is an important purpose of workplace
writing, but it is essential to problem solving and decision making.You may be asked
to analyze options for a supervisor who will make a recommendation to a client or
you may be asked to use analysis to make your own recommendation.
Argument: Good argument forms the basis for all technical communication. Some
people have the mistaken impression that only recommendation reports and propos-
als argue their case to the reader, and that all other writing should be objective rather
than argumentative.The fact is, every time you commit words to paper, you are argu-
ing your point.
Every piece of your workplace writing should have a specific reason for being. The
purpose may be dictated by someone else or selected by you. In either case, it must be
firmly understood before you start writing. Purpose statements guide every decision you
make while you plan, draft, and revise. Your choice of purpose statement will fall
somewhere within this continuum:
Neutral, objective statement Persuasive, subjective statement
For example, when reporting to your boss on the feasibility of adding a new wing to your
office building, you should be quite objective.You must provide facts that can lead to an in-
formed decision by someone else. If you are an outside contractor proposing to construct
such a wing, however, your purpose is more persuasive. You will be trying to convince
readers that your firm should receive the construction contract.
When preparing to write, therefore, ask yourself two related questions about your
purpose.
>> Question 1: Why Am I Writing This Document?

This question should be answered in just one or two sentences, even in complicated proj-
ects. Often the resulting purpose statement can be moved as is to the beginning of your
outline and later to the first draft.
>> Question 2: What Response Do I Want from Readers?

The first question about purpose leads inevitably to the second about results. Again, your
response should be only one or two sentences long. Although brief, it should pinpoint ex-
actly what you want to happen as a result of your document. Are you just giving data for
the file? Will information you provide help others do their jobs? Will your document rec-
ommend a major change? Unlike the purpose statement, the results statement may not go
directly into your document.
The answers to these two questions about purpose and results should be included on
the Planning Form your instructor may ask you to use for assignments. Figure 1-3 on
pages 7 and 8 includes a copy of the form along with instructions for using it. The last
page of this book contains another copy you can duplicate for use with assignments.
Having established your purpose, you are now ready to consider the next part of the
writing process: audience analysis.
>>> Analyzing Your Readers

One cardinal rule governs all on-the-job writing:
Write for your reader, not for yourself.
This rule especially applies to science and technology because many readers may know lit-
tle about your field. The key to avoiding this problem is to examine the main obstacles
readers face and adopt a strategy for overcoming them.
Obstacles for Readers

Readers of all backgrounds often have these four problems when reading any technical
document:
1. Constant interruptions
2. Impatience finding information they need
3. A different technical background from the writer
4. Shared decision-making authority with others
If you think about these obstacles every time you write, you will be better able to un-
derstand and respond to your readers.
>> Obstacle 1: Readers Are Always Interrupted

As a professional, how often will you have the chance to read a report or other document
without interruption? Such times are rare. Your reading time will be interrupted by
PLANNING FORM
Name: __________________________________________ Assignment: ____________________________________________
I. Purpose: Answer each question in one or two sentences.
A. Why are you writing this document?
B. What response do you want from readers?
II. Audience
A. Reader Matrix: Fill in names and positions of people who may read the document
Decision Makers Advisers Receivers
Managers
Experts
Operators
General
Readers
B. Information on individual readers: Answer these questions about the primary audience for this document. If the primary au-
dience includes more than one reader (or type of reader) and there are significant differences between the readers, an-
swer the questions for each (type of) reader. Attach additional sheets as necessary.
Primary audience:
1. What is this reader’s technical or educational background?
2. What main question does this person need answered?
3. What main action do you want this person to take?
4. What features of this person’s personality might affect his or her reading?
III. Document
A. What information do I need to include in the
1. Abstract?
2. Body?
3. Conclusion?
B. What organizational patterns are appropriate to the subject and purpose?
C. What style choices will present a professional image for me and the organization I represent?
■ Figure 1-3 ■ Planning Form for all technical documents

Instructions for Completing the Planning Form
The Planning Form is for your use in preparing assignments in your technical communication
course. It focuses only on the planning stage of writing. Complete it before you begin your first
draft.
1. Use the Planning Form to help plan your strategy for all writing assignments. Your instructor
may or may not require that it be submitted with assignments.
2. Photocopy the form on the back page of this book or write the answers to questions on sepa-
rate sheets of paper, whatever option your instructor prefers. (Your instructor may ask you to use
an electronic version or enlarged, letter-sized copies of the form that are included in the In-
structor’s Resource Manual.)
3. Answer the two purpose questions in one or two sentences each. Be as specific as possible
about the purpose of the documents and the response you want—especially from the decision
makers.
4. Note that the reader matrix classifies each reader by two criteria: (a) technical levels (shown on
the vertical axis) and (b) relationship to the decision-making process (shown on the horizontal
axis). Some of the boxes will be filled with one or more names whereas others may be blank.
How you fill out the form depends on the complexity of your audience and, of course, on the
directions of your instructor.
5. Note that the “Information on Individual Readers” section can be filled out for one or more read-
ers, depending on what your instructor requires.
6. Answer the document questions in one or two sentences each. Refer to Chapter 1 for informa-
tion about the ABC format and organizing patterns that can be used in documents.
■ Figure 1-3 ■ Continued
meetings and phone calls, so a report often gets read in several sittings. Aggravating this
problem is the fact that readers may have forgotten details of the project.
>> Obstacle 2: Readers Are Impatient

Many readers lose patience with vague or unorganized writing. They think, “What’s the
point?” or “So what?” as they plod through memos, letters, reports, and proposals. They
want to know the significance of the document right away.
>> Obstacle 3: Readers Lack Your Technical Knowledge

In college courses, the readers of your writing are professors who usually have knowledge
of the subject on which you are writing. In your career, however, you will write to readers
who lack the information and background you have. They expect a technically sophisti-
cated response, but in language they can understand. If you write over their heads, you
will not accomplish your purpose.Think of yourself as an educator; if readers do not learn
from your reports, you have failed in your objective.
>> Obstacle 4: Most Documents Have More Than One Reader

Readers usually share decision-making authority with others who may read all or just
part of the text. Thus, you must respond to the needs of many individuals—most of
them have a hectic schedule, are impatient, and have a technical background different
from yours.
Ways to Understand Readers

Obstacles to communication can be frustrating, yet there are techniques for overcoming
them. First, you must try to find out exactly what information each reader needs.Think of
See Model Report 11:
the problem this way—would you give a speech without learning about the background Position Paper for a
of your audience? Writing depends just as much, if not more, on such analysis. Follow model document
that clearly ad-
these four steps to determine your readers’ needs: dresses its purpose
and audience.
>> Audience Analysis Step 1: Write Down What You Know About
Your Reader
To build a framework for analyzing your audience, you need to write down—not just ca-
sually think about—the answers to these questions for each reader:
1. What is this reader’s technical or educational background?
2. What main question does this person need the answer to?
3. What main action do you want this person to take?
4. What features of this person’s personality might affect his or her reading?
The Planning Form in Figure 1-3 includes these four questions.
>> Audience Analysis Step 2: Talk With Colleagues

Who Have Written to the Same Readers
Often your best source of information about readers is a colleague where you work. Ask
around the office or check company files to discover who else may have written to the
same audience. Useful information could be as close as the next office.
>> Audience Analysis Step 3: Find Out Who Makes Decisions

Almost every document requires action of some kind. Identify decision makers ahead of
time so that you can design the document with them in mind. Know the needs of your
most important reader.
>> Audience Analysis Step 4: Remember That All Readers

Prefer Simplicity
Even if you uncover little specific information about your readers you can always rely on
one basic fact: Readers of all technical backgrounds prefer concise and simple writing.
Types of Readers
To complete the audience-analysis stage, this section shows you how to classify readers by
two main criteria: knowledge and influence. Specifically, you must answer two questions
about every potential reader:
1. How much does this reader already know about the subject?
2. What part will this reader play in making decisions?
Then use the answers to these questions to plan your document. The Planning Form in
Figure 1-3 provides a reader matrix by which you can quickly view the technical levels
and decision-making roles of all your readers. For complex documents, your audience may
include many of the 12 categories shown on the matrix.Also, you may have more than one
person in each box—that is, there may be more than one reader with the same back-
ground and decision-making role.
Technical Levels
On-the-job writing requires that you translate technical ideas into language that nontech-
nical people can understand. This task can be very complicated because you often have
several readers, each with different levels of knowledge about the topic. If you are to
“write for your reader, not for yourself,” you must identify the technical background of
each reader. Four categories help you classify each reader’s knowledge of the topic.
>> Reader Group 1: Managers

Many technical professionals aspire to become managers. Once into management, they
may be removed from hands-on technical details of their profession. Instead, they manage
people, set budgets, and make decisions of all kinds.Thus you should assume that manage-
ment readers are not familiar with fine technical points, have forgotten details of your
project, or both.These managers often need
■ Background information
■ Definitions of technical terms
■ Lists and other format devices that highlight points
■ Clear statements about what is supposed to happen next
>> Reader Group 2: Experts

Experts include anyone with a good understanding of your topic.They may be well-edu-
cated—as with engineers and scientists—but that is not necessarily the case. Whatever
their educational levels, most experts in your audience need
■ Thorough explanations of technical details

■ Data placed in tables and figures
■ References to outside sources used in writing the report
■ Clearly labeled appendices for supporting information
>> Reader Group 3: Operators

Because decision makers are often managers or technical experts, these two groups tend
to get most of the attention. However, many documents also have readers who are opera-
tors.They may be technicians in a field crew, workers on an assembly line, salespeople in
a department store, or drivers for a trucking firm—anyone who puts the ideas in your
document into practice.These readers expect
■ A clear table of contents for locating sections that relate to them
■ Easy-to-read listings for procedures or instructions
■ A clear statement of exactly how the document affects their jobs
>> Reader Group 4: General Readers

General readers often have the least amount of information about your topic or field. For
example, a report on the environmental impact of a toxic waste dump might be read by
general readers who are homeowners in the surrounding area. Most will have little tech-
nical understanding of toxic wastes and associated environmental hazards. These general
readers often need
■ Frequent use of graphics, such as charts and photographs
■ A clear distinction between facts and opinions
As with managers, general readers must be assured that (1) all implications of the docu-
ment have been put down on paper and (2) important information has not been buried in
overly technical language.
Decision-Making Levels
Figure 1-3 shows that your readers, whatever their technical level, can also be classified by
the degree to which they make decisions based on your document. Use the following
three levels to classify your audience during the planning process:
>> First-Level Audience: Decision Makers

The first-level audience, the decision makers, must act on the information. If, for example,
you are comparing two computer systems for storing records at a hospital, the first-level
audience decides which unit to purchase. In other words, decision makers translate infor-
mation into action.They are usually, but not always, managers within the organization.
>> Second-Level Audience: Advisers

This second group could be called influencers. Although they do not make decisions
themselves, they read the document and give advice to those who make the decisions.
Often, the second-level audience is composed of experts, such as engineers and ac-
countants, who are asked to comment on technical matters. After reading the sum-
mary, a decision-making manager may refer the rest of the document to advisers for
their comments.
>> Third-Level Audience: Receivers

Some readers do not take part in the decision-making process, but only receive informa-
tion contained in the document. For example, a report recommending changes in the hir-
ing of fast-food workers may go to the store managers after it has been approved, just so
they can put the changes into effect.This third-level audience usually includes readers de-
fined as operators in the previous section—that is, those who may be asked to follow guide-
lines or instructions contained in a report.
Using all this information about technical and decision-making levels, you can analyze
each reader’s (1) technical background with respect to your document and (2) potential
for making decisions after reading what you present. Then you can move on to the re-
search and outline stages of writing.
>>> Planning Your Documents

Given the varied backgrounds and interests of your readers, you must answer one es-
sential question: How can you best organize information to satisfy so many different
people?
Figure 1-4 shows you three possible options for organizing information for the tech-
nical expertise of a mixed technical audience, but only one is recommended in this book.
Writers who choose Option A direct their writing to the most technical people.Writers
■ Figure 1-4 ■
Options for Experts Operators Managers General Readers
organizing
information
Optioon A
Organize information for technical readers
Optioon B
Organize information for less-technical readers
Optio
on C
Organize informattion for all readers
who choose Option B respond to the dilemma of a

mixed technical audience by finding the lowest
common denominator—that is, they write to the
level of the least technical person. Each option satis-
fies one segment of readers at the expense of the
others.
Option C is preferred in technical communi-
cation for mixed readers. It encourages you to or-
ganize documents so that all readers—both
technical and nontechnical—get what they need.
The rest of this chapter provides strategies for de-
veloping this option. It describes general princi-
ples of organization and guidelines for organizing
entire documents, individual document sections,
and paragraphs.
Three Principles of Organization

Good organization starts with careful analysis of your audience. Most readers are busy,
and they skip around as they read.Think about how you examine a news organization’s
Web site or a weekly newsmagazine.You are likely to take a quick look at articles of
special interest to you; then you might read them more thoroughly, if there is time.
That approach also resembles how your audience treats technical reports and other
work-related documents. If important points are buried in long paragraphs or sec-
tions, busy readers may miss them. Three principles respond realistically to the needs
of your readers:
>> Principle 1: Write Different Parts for Different Readers

The longer the document, the less likely it is that anyone will read it from beginning to
end. As shown in Figure 1-5, they use a speed-read approach that includes these steps:
Step 1: Quick scan. Readers scan easy-to-read sections like executive sum-
maries, introductory summaries, introductions, tables of contents, conclu-
sions, and recommendations.They pay special attention to beginning and
end sections, especially in documents longer than a page or two, and to
illustrations.
Step 2: Focused search. Readers go directly to parts of the document body that
give them what they need at the moment.To find information quickly, they
search for navigation devices like subheadings, listings, and white space
in margins to guide their reading. (See Chapter 3 for a discussion of
page design.)
Step 3: Short follow-ups. Readers return to the document, when time permits, to
read or reread important sections.
STEP 1: Quick Scan
Introductory
Background Methods Costs Liability Conclusion
Summary
STEP 2: Focused Search
STEP 3: Short Follow-Ups

Can involve any section, especially the Introductory Summary
■ Figure 1-5 ■ Sample speed-read approach to short proposal
Your job is to write in a way that responds to this nonlinear and episodic reading process
of your audience. Most important, you should direct each section to those in the audience
most likely to read that particular section.
>> Principle 2: Emphasize Beginnings and Endings

Suspense fiction relies on the interest and patience of readers to piece together important
information.The writer usually drops hints throughout the narrative before finally reveal-
ing who did what to whom. Technical communication operates differently. Busy readers
expect to find information in predictable locations without having to search for it. Their
first-choice locations for important information are as follows:
■ The beginning of the entire document
■ The beginnings of report sections
■ The beginnings of paragraphs
Emphasizing beginnings and endings responds to the reading habits and psychological
needs of readers. At the beginning, they want to know where you are heading.They need
a simple road map for the rest of the passage. In fact, if you do not provide something im-
portant at the beginnings of paragraphs, sections, and documents, readers will start guess-
ing the main point themselves. At the ending, readers expect some sort of wrap-up or
transition; your writing should not simply drop off. The following paragraph begins and
ends with such information (italics added):
Already depleted sea turtle, marine mammal, seabird, and noncommercial fish populations
are endangered by incidental capture in fishing gear. Worldwide, about 25 percent of
the catch is discarded, either because it is not commercially valuable or because of
regulatory requirements that prohibit keeping undersized or nontargeted marine
life. Destructive fishing practices, such as bottom trawling and dredging, are
damaging vital habitat upon which fish and other living resources depend. Taken
together, overfishing, bycatch, and habitat destruction are changing relationships among
species in food webs and altering the function of marine ecosystems. [Pew Oceans Commis-
sion,America’s Living Oceans: Charting a Course for Sea Change (Arlington,VA: Pew Oceans
Commission, 2003), 5, 9.]
The first sentence gives readers an immediate impression of the two topics to be covered in
the paragraph. The paragraph body explores details of both topics. Then the last sentence
flows smoothly from the paragraph body by reinforcing the main point about over fishing.
>> Principle 3: Repeat Key Points

You have learned that different people focus on different sections of a document. Sometimes
no one carefully reads the entire report. For example, managers may have time to read only
the summary, whereas technical experts may skip the leadoff sections and go directly to
“meaty” technical sections with supporting information.These varied reading patterns require
a redundant approach to organization—you must repeat important information in different
sections for different readers.Your strategic repetition of a major finding, conclusion, or rec-
ommendation gives helpful reinforcement to readers always searching for an answer to the
“So what?” question as they read. Now we are ready to be more specific about how the three
general principles of organization apply to documents, document sections, and paragraphs.
ABC Format for Documents

Technical documents should assume a three-part structure that consists of a beginning, a
middle, and an end.This book labels this structure the ABC Format (for Abstract, Body, and
Conclusion).Visually, think of this pattern as a three-part diamond structure, as shown in
Figure 1-6:
■ Abstract: A brief beginning component is represented by the narrow top of the dia-
mond, which leads into the body.
■ Body: The longer middle component is represented by the broad, expansive portion
of the diamond figure.
■ Conclusion: A brief ending component is represented by the narrow bottom of the
diamond, which leads away from the body.
First and foremost, the ABC format pertains to the organization of entire documents.
However, the same beginning-middle-end strategy applies to the smaller units of dis-
course—document sections and paragraphs.
Figure 1-2 (page 4) includes a memo report that conforms to this structure. The
following sections discuss the three ABC components in detail.
Corresponding headings ■ Figure 1-6 ■ ABC

in Figure 1-2 report format for all
A ABSTRACT
(gives summary of
main points)
documents
B BODY
(supplies supporting
Features
Print Quality
details) Cost
C CONCLUSION
(gives readers what Conclusion
they need to act )
Document Abstract: The “Big Picture” for Decision Makers

Every document should begin with an overview. As used in this text, abstract is defined as
follows:
Abstract: brief summary of a document’s main points. Although its makeup varies
with the type and length of the document, an abstract usually includes (1) a clear
For more examples,
purpose statement for the document, (2) the most important points for decision
see Model Abstract 1:
Report and Model makers, and (3) a list or description of the main sections that follow the abstract. As
Abstract 2: Proposal. a capsule version of the entire document, the abstract should answer readers’
typical mental questions, such as: “How does this document concern me?” “What’s
the bottom line?” “So what?”
Abstract information is provided under different headings, depending on the docu-

ment’s length and degree of formality. Some common headings are “Summary,” “Executive
Summary,” “Introductory Summary,” “Overview,” and “Introduction.” The abstract may
vary in length from a short paragraph to a page or so. Its purpose, however, is always the
same: to provide decision makers with highlights of the document.
For example, assume you are an engineer who has evaluated environmental hazards
for the potential purchaser of a shopping mall site. Here is how the summary might read:
As you requested, we have examined the possibility of environmental contamina-
tion at the site being considered for the new Klinesburg Mall. Our field explo-
ration revealed two locations with deposits of household trash, which can be
easily cleaned up. Another spot has a more serious deposit problem of 10 barrels
of industrial waste. However, our inspection of the containers and soil tests re-
vealed no leaks.
Given these limited observations and tests, we conclude that the site poses no
major environmental risks and recommend development of the mall.The rest of
this report details our field activities, test analyses, conclusions, and recommen-
dations.
You have provided the reader with a purpose for the report, an overview of important
information for decision makers, and a reference to the four sections that follow. In doing
so, you have answered the following questions, among others, for the readers:
■ What are the major risks at the site?
■ Are these risks great enough to warrant not buying the land?
■ What major sections does the rest of the report contain?
This general abstract, or overview, is mainly for decision makers. Highlights must be
brief, yet free of any possible misunderstanding. On some occasions, you may need to
state that further clarification is included in the text, even though that point may
seem obvious. For example, if your report concerns matters of safety, the overview
may not be detailed enough to prevent or eliminate risks. In this case, state this point
clearly so that the reader will not misunderstand or exaggerate the purpose of the
abstract.
Document Body: Details for All Readers

The longest part of any document is the body. As used in this book, the body is defined as
follows:
Body: the middle section(s) of the document providing supporting information to
readers, especially those with a technical background. Unlike the abstract and
conclusion, the body component allows you to write expansively about items, such as
(1) the background of the project; (2) field, lab, office, or any other work on which the
document is based; and (3) details of any conclusions, recommendations, or proposals
that might be highlighted at the beginning or end of the document. The body answers
this main reader question: “What support is there for points put forth in the abstract
at the beginning of the document?”
Managers may read much of the body, especially if they have a technical background
and if the document is short.Yet the more likely readers are technical specialists who (1)
verify technical information for the decision makers or (2) use your document to do their
jobs. In writing the body, use the following guidelines:
■ Separate fact from opinion. Never leave the reader confused about where opin-
ions begin and end. Body sections usually move from facts to opinions that are based
on facts.To make the distinction clear, preface opinions with phrases, such as “We be-
lieve that,” “I feel that,” “It is our opinion that,” and the like. Such wording gives a clear
signal to readers that you are presenting judgments, conclusions, and other nonfactual
statements. Also, you can reinforce the facts by including data in graphics.
■ Adopt a format that reveals the structure. Use frequent headings and subhead-
ings to help busy readers locate important information immediately.
■ Use graphics whenever possible. Use graphics to draw attention to important
points.Today more than ever, readers expect visual reinforcement of your text, partic-
ularly in more persuasive documents like proposals.
By following these guidelines, which apply to any document, you will make detailed body
sections as readable as possible. They keep ideas from becoming buried in text and show
readers what to do with the information they find.
Document Conclusion: Wrap-Up Leading to Next Step

Your conclusion deserves special attention, for readers often recall first what they have
read last.We define the conclusion component as follows:
Conclusion: the final section(s) of the document bringing readers—especially decision
makers—back to one or more central points already mentioned in the body.
Occasionally, it may include one or more points not previously mentioned. In any
case, the conclusion provides closure to the document and often leads to the next
step in the writer’s relationship with the reader.
The conclusion component may have any one of several headings, depending on the
type and length of the document. Possibilities include “Conclusion,” “Closing,” “Closing
Remarks,” and “Conclusions and Recommendations.” A conclusion component answers

the following types of questions:
■ What major points have you made?
■ What problem have you tried to solve?
■ What should the reader do next?
■ What will you do next?
■ What single idea do you want to leave with the reader?
Whichever alternative you choose, your goal is to return to the main concerns of the
most important readers—decision makers. Both the abstract and conclusion, in slightly
different ways, should respond to the needs of this primary audience.
>>> Ethics in the Workplace

This section presents a set of ethical guidelines for the workplace, and shows how ethical
guidelines, when applied to writing, can have legal applications.Throughout this book are
assignments in which your own ethical decisions play an important role.
Ethical Guidelines for Work

As with your personal life, your professional life holds many opportunities for demonstrat-
ing your views of what is right or wrong. Most occur daily and without much fanfare, but cu-
mulatively they compose our personal approach to morality. Thus, our belief systems are
revealed by the manner in which we respond to this continuous barrage of ethical dilemmas.
Obviously, not everyone in the same organization or profession has the same ethical
beliefs, nor should they. After all, each person’s understanding of right and wrong flows
from individual experiences, upbringing, religious beliefs, and cultural values. Some
ethical relativists even argue that ethics only makes sense as a descriptive study of what peo-
ple do believe, not a prescriptive study of what they should believe.Yet there are some
basic guidelines that, in our view, should be part of the decision-making process in every
organization. Although they may be displayed in different ways in different cultures, they
should transcend national identity, cultural background, and family beliefs. In other
words, these guidelines represent what, ideally, should be the core values for employees at
international companies.
The guidelines in this section are common in many professional codes of ethics.These
are general guidelines and provide a good foundation for ethical behavior in the work-
place. However, you should also become familiar with the ethical guidelines specific to
your employer and professional organizations.
>> Ethics Guideline 1: Be Honest

First, you should relate information accurately and on time—to your colleagues, to cus-
tomers, and to outside parties, such as government regulators.This guideline also means
you should not mislead listeners or readers by leaving out important information that re-
lates to a situation, product, or service, including information about any conflicts of inter-
est.You should interpret data carefully and present estimates as accurately as possible. In
other words, give those with whom you communicate the same information that you
would want presented to you.
>> Ethics Guideline 2: Do No Harm

Technical communicators often work in fields that affect public health and safety. You
should avoid practices, inaccuracies, or mistakes that can harm people or property.
You should also support a positive and constructive work atmosphere. One way to
achieve such a working environment is to avoid words or actions calculated to harm oth-
ers. For example, avoid negative, rumor-laden conversations that hurt feelings, spread un-
supported information, or waste time.
>> Ethics Guideline 3: Be Fair

You should treat those around you fairly, regardless of differences in race, religion, disabil-
ity, age, or gender.You should also be aware of, and respect, differences in culture.This is
especially important as business becomes more global.
>> Ethics Guideline 4: Honor Intellectual Property Rights

Of course you should follow copyright and patent laws, but you should also respect the
work that others have put into developing and presenting their ideas. Credit others for
ideas, text, or images that you have used.
When collaborating with others, show appreciation for their contribution, and wel-
come their input. Offer and accept feedback that will make the final product stronger.
>> Ethics Guideline 5: Respect Confidentiality

Remember that you are acting on the part of both your employer and your clients. Disclose
sensitive information only with permission, and obtain written releases before you share mate-
rials.This is especially important for contract and freelance workers, who must have a portfo-
lio of accomplishments to share with prospective clients. If you share confidential information
with a prospective client, you show that you can not be trusted with sensitive material.
>> Ethics Guideline 6: Be Professional

When you are working, you represent your profession. Not only does this mean that you
should act in an honorable manner, but also that you should meet deadlines with quality
work. One way to do this is to keep current on developments in your field. Join a profes-
sional organization like the Association of Computing Machinery’s Special Interest Group
on the Design of Communication (ACM SIGDOC), read journal and magazine articles in
your field, and participate in continuing education activities.
In your career, you should develop and apply your own code of ethics, making sure
that it follows these guidelines and the guidelines of your employer and your professional
organization.
Ethics and Legal Issues in Writing

Writing—whether on paper, audiotape, videotape, or computer screen—presents a spe-
cial ethical challenge for demonstrating your personal code of ethics. Some countries,
such as the United States, have a fairly well-developed legal context for writing, which
means you must pay great attention to detail as you apply ethical principles to the writing
process.This section highlights some common guidelines.
■ Acknowledge Sources for Information Other Than Common
Knowledge You are obligated to provide sources for any information other than
common knowledge. Common knowledge is usually considered to be factual and non-
judgmental information that could be found in general sources about a subject.The
sources for any other types of information beyond this definition must be cited in your
document.
■ Seek Written Permission Before Borrowing Extensive Text Generally, it is
best to seek written permission for borrowing more than a few hundred words from a
source, especially if the purpose of your document is profit.This so-called “fair use” is,
unfortunately, not clearly defined and subject to varying interpretations. It is best to
(1) consult a reference librarian or other expert for an up-to-date interpretation of the
application of fair use to your situation and (2) err on the side of conservatism by ask-
ing permission to use information, if you have any doubt.This probably has not been
an issue in papers you have written for school, because they were for educational use
and were not going to be published. However, this issue should be addressed in any
writing you do outside of school.
■ Seek Written Permission Before Borrowing Graphics Again, you probably
have not been concerned about this issue in projects you have created in school, but
you must seek permission for any graphics you borrow for projects created outside of
school.This guideline applies to any nontextual element, whether it is borrowed di-
rectly from the original or adapted by you from the
source. Even if the graphic is not copyrighted, such
as in an annual report from a city or county, you
should seek permission for its use.
■ Seek Legal Advice When You Cannot
Resolve Complex Questions Some questions,
such as the use of trademarks and copyright, fall far
outside the expertise of most of us. In such cases it is
best to consult an attorney who specializes in such
law. Remember that the phrase Ignorance is bliss has
led many a writer into problems that could have
been prevented by seeking advice when it was rela-
tively cheap—at the beginning. Concerning U.S.
copyrights in particular, you might first want to con-
sult free information provided by the U.S. Copy-
right Office at its Web site (www.copyright.gov).
Chapter Summary 21
In the final analysis, acting ethically on the job means thinking constantly about the way in
which people are influenced by what you do, say, and write. Also, remember that what
you write could have a very long shelf life, perhaps to be used later as a reference for legal
proceedings.Always write as if your professional reputation could depend on it, because
it just might.
>>> Chapter Summary

Technical communication refers to the many kinds of writing and speaking you will do in
your career. In contrast to most academic writing, technical communication aims to get
something done (not just to demonstrate knowledge), relays information from someone
(you) more knowledgeable about the topic to someone (the reader) less knowledgeable
about it, is read by people from mixed technical and decision-making levels, presents
ideas clearly and simply, and often uses data and graphics to provide support.
Good technical communication calls on special skills, especially in organization.Writ-
ers should follow three guidelines for organizing information: (1) Write different parts of
the document for different readers, (2) place important information at the beginnings and
endings, and (3) repeat key points throughout the document.
This chapter recommends the ABC format for organizing technical documents. This
format includes an Abstract (summary), a Body (supporting details), and a Conclusion
(wrap-up and transition to next step). The abstract section is particularly important be-
cause most readers give special attention to the start of a document.
Your technical communication always exists within an ethical context. Use the gen-
eral ethics guidelines presented in this chapter, but also become familiar with the ethical
guidelines of your field of professional practice.
Collaboration at Work Outline for a Consulting Report

General Instructions Following are listed just a few of the many groups or
departments whose needs should be considered:
Each Collaboration at Work exercise applies strategies for
working in teams to chapter topics. The exercise assumes Accounting Landscaping Registration
you (1) have been divided into teams of about three to six Catering Maintenance Sales and Marketing
students, (2) use team time inside or outside of class to com- Computing Procurement Security
plete the case, and (3) produce an oral or written response. Housekeeping Recreation Training
The topics range broadly because the facility will have
multiple purposes for a diverse audience.
Background for Assignment
Assume you and your team members comprise one of sev-
Team Assignment
eral teams from a private consulting firm. The firm has been
The consulting firm—of which your team is a part—will
hired to help plan a hotel/conference center to be built on
issue a joint report that describes the needs of all groups
your campus. Although the center will cater to some private
who will work in the new hotel/conference center. As-
clients, most customers will be associated with your institu-
sume that your team’s task is to produce just a portion of
tion—for example, parents of students, candidates for
the outline—not the text—of the report. Your outline will
teaching or administrative positions, and participants in ac-
address one or more of the needs reflected in the previ-
ademic conferences.
ous list, or other needs of your choosing that have not
Obviously, a project of this sort requires careful plan-
been listed.
ning. One step in the process is to assess the needs of vari-
ous people and groups that will occupy the center.
Assignments
Your instructor will indicate whether the end-of-chapter in which you explain (1) the purpose for
Assignments should serve as the basis for class discussion, which the piece was written, (2) the apparent
for written exercises, or for both. readers and their needs, (3) the way in which
the example differs from typical academic
1. Features of Technical Communication writing, and (4) the relative success with
Option A. Locate an example of technical communica- which the piece satisfies this chapter’s
tion (such as a user’s guide, owner’s manual, guidelines.
or a document borrowed from a family mem- Option B. Using the following brief example of techni-
ber or an acquaintance who works in a tech- cal writing, prepare the analysis requested in
nical profession) and prepare a brief analysis Option A.
DATE: June 15, 2011

TO: Pat Jones
Office Coordinator
FROM: Sean Parker
SUBJECT: New Productivity Software
As you requested, I have examined the FreeWork open source productivity suite software we are considering. On the basis of my
observations, I recommend we secure one copy of FreeWork and test it in our office for two months. Then after comparing it with the
other two packages we have tested, we can choose one of the three productivity packages to use throughout the office.
Features of FreeWork
As we agreed, my quick survey of FreeWork involved reading the user’s manual, completing the orientation disk, and reviewing instal-
lation options. Here are the five features of the package that seemed most relevant to our needs:
1. Formatting Flexibility: FreeWork includes diverse “style sheets” to meet our needs in producing reports, proposals, letters,
memos, articles, and even brochures. By engaging just one command on the keyboard, the user can change style sheets—whereby
the program will automatically place text in a specified format.
2. Mailers: For large mailings, we can take advantage of FreeWork’s “Mail Out” feature that automatically places names from mailing
lists on form letters.
3. Documentation: To accommodate our staff’s research needs, FreeWork has the capacity to renumber and rearrange footnotes as
text is being edited.
4. Page Review: This package’s “PagePeek” feature permits the user to view an entire written page on the screen. Without having to
print the document, he or she can then see how every page of text will actually look on the page.
5. Tables of Contents: FreeWork can create and insert page numbers on tables of contents, created from the headings and subhead-
ings in the text.
6. Spreadsheets: FreeWork includes a powerful spreadsheet that can be integrated into documents.
7. Database: FreeWork’s database component can create forms and reports that can be integrated into documents.
8. Graphics: FreeWork includes a basic drawing program that will probably meet our needs.
Conclusion
Though I gave FreeWork only a brief look, my survey suggests that it may be a strong contender for use in our office. If you wish to
move to the next step of starting a two-month office test, just let me know.
■
2. Purpose and Audience Turn the voltage adjusting knob to the left until it stops
rotating.
The following examples deal with the same topic in four
■ Switch the voltmeter to “On” and make sure it reads
different ways. Using this chapter’s guidelines on purpose
“0.00 volts.”
and audience, determine the main reason for which each
■ Switch the power supply to “On.”
excerpt was written and the technical level of the intended
■ Slowly increase the voltage on the voltmeter from 0 to
readers.
10 volts.
■ Take the reading from the ammeter to determine the
A. You can determine the magnitude of current flowing
through a resistor by use of this process: amount of current flowing through the resistor.
■ Connect the circuit (power supply, resistor, ammeter, B. After careful evaluation of several testers, I strongly
voltmeter). recommend that Langston Electronics Institute
■ Set the resistor knob to a setting of “1.” purchase 100 Mantra Multitesters for use in our
laboratories in Buffalo, Albany, and Syracuse.
C. Selected specifications for the Ames Multitester are as Then explain why you think the author has been successful
follows: or unsuccessful in reaching the particular audience for each
■ Rangers .................43 article.
■ DC Voltage.............0–125–250mV 1.25–2.5–10–5–125–500–
1000V 5. Rewrite for Different Audiencexy
■ AC Voltage ............0–5–25–125–250–500–1000V
Locate an excerpt from a technical article or textbook,
■ DC Current ...........0–25–50μA–2.5–5–25–50–250–
preferably on a topic that interests you because of your
500mA–10A
background or college major. Rewrite all or part of the selec-
■ Resistance ............0–2K–20K–200K–20 Mega ohms
tion so that it can be understood by readers who have no
■ Decibels ................–20 to +62 in db 8 ranges
previous knowledge of the topic.
■ Accuracy ...............±3% on DC measurements
±4% on AC measurements
±3% on scale length on resistance 6. Collecting and Organizing Information
■ Batteries................one type AA penlight cell Most word processing programs include a feature that al-
■ Fuse .......................0.75A at 250V lows users to track the changes that are made to docu-
ments, as well as insert questions, comments and advice for
Note that the accuracy rate for the Ames is within our
revision. This feature is especially useful for collaborative
requirements of ±6% and is considerably lower than
projects because it allows team members to see who recom-
the three other types of testers currently used by our
mended various changes, as well as allowing several people
staff.
to comment on drafts.
D. Having used the Ames Multitester in my own home
laboratory for the last few months, I found it ex- A. Identify the reviewing features that are available in
tremely reliable during every experiment. In addition, your word processing program and how they are
it is quite simple to operate and includes clear accessed. Create a list of the features that you believe
instructions. As a demonstration of this operational would be most useful for students working on team
ease, my 10-year-old son was able to follow the in- projects.
structions that came with the device to set up a func-
B. Organize the information you have collected into a
tioning circuit.
single page reference for students who want to use
the reviewing features in your word processing
3. Audience Analysis program.
Find a commercial Web site (a Web site from a manufacturer
or retailer) designed for children. Sites that promote cereal, 7. Collecting and Organizing Information
toys, or snack foods are good choices.
Many Web sites offer advice to incoming freshmen about
■ Is the Web site designed to inform, provide analysis, or what to pack for their college dorm room. Using at least two
to persuade? How do you know? lists as a starting place, create your own list of recommen-
■ What have the designers of the Web site done to appeal dations. You may include as many or as few of the recom-
to their audience? What do their choices tell you about mended items as you feel worthwhile, and you can add your
the results of their audience analysis? own items to the list. Then choose a principle for organizing
■ Is there a section on the Web site specifically targeted to the items on your list. Group the items and clearly identify
parents? How does it differ from the Web pages for chil- the characteristics that helped you group the items. When
dren? How is it similar to the pages for children? you turn in your lists or share them with the class (as your
teacher instructs), identify the Internet sites that you used
4. Contrasting Audiences as a starting point.
Photocopy three articles from the same Sunday issue of a

local or national newspaper. Choose each article from a dif- 8. Writing an Abstract
ferent section of the paper—for example, you could use the The short report that follows lacks an abstract that states
sections on automobiles, business, travel, personal comput- the purpose and provides the main conclusion or recom-
ers, national political events, local events, arts, editorials, or mendation from the body of the report. Write a brief
employment. Describe the intended audience of each article. abstract for this report.
DATE: June 13, 2011

TO: Ed Simpson
FROM: Jeff Radner
SUBJECT: Creation of an Operator Preventive Maintenance Program
The Problem For practice with organi-

The lack of operator involvement in the equipment maintenance program has caused zation do the Patterns of
the reliability of equipment to decline. Here are a few examples: Organization Activity.
◆ A tractor was operated without adequate oil in the crankcase, resulting in a $15,000
repair bill after the engine locked.
◆ Operators have received fines from police officers because safety lights were not
operating. The bulbs were burned out and had not been replaced. Brake lights and
turn-signal malfunctions have been cited as having caused rear-end collisions.
◆ A small grass fire erupted at a construction site. When the operator of the vehicle
nearest to the fire attempted to extinguish the blaze, he discovered that the fire
extinguisher had already been discharged.
When the operator fails to report deficiencies to the mechanics, dangerous conse-
quences may result.
The Solution
The goal of any maintenance program is to maintain the company equipment so that
the daily tasks can be performed safely and on schedule. Since the operator is using
the equipment on a regular basis, he or she is in the position to spot potential prob-
lems before they become serious. For a successful maintenance program, the follow-
ing recommendations should be implemented:
◆ Hold a mandatory four-hour equipment maintenance training class conducted by
mechanics in the motor pool. This training would consist of a hands-on approach to
preventive maintenance checks and services at the operator level.
◆ Require operators to perform certain checks on a vehicle before checking it out of
the motor pool. A vehicle checklist would be turned in to maintenance personnel.
The attached checklist would require 5 to 10 minutes to complete.
Conclusion
I believe the cost of maintaining the vehicle fleet at Apex will be reduced when
potential problems are detected and corrected before they become serious.
Operator training and the vehicle pretrip inspection checklist will ensure that
preventable accidents are avoided. I will call you this week to answer any questions
you may have about this proposal.
Apex Transportation and Equipment

Fleet Maintenance Division
Vehicle Checklist
Pretrip Inspection
priateness of the organization’s guidelines by answering

? 9. Ethics Assignment the following questions:
For this assignment your instructor will place you into a
a. What do the guidelines suggest about the role of techni-
team, with the goal of presenting an oral or written report.
cal communicators in the workplace?
Using the Internet, find the Code of Ethics for the As-
sociation for Computing Machinery (ACM), the Institute of b. How would you adjust the depth, breadth, or balance of
Electrical and Electronics Engineers (IEEE), the National the items presented, if at all?
Society for Professional Engineers (NSPE), the Society for c. How does the document satisfy, or fail to satisfy, the
Technical Communication (STC), or other professional ethical guidelines discussed in this chapter?
organization. Evaluate the quality, usefulness, and appro- d. Are all guidelines and terms clear to the reader?
information is arranged on the pages of the site? For ex-

ample, are the Web site’s topics arranged vertically on the
Assignment
left of the page, as they are in most English-language Web
World cultures differ in the way they organize information sites? How are graphics treated? What other differences do
and in the visual cues they use for readers. Using a re- you see? Write a brief essay about what you have learned
source like www.newsdirectory.info or www.newspapers. about how these Web sites organize information, and what
com, find Web sites for newspapers from three different issues companies that are creating Web sites for global au-
countries and analyze each Web site for the way informa- diences need to be aware of.
tion is presented. Do you notice any differences in how
Chapter 2 Collaboration
and Writing
>>> Chapter Outline

The Writing Team 30
Planning 31
Budgeting Time and Money 31
Communication 32
Modular Writing 34
Teamwork 36
Guidelines for Team Writing 36
Writers and Subject Matter Experts 38
Chapter Summary 40
Assignments 41
28
n the workplace, correspondence and some short the marketing of those products or services, or in
I documents may be written by a single author,

but most documents are the result of some kind
of collaboration between writers. In one study, tech-
creating documentation to support those products
or services. Collaborative writing (also called team
writing) can be defined as follows:
nical communication managers identified the two
Collaborative writing: the creation of a document
most important competencies for technical commu-
by two or more people. Documents are created
nicators as the ability to collaborate with subject
collaboratively to meet the common purposes
matter experts and the ability to collaborate with and goals of a community of writers, editors, and
coworkers.1 This collaboration may be as short term readers.
as asking a coworker to read through a report before
turning it in to a supervisor or a longer commitment This chapter focuses on collaboration strategies as
as a member of a standing team that creates docu- they are used in the writing process, but many of these
ments. You may collaborate with others in the strategies can contribute to the success of any team
development and delivery of products or services, in project.
>>> Approaches to Collaboration

The scope of the writing project, the setting in which it is written, and the number of
people involved can all influence the form that collaborative writing takes.There are five
common approaches to writing collaboratively:
■ Divide and conquer: When the writing project is large and has clearly defined
sections, it may be helpful to assign individual sections of the document to specific writ-
ers. Later in the process the parts of the document are brought together and combined.
Many documents today are produced using a version of this approach that depends on
modular writing, discussed later in this chapter.
■ Specialization: Often referred to as writing in cross-functional teams, this version of
divide and conquer assigns the parts of the project to team members based on their specialties.
On a proposal writing team, for example, an engineer might write the technical descriptions
and specifications, an accountant might write the budget projections, an account representa-
tive might write the more persuasive sections of the proposal, and a technical communicator
might provide the overall design for the document and assemble the parts.
■ Sequence: In this approach, several people are involved in creating a document.
Instead of working on it at the same time, however, they pass it from one person to the
next. An engineer may write a description of a new product and then hand it off to an
artist who creates images. The description and images then are sent to a documentation
specialist, who revises the description for readers who do not have the engineer’s expertise
1
Kenneth T. Rainey, Roy K.Turner, and David Dayton, “Do Curricula Correspond to Managerial Expecta-
tions? Core Competencies for Technical Communicators,” Technical Communication 52, no.3 (2005):
323–352.
30 Chapter 2 Collaboration and Writing
and integrates the text and images. Finally, the documentation specialist may pass along
the document to a marketing communication writer, who uses it to create a description of
the product for the company’s Web site.
■ Dialog: When two writers are working together on a project, they may work best
by sending drafts back and forth to each other, commenting and revising until they are
both pleased with the final draft. This practice is common in settings where supervisors
comment on the documents that their employees write, or when a writer is collaborating
with an editor. When writing in this back-and-forth dialog, it is important to keep ver-
sions of each draft separate, in case the writers decide that an earlier version was more ap-
propriate for the document’s purpose.
■ Synthesis: This approach to team writing works best with two or three writers,
and with shorter documents.The team writes together at the same time, adding ideas and
commenting on the work as it progresses.They may work together at the same computer,
or they may work on the same document simultaneously from different locations, using
software that is designed for collaboration. This is the most seamlessly collaborative ap-
proach to writing, and it is most successful when the members of the team have worked
together long enough to know each other well.
>>> Collaboration and the Writing Process

Writing collaboratively uses the same steps in the writing process as those used by indi-
vidual writers.The team must identify the purpose of the document and the needs of its
audience. It must collect information, plan the document, draft, and revise. And the team
must do these tasks together, creating a cohesive and useful document.
The Writing Team

Some organizations have standing teams for common types of projects such as proposal
writing, or for ongoing projects such as compliance with regulations. Teams also may be
temporary, coming together for one project, and then separating, each member moving
on to another project.Whether the team is a permanent (or standing) team or one that has
been brought together for a single project, be aware of the individual roles that team
members play. Begin by identifying the skills that each member can contribute to the proj-
ect and assign tasks based on those skills. Do not just assume that skills are limited to the
team members’ job titles. Effective teams include the following roles:
■ The team leader is the central contact person for team members and also the
contact for people who are not on the team.This person also may be working as the proj-
ect manager.
■ The planning coordinator is responsible for managing communication among
team members, for keeping track of benchmarks and deadlines, and for preparing for
meetings. On small teams, the team leader may serve as the planning coordinator.
■ The archivist keeps minutes of meetings, copies of all written communica-
tion, and copies of all other written material related to the project. At the end of the
project, the archivist creates the material that is stored in the organization’s library or
archives.
■ Devil’s advocate is a role that often occurs spontaneously, as one member of a
team raises concerns or points out problems. She or he helps avoid groupthink, when
members of a group begin to echo each other and stop looking critically at the work they
are doing. Some teams formally assign this role, rotating it from meeting to meeting. If
you find yourself raising concerns about a project during a meeting, it is helpful to an-
nounce it—“I’m just playing devil’s advocate here, but ...”—as a way of keeping the focus
on the project and avoiding the temptation to make disagreements personal.
Planning
As with any writing project, team projects must be planned carefully.The Planning Form
in the back of this book can be used for team writing in the same way that you can use it
for individual writing projects.
Begin by identifying your audience.Who will be reading this document? What do they
expect to learn from it? You should also identify the stakeholders in your team project.
Obviously, the team members themselves have a stake in the success of the project, but
others may be interested in its success, such as members of management, employees in
other departments, and the organization as a whole. Clients are important stakeholders,
especially if they have hired your organization for the project on which your team is work-
ing. If you are working on a client’s project, you should work closely with the client and
consider the client’s representative a member of your team.
As part of the planning process, you must state clearly the desired outcome of the
project. How will you know if you have completed it successfully? Your team’s goal should
be more than simply producing the required document.You should decide what informa-
tion makes that document successful, where to find the information, and how best to
organize the information.Then identify the tasks that must be accomplished to achieve the
project’s goals and assign the tasks to team members.
Budgeting Time and Money

Once you have identified tasks to be accomplished, you should identify benchmarks—the dead-
lines for specific tasks that keep the project focused and on schedule.These benchmarks vary
from project to project, but common benchmarks for writing projects include the following:
■ Completion of preliminary research
■ Organization of collected information
■ Planning of graphics
■ Completion of first draft
■ Editing of late draft
■ Document design
■ Publication of document
After identifying the benchmarks, your team can plan the calendar for the project. It is
rare for a team to be able to set its own deadline.Team projects usually have a deadline that
has been imposed from outside, so it is helpful to backplan the schedule for the project.
Backplanning begins with the due date and works backwards. For example, if a project is
due on July 1, the project coordinator may ask how long it will take to complete the final
edit on the document. If it will take two days, then the benchmark to have the draft ready
for final editing is two days before the due date. Working backward through the bench-
marks that the team has identified, the project manager plans the rest of the schedule.
Using Schedule Charts

Schedule charts provide a graphic representation of a project plan. Many documents, es-
pecially proposals and feasibility studies, include a schedule chart to show readers when
specific activities will be accomplished. Often called a milestone or Gantt chart (after
Henry Laurence Gantt, 1861–1919), it usually includes these parts (Figure 2-1):
■ Vertical axis, which lists the various parts of the project, in sequential order
■ Horizontal axis, which registers the appropriate time units
■ Horizontal bar lines (Gantt) or separate markers (milestone), which show the
starting and end dates.
Communication
Face-to-face meetings are the best way to keep a team running smoothly.Today, however,
many teams are spread across different company branches and even different countries, so
this is not always possible. However, it is beneficial if teams can meet in person at least
once at the beginning of a project and once near the end of a project.
Computers can be used to overcome many obstacles for writers and editors in differ-
ent locations. Indeed, electronic communication can help accomplish all the guidelines in
this chapter. Specifically, (1) e-mail can be used by group members to get to know each
other; (2) e-mail or a computer conference can be used to establish goals and ground
rules; (3) synchronous, or real-time, groupware can help a team brainstorm about ap-
proaches to the project (and may, in fact, encourage more openness than a face-to-face
brainstorming session); (4) computer conferences combined with groupware can approx-
imate the storyboard process; and (5) either synchronous or asynchronous groupware can
be used to approximate the editing process.
■Figure 2-1 ■
Schedule chart January February March
variations Hold Hold Hold Do
Receive brainstorming review review final Submit
RFP meeting meeting meeting edit proposal
Distribute Finish Finish Start Print

RFP 1st draft 2nd draft Red Team and
process bind
Project phases ■Figure 2-1 ■

Continued
Select team
Hold meetings
Select software
Design system
Test system
1 2 3 4 5 6 7 8 9 10
Weeks
Project parts
On-site
research
Off-site Milestone
research
Outline
work
Drafting
process
1 2 3 4 5 6 7 8 9 10 11 12
Days
■ E-mail: Team members can send and receive messages from their office comput-
ers or from remote locations.They can also attach documents in a variety of forms.When
attaching a document to an e-mail, you should identify by file name and type of document
(e.g., as a PDF) in the e-mail.
■ Computer conference: Members of a team can make their own comments and
respond to others’ comments on a specific topic or project. Computer conferences may
be open to all interested users or open only to a particular group. For the purposes of
collaborative writing, the conference probably would be open only to members of the
writing team. A leader may be chosen to monitor the contributions and keep the discus-
sion focused. Contributions may be made over a long period, as opposed to a conven-
tional face-to-face meeting where all team members are present at the same time.
Accumulated comments in the conference can be organized or indexed by topic. The
conference may be used to brainstorm and thus to generate ideas for a project, or it may
be used for comments at a later stage of the writing project.
■ Groupware: Team members using this software can work at the same time, or
at different times, on any part of a specific document. Groupware that permits contribu-
tions at the same time is called synchronous; that which permits contributions at different
times is called asynchronous. Because team members are at different locations, they may
also be using audio or video communication to speak at the same time they are writing or
editing with synchronous groupware. Such sophisticated software gives writers a much
greater capability than simply sending a document over a network for editing or com-
ment.They can collaborate with team members on a document at the same time, almost
as if they were in the same room.With several windows on the screen, they can view the
document itself on one screen and make comments and changes on another screen. Using
groupware, a team may work with files from the organization’s server, or the files may be
stored off site using a cloud computing service that provides server space for businesses and
individuals.
Granted, such techniques lack the body language used in face-to-face meetings.
Yet when personal meetings are not possible, computerized communication can pro-
vide a substitute that allows writers in different locations to work together to meet
their deadline.
Of course, computers can create problems during a group writing project, if you are
not careful.When different parts of a document have been written and stored by different
writers, your group must be vigilant during the final editing and proofreading stages. Be-
fore submitting the document, review it for consistency and correctness.
Modular Writing
In the past, team members of a collaborative writing project could assume that before the
final version of the document was released, they would have a chance to review the entire
document. Today, however, the writing process in organizations is changing. Documents
are broken into small sections, with different people responsible for each section. Varia-
tions of this practice go by many names—single sourcing, structured authoring, or con-
tent management. In this book, we refer to the general process as modular writing.
Modular writing: A process in which large documents are broken down into
smaller elements, and different people are given responsibility for each element.
These smaller elements are usually stored electronically so that they can be
retrieved and edited or assembled into larger documents, help files, or Web
pages as they are needed.
For example, in a company that produces a number of documents for maintenance

equipment, several people may share responsibility for all of the documents at once.
One writer may be responsible for technical descriptions and another for instructions.
An engineer may be responsible for technical specifications, and a graphic artist may be
responsible for schematics and illustrations. Each person saves his or her work on a
server where it can be accessed by anyone who uses it in a document. Someone writing
a proposal to sell the equipment to a client may use the technical description and spec-
ifications. Each user’s manual can be assembled from the elements that are specific to
the equipment and to the user’s needs. If the company sells its products overseas, trans-
lators in other countries can begin working on sections of a user’s manual as soon as the
individual sections are saved to the server, instead of waiting to receive the whole doc-
ument before translation begins.
■ Figure 2-2 ■
Example of module
About Us with conditional
text
M-Global, Inc., was founded in 1963 as McDuff, Inc., by Rob McDuff, as a firm that
specialized in soils analysis. Since then, [we have][M-Global has] added hazardous
waste management and clean-up, equipment development, business services, and
documentation services.
[Our][M-Global’s] teams [ensure][have ensured] compliance with construction
codes and quality of materials in road, dam, and building construction projects
such as the Nevada Gold Dome, with a savings to[our][the] client of $100,00.
[We protect][M-Global has protected] threatened and endangered ecosystems
by conducting rigorous environmental impact studies. [We help][M-Global’s
consultants have helped] organizations improve their internal operations and client
services—in 2008, Kansans for Security and Privacy awarded [us][M-Global] the
Peace of Mind Award for [our][M-Global’s] work with the Kansas Department of
Social and Health Services security protocols.
Today, after almost 50 years of business, M-Global, Inc., has about 2,500 em-
ployees. There are nine offices in the United States and six overseas, as well as a
corporate headquarters in Baltimore. What started as a technical consulting engi-
neering firm has expanded into a firm that does [quality][both] technical and non-
technical work for a variety of customers.
Figure 2-2 is an example of modular writing. This introduction to the company in-
cludes conditional text that is coded for use in different types of documents.The informa-
tion that appears in blue can be used in marketing materials like sales brochures or the
company Web site.The information that appears in red is used in more formal documents
like reports and proposals.
Modular writing requires careful planning. The writing team must identify all the
modules needed in the final project and assign those modules to different writers. Individ-
ual writers may never see a draft of the complete document. To ensure consistency
throughout all documents created from the separate elements, the writing team must first
create a thorough style guide and adhere to it, even if the team includes an editor whose
job is to check all documents for consistency.
Although organizations that use modular writing face many challenges, it has benefits
that make the effort worthwhile. If a product is improved, the modules that are affected
by the change can be updated easily.Then, any documentation about the product includes
accurate information automatically. In the “About Us” text in Figure 2-2, new information
about the organization’s accomplishments can be added to the source module, after which
all documents using this text are automatically updated before being printed or published.
Because all the updates are kept in one file, there is no problem with someone missing an
important update.
>>> Teamwork
Whether you are an engineer creating a document with other engineers, a technical
communicator assigned to a company branch, or a documentation specialist on a
cross-functional team, you should understand and stay focused on the project goals.
This section offers six pointers for team writing to be used in this course and through-
out your career. The suggestions concern the writing process as well as interpersonal
communication.
Guidelines for Team Writing

>> Team Guideline 1: Get to Know Your Team
Most people are sensitive about strangers evaluating their writing. Before collaborating on a
writing project, learn as much as you can about those with whom you will be working. Drop
by their offices before your first meeting, or talk informally as a group before the writing
process begins. In other words, establish a personal relationship.This familiarity helps set the
stage for the spirited dialog, group criticism, and collaborative writing to follow.
>> Team Guideline 2: Set Clear Goals and Ground Rules

Every writing team needs a common understanding of its objectives and procedures for
doing business. Either before or during the first meeting, the following questions should
be answered:
1. What is the team’s main objective?
2. Who will serve as team leader?
3. What exactly will be the leader’s role in the group?
4. How will the team’s activities be recorded?
5. How will responsibilities be distributed?
6. How will conflicts be resolved?
7. What will the schedule be?
8. What procedures will be followed for planning, drafting, and revising?
>> Team Guideline 3: Use Brainstorming Techniques for Planning

The term brainstorming means to pool ideas in a nonjudgmental fashion. In this early stage,
participants should feel free to suggest ideas without criticism by colleagues in the group.
This nonjudgmental approach does not come naturally to most people; thus, the leader
may have to establish ground rules for brainstorming before the team proceeds.
Following is one sample approach to brainstorming:
Step 1: The team recorder takes down ideas as quickly as possible.
Step 2: Ideas are written on large pieces of paper affixed to walls around the meeting
room so all participants can see how major ideas fit together.
Teamwork 37
Step 3: Members use the recorded ideas as springboards for suggesting other ideas.
Step 4: The team takes some time to digest ideas generated during the first session,
before meeting again.
>> Team Guideline 4: Use Storyboarding Techniques for Drafting

Storyboarding helps propel participants from the brainstorming stage toward completion
of a first draft. It also makes visuals an integral part of the document. Originating in the
screenwriting trade in Hollywood, the storyboard process can take many forms, depend-
ing on the profession and individual organization. In its simplest form, a storyboard can be
a sheet of paper or an electronic template that contains (1) one draft-quality illustration
and (2) a series of sentences about one topic. As applied to technical writing, the tech-
nique involves six main steps:
Step 1: The team or its leader assembles a topic outline from ideas brought forth dur-
ing the brainstorming session.
Step 2: All team members are given one or more topics to develop on storyboard forms.
Step 3: Each member works independently on the boards, creating an illustration and
a series of subtopics for each main topic.
Step 4: Members meet again to review all completed storyboards, modifying them
where necessary and agreeing on key sentences.
Step 5: Individual members develop draft text and related graphics from their own
storyboards.
Step 6: The team leader or the entire group assembles the draft from the various sto-
ryboards.
>> Team Guideline 5: Agree on a Revision Process

As with drafting, all members usually help with revision. Team editing can be difficult,
however, as members strive to reach consensus on matters of style. Following are some
suggestions for keeping the editing process on track:
■ Avoid making changes simply for the sake of individual preference.
■ Search for areas of agreement among team members, rather than areas of disagreement.
■ Make only those changes that can be supported by accepted rules of style, grammar,
and use.
■ Ask the team’s best all-round stylist to do a final edit.
This review will help produce a uniform document, no matter how many people
work on the draft.
>> Team Guideline 6: Use Computers to Communicate

When team members are at different locations, computer technology can be used to
complete some or even the entire project.Team members must have personal computers
and the software to connect their machines to a network, allowing members to send and
■Figure 2-3 ■
Edited text
showing team
members’ markups
and comments
receive information online. Teams may also use common server space so that everyone
has access to the most recent version of a project. Figure 2-3 shows how members of a
proposal team have used the reviewing tools in their word processing program to make
edits visible and raise questions or make suggestions about the draft. Notice that two dif-
ferent people have made comments, identified by two different sets of initials.
Collaboration will probably play an important part in your career. If you use the pre-
ceding techniques, you and your team members will build on each other’s strengths to
produce top-quality writing.
Writers and Subject Matter Experts

Many articles have been written about the importance of collaboration between technical
communicators and the engineers, programmers, scientists, and other specialists with
whom they work.These subject matter experts (SMEs, often pronounced “Smees”) often con-
tribute the technical content of documents, while technical communicators contribute
their expertise in document design, writing, and editing. Good communication is impor-
tant from the beginning of any project where technical communicators and SMEs are col-
laborating.The SME’s misunderstanding of what technical communicators contribute to a
project is one common cause of frustration for documentation specialists. However, the
lack of technical knowledge on part of technical communicators can be source of frustra-
tion for SMEs. By keeping a few important guidelines in mind, technical communicators
and SMEs can collaborate more effectively.
Teamwork 39
Guidelines for Collaborating with SMEs

>> Technical Communicator Guideline 1: Use the SME’s Time Wisely
Do your background research before contacting the SME. Do not waste the specialist’s
time with questions that can be answered through other sources.
>> Technical Communicator Guideline 2: Put Questions in Writing

When Possible
Make sure that e-mail questions are clear.You will not get useful answers if your questions
are ambiguous or confusing.
>> Technical Communicator Guideline 3: Prepare for Interviews and

Meetings
Have clear goals. If you want to ask for feedback on documentation, send it to the SME
beforehand and bring a copy with you.
>> Technical Communicator Guideline 4: Treat the SME with Respect

When you are making changes in text that has been supplied by a technical specialist,
remember that you are reading a draft, not a polished document. Never make nega-
tive comments to other employees (including fellow writers), about the writing abil-
ity of SMEs.
Guidelines for Being a Collaborative SME

>> SME Guideline 1: Keep Technical Communicators Informed
Provide technical communicators with the information they need, even if they do not ask
for it.This includes keeping them informed of changes or updates of products or projects
that they are documenting.
>> SME Guideline 2: Respond to E-mails and Phone Calls Promptly

If you are not sure what is being requested, ask for clarification. If you are being asked to
a meeting or an interview, make time for it. Delays in providing necessary information to
a documentation specialist can delay an entire project.
>> SME Guideline 3: Prepare for Interviews and Meetings

Find out ahead of time what you are going to be asked to explain or provide. Have
all appropriate prototypes, samples, or products on hand, if possible. If something
comes up that you cannot answer right away, make a note of it and respond as soon as
possible.
>> SME Guideline 4: Treat the Technical Communicator with Respect

If the technical communicator has revised text that you provided, this is not a criticism
of your writing ability.The changes were probably made to shift the focus of the text to
the users’ needs. Clear documentation is an important part of a well-run organization,

as well as being important to the products or services that your organization provides to
its clients.
>>> Chapter Summary

Most organizations rely on people collaborating throughout the writing process to pro-
duce documents. The success of writing projects depends on information and skills con-
tributed by varied employees. Collaborative writing can be done by pairs of people
working side by side or by several people each contributing their own expertise.Writing
teams can have standing tasks, such as proposal writing, or they can be put together for a
single project. In some organizations, most print and electronic documents, even Web
sites, are created collaboratively through modular writing.
In collaborative writing, the whole is greater than the sum of the parts. In other
words, benefits go beyond the collective specialties and experience of individual group
members. Participants create new knowledge as they plan, draft, and edit their work to-
gether.They become better contributors and faster learners simply by being a part of the
social process of a team. Discussion with fellow participants moves them toward new
ways of thinking and inspires them to contribute their best.This collaborative effort yields
ideas, writing strategies, and editorial decisions that result from the mixing of many per-
spectives.
Of course, team writing does have drawbacks. Most notably, the group must make
decisions without falling into time traps that slow down the process.There must be proce-
dures for getting everyone’s ideas on the table and for reaching decisions on time.A leader
with good interpersonal skills helps the group reach its potential, whereas an indecisive or
autocratic leader is an obstacle to progress. Good leadership rests at the core of every ef-
fective writing team.
In addition to good leadership, shared decision-making is at the heart of every suc-
cessful writing team. Members of the writing team must communicate information and
expectations clearly. Participants in a team must work together during the planning, draft-
ing, and revising stages of writing.They must respect each other and remember that suc-
cessful writing projects contribute to the success of their organization.
Collaboration at Work Advice about Advising

General Instructions you give to fellow students? Identify the steps in the
process, where information is currently available, and
other sources of information (such as faculty members,
the Registrar’s Office, or Student Services). Your instructor
may assign a team leader, or ask each team to choose its
students, (2) will use time inside or outside of class to com-
own leader. Decide what information you must gather, how
plete the case, and (3) will produce an oral or written re-
you will gather it, and how you are going to make it available
sponse.
to students. Your team should also decide what approach it
will take to gathering and writing the information—divide
and conquer, writing in sequence, or working at the same
Academic advising can be one of the most important as well
time (see p. 42).
as the most confusing activities for college students, espe-
Your instructor may decide to make this an assignment
cially for students who are going through the process for the
in modular writing. If so, the class can brainstorm about the
first time. Students depend on advice from other students,
content and sources of information, and then teams will be
from seminars and workshops, and from teachers. This ad-
assigned specific tasks. One team will be responsible for
vice may not always fit the student’s situation, or steps for
creating style guidelines and a document template to en-
advising and enrollment may change. This assignment asks
sure a uniform voice and appearance throughout the docu-
you to create a document or Web page to help your fellow
ment. This team, or another team (depending on how large
students get the most out of advising.
the class is), will also have responsibility for final editing on
the project. Other teams will be assigned to gather informa-
Team Assignment tion from various sources and to write specific sections of
In your groups, brainstorm the questions that you have the document. Your instructor will help you decide how
had about advising and enrollment. What advice would your project will be made available to students.
Assignments
1. Survey—Your Experience with Teams for more revisions, until both partners were happy with
the result (or until the deadline).
Answer the following questions about your experience col-
■ Synthesis: Two or three people created the project to-
laborating on projects, either in school or at work. In teams of
gether, working side by side. Every responsibility in the
five or more, compile and present information in a meaning-
project was shared completely.
ful way. Discuss the responses.
B. What makes a good member of a project team?
A. Briefly describe your experiences with the following: C. What problems have you encountered in collaborative
■ Divide and conquer: The team planned the project to- projects?
gether and randomly assigned tasks to each member.
■ Specialization: The team planned the project together 2. Schedule Charts
and assigned tasks according to each person’s expertise. Create a schedule chart that reflects your work on one of
■ Sequence: One person drafted the project, passed it the following:
along to the next person who revised the project, who ■ A project at work
passed it along to the next person, and so forth. ■ A laboratory course at school
■ Dialog: Two people worked on the project; one drafted it ■ A lengthy project such as the one for which you are
and gave it to the other, who revised it and returned it using this book
All of the following assignments should be completed in presentation and a paragraph discussing this collaboration
teams of four or five students. experience.
3. Short Report 7. Cloud Computing

In teams, write a brief evaluation of the teaching effectiveness Using the working groups your instructor has established,
of either the room in which your class is held or some other collect information on business etiquette or on another
room or building of your instructor’s choice. In following the topic that your instructor assigns. As a team, create a set of
tasks listed in this chapter, the team must establish criteria business etiquette guidelines. Use a free cloud computing
for evaluation, apply these criteria, and report on the results. tool, such as GoogleDocs (https:docs.google.com) or Drop-
Your brief report should have three parts: (1) a one- Box (www.dropbox.com) to write your guidelines. Include
paragraph summary of the room’s effectiveness, (2) a list of an Abstract that introduces the guidelines, a Body that lists
the criteria used for evaluation, and (3) details of how the the guidelines, and a Conclusion that explains why the
room met or did not meet the criteria you established. guidelines are important. Share the online document with
Besides preparing the written report, be prepared to your instructor.
discuss the relative effectiveness with which the team fol-
lowed this chapter’s guidelines for collaborative writing.
8. Reviewing Tools
What problems were encountered? How did you overcome For this assignment, your instructor will assign pairs or
them? How would you do things differently next time? small teams. Write your responses to the questions in As-
signment 1 in paragraph form. Send your draft of this docu-
4. Computerized Communication ment as an e-mail attachment to your partner or team
members. When you have received the document from your
If your campus computer facilities permit, set up a group-
partner or team members, suggest changes, ask questions,
ware folder with members of a writing team to which you
and add comments using the track changes and comment-
have been assigned by your instructor. Decide on a topic on
ing tools in your word processing program. Save the docu-
which you and your team members will write. Each team
ment with a new name and send it to the writer as an
member should post one short document to the folder, and
e-mail attachment. Your instructor may ask you to com-
each team member should contribute to the other docu-
ment on your experience with the reviewing tools.
ments in the folder. Print the contents of the team’s folder
and submit it to your instructor. Depending on the instruc- 9. Ethics and Collaboration
tions you have been given, this assignment may be inde-
Create an evaluation sheet that could be used for any col-
pendent or it may be related to a larger collaborative writing
laborative projects that your instructor assigns during the
assignment.
semester. Decide if the whole group should sign one docu-
ment or if individuals should write their own. Explain your
5. Research and Presentation
decision in a cover memo to your instructor.
Using the working groups your instructor has established,
collect information on collaborative learning and then make a 10. International Communication
brief oral presentation on your findings to the entire class. Assignment
Your sources may involve print media or computer sources, This chapter offers guidelines on team writing because col-
such as the Internet. laborative communication is essential for success in most
careers. However, world cultures differ in the degree to
6. Sequential Collaboration which they use and require collaboration on the job. For this
Working in pairs, create a presentation about writing in assignment, interview someone who is from a culture dif-
teams. Use the information from this chapter, as well as in- ferent from your own. Using information supplied by this
formation from other courses or from Internet sources. One informant, write a brief essay in which you (1) describe the
student should write the presentation notes, and then give importance of collaboration in the individual’s home cul-
them to the other student who will create slides in presen- ture and workplace, (2) give specific examples of how and
tation software (like PowerPoint) to accompany the notes. when collaborative strategies would be used, and (3) modify
When you are done, practice through the presentation. How or expand this chapter’s “Guidelines for Group Writing” to
well do the slides work with the text of the notes? What suit the culture you are describing, on the basis of sugges-
problems did you encounter in the project? Turn in your tions provided by the person you interviewed.
Chapter 3 Visual Design
>>> Chapter Outline

Elements of Page Design 44 Bar Charts 58
White Space 44 Line Charts 60
Lists 46 Flowcharts 61
In-Text Emphasis 48 Technical Drawings 63
Elements for Navigation 48 Misuse of Graphics 64
Headings 49 Description of the Problem 64
Headers and Footers 50 Examples of Distorted Graphics 64
Color 50 Computers in the Visual Design
Fonts 50 Process 66
Font Types 51 Templates 66
Type Size 51 Style Sheets 68
General Guidelines for Graphics 52 Chapter Summary 69
Specific Guidelines for Learning Portfolio 70

Six Graphics 54 Collaboration at Work 70
Tables 55 Assignments 70
Pie Charts 57
43
44 Chapter 3 Visual Design
s with the organizing principles discussed in through judicious use of page design, including
A Chapter 1, good visual design can help your

readers find the information that they need.
This chapter covers the visual elements of technical
white space, headings, lists, font choice, and of
graphic design elements.
This chapter presents guidelines and examples for

documents, another basic building block in technical
visual design, as well as commentary on the use of
communication. An operating definition is as follows:
computers in the design process.
Visual design: A term that refers to creating clear,
readable, and visually interesting documents
>>> Elements of Page Design

In the workplace, readers are busy, and few take the time to read a document from cover
to cover. Some documents, such as manuals, are used as reference works, only consulted
as a last resort.Your challenge is to make your documents inviting by making pages inter-
esting to the eye. A document may offer your reader great opportunities but never get
read.Why? Because it does not look inviting.
Good organization, as pointed out in Chapter 1, can fight readers’ indifference by giv-
ing information when and where they want it. However, to get and keep readers inter-
ested, you must use effective page design—on each page of your document. Each page
needs the right combination of visual elements to match the needs of your readers and the
purpose of the document.
Good page design can work with good organization to help readers find information
that they need in a document. Readers can recognize important information by its loca-
tion on a page, by use of contrast, or by repetition of identically formatted elements, such
as guidelines or warning boxes.
Many firms know the benefits of visual imaging so they develop company style sheets
for frequently used documents, including letters, memos, various types of reports, and
proposals. Once developed, these style sheets are assembled into a style manual and
distributed for general use. To make universal use easier, they are often loaded as tem-
plates or styles into the company’s text editing software. If the company you work for
does not use a style manual, use the elements of page design shown in this chapter to
develop your own style sheets. More information about templates and style sheets appears
on pages 66 to 69 at the end of this chapter.
White Space
The term white space simply means the open places on the page with no text or graphics—
literally, the white space (assuming you are using white paper). Experts have learned that
readers are attracted to text because of the white space that surrounds it, as with a news-
paper advertisement that includes a few lines of copy in the middle of a white page.
Readers connect white space with important information.
In technical communication you should use

white space in a way that (1) attracts attention,
(2) guides the eye to important information on the
page, (3) relieves the boredom of reading text, and
(4) helps readers organize information. Here are
some opportunities for using white space effectively:
1. Margins: Most readers appreciate gen-
erous use of white space around the edges of
text. Marginal space tends to frame your docu-
ment, so the text does not appear to push the
boundaries of the page. Good practice is to use 1- to
11/2-inch margins, with more space on the bot-
tom margin. When the document is bound, the
margin on the edge that is bound should be larger than the outside margin to account
for the space taken by the binding (Figure 3-1.)
2. Hanging Indents: Some writers place headers and subheads at the left margin
and indent the text block an additional inch or so, as shown in Figure 3-2. Headers and
subheads force the readers’ eyes and attention to the text block. Another common use of
hanging indents is bulleted and numbered lists.
3. Line Spacing: When choosing single, double, or 11/2 line spacing, consider
the document’s degree of formality. Letters, memos, short reports, and other docu-
ments read in one sitting are usually single-spaced. Longer documents, especially if they
are formal, are usually 11/2-space or double-spaced, sometimes with extra spacing be-
tween paragraphs. Manuscripts or documents that will be typeset professionally are
usually double-spaced.
■Figure 3-1 ■ Use of white space: ■ Figure 3-2 ■ Use of white space:
margins hanging indents

■ Figure 3-3 ■ Use

of white space:
paragraphs
Poor Format: One long Better Format: Several

paragraph on page paragraphs on page
4. Paragraph Length: New paragraphs give readers a chance to regroup

as one topic ends and another begins. These shifts also have a visual impact. The
amount of white space produced by paragraph lengths can shape reader expectations.
For example, two long paragraphs suggest a heavier reading burden than do three or
four paragraphs of differing lengths. Thus, it is helpful to break complex information
into shorter paragraphs. Many readers skip long paragraphs, so vary paragraph
lengths and avoid putting more than 10 lines in any one para-
graph (Figure 3-3).
5. Heading Space and Ruling: White space helps the
reader connect related information immediately. Always have
slightly more space above a heading than below it. That extra
space visually connects the heading with the material into which
it leads. In a double-spaced document, for example, you would
add a third line of space between the heading and the text
that came before it. In addition, some writers add a horizontal
line across the page above headings, to emphasize the visual
break.
In summary, well-used white space can add to the persuasive
power of your text. As with any design element, however, it can be
overused and abused. Make sure there is a reason for every decision
you make with regard to white space on your pages.
Lists
Technical communication benefits from the use of lists. Readers
welcome your efforts to cluster items into lists for easy reading. In
fact, almost any group of three or more related points can be made
into a bulleted or numbered listing. Following are some points to consider as you apply
this important feature of page design:
1. Typical uses: Lists emphasize important points and provide a welcome change
in format. Because they attract more attention than text surrounding them, they are usu-
ally reserved for these uses:
Examples
Reasons for a decision
Conclusions
Recommendations
Steps in a process
Cautions or warnings about a product
Limitations or restrictions on conclusions
2. Number of items: The best lists subscribe to the often-quoted rule that people
retain no more than five to nine items in their short-term memory. A listing of more than
nine items may confuse rather than clarify an issue. Consider placing 10 or more items in
two or three groupings, or grouped lists, as you would in an outline.This format gives the
reader a way to grasp information being presented.
3. Use of bullets and numbers: The most common visual clues for listings are
numbers and bullets (enlarged dots or squares like those used in the following listing). Fol-
lowing are a few pointers for choosing one or the other:
■ Bullets. Best in lists of five or fewer items, unless there is a special reason for
using numbers.
■ Numbers. Best in lists of more than five items or when needed to indicate an
ordering of steps, procedures, or ranked alternatives. Remember that your read-
ers sometimes infer sequence or ranking in a numbered list.
4. Format on page: Every listing should be easy to read and pleasing to the eye.
The following specific guidelines cover practices preferred by most readers:
■ Indent the listing. Although there is no standard list format, readers prefer
lists that are indented farther than the standard left margin. Five spaces are
adequate.
■ Hang your numbers and bullets. Visual appeal is enhanced by placing num-
bers or bullets to the left of the margin used for the list, as done with the items
here.
■ Use line spaces for easier reading. When one or more listed items con-
tain over a line of text, an extra line space between listed items can enhance
readability.
■ Keep items as short as possible. Depending on purpose and substance, lists
can consist of words, phrases, or sentences—such as the list you are reading.
Whichever format you choose, pare down the wording as much as possible to
retain the impact of the list format.
5. Parallelism and lead-ins: Make the list easy to read by keeping all points
grammatically parallel and by including a smooth transition from the lead-in to the listing
itself. (The term lead-in refers to the sentence or fragment preceding the listing.) Parallel
means that each point in the list is in the same grammatical form, whether a complete sen-
tence, verb phrase, or noun phrase. If you change form in the midst of a listing, you take
the chance of upsetting the flow of information.
Example: To complete this project, we plan to do the following:
■ Survey the site
■ Take samples from the three boring locations
■ Test selected samples in our lab
■ Report the results of the study
The listed items are in verb form (note the introductory words survey,take,test, and report).
6. Punctuation and capitalization: Although there are acceptable variations on
the punctuation of lists, preferred usage includes a colon before a listing, no punctuation after
any of the items, and capitalization of the first letter of the first word of each item. Refer to
the alphabetized Handbook under “Punctuation: Lists” for alternative ways to punctuate lists.
In-Text Emphasis
Sometimes you want to emphasize an important word or phrase within a sentence. Com-
puters give you these options: underlining, boldface, italics, and caps. The least effective
are FULL CAPS and underlining. Both are difficult to read within a paragraph and dis-
tracting to the eye. The most effective highlighting techniques are italics and boldface;
they add emphasis without distracting the reader.
Whatever typographical techniques you select, use them sparingly.They can create a
busy page that leaves the reader confused about what to read. Excessive in-text emphasis
The Model Sales
Proposal shows how
also detracts from the impact of headings and subheadings, which should be receiving
elements of page significant attention.
design can call
attention to impor-
tant information.
>>> Elements for Navigation

As noted in Chapter 1, your audience will be busy and rarely read a longer report or doc-
ument from the first page to the last. One way that you can help readers can locate the in-
formation they need is by using visual design to create navigational tools in your
documents.You may be used to thinking of navigational tools in electronic texts such as
Web pages or even PDFs, but print documents also use navigational devices such as tables
of contents, indexes, headings, running headers and footers, and even color coding.
Elements of Navigation 49
Headings
Headings are brief labels used to introduce each new section or subsection of text. They
serve as (1) a signpost for the reader who wants to know the content, (2) a grabber to en-
tice readers to read documents, and (3) a visual oasis of white space where the reader gets
relief from text. Following are some general guidelines:
1. Use your outline to create headings and subheadings. A well-organized

outline lists major and minor topics. With little or no change in wording, topics can be
converted to headings and subheadings within the document.
2. Use substantive wording. Headings give readers an overview of the content
that follows.They can determine whether readers read or skip the text. Strive to use con-
crete rather than abstract nouns, even if the heading must be a bit longer.
Original: “Background”
Revised: “How the Simmons Road Project Got Started” or “Background on Sim-
mons Road Project”
Original: “Costs”
Revised: “Production Costs of the FastCopy 800” or “Producing the FastCopy
800: How Much?”
3. Maintain parallel form in wording. Headings of equal value and degree

should have parallel grammatical form:
A. Headings That Lack Parallel Form

Scope of Services
How Will Fieldwork Be Scheduled?
Establish Contract Conditions
B. Revised Headings with Parallel Form
Scope of Services
Schedule for Fieldwork
Conditions of Contract
4. Establish clear hierarchy in headings. Whatever typographical tech-

niques you choose, your readers must be able to distinguish one heading level from
another.
■ Consider using decimal headings for long documents. Decimal headings

include a hierarchy of numbers for every heading and subheading listed in the table of
contents. Many an argument has been waged over their use. People who like them say that
they help readers find their way through documents and refer to subsections in later dis-
cussions. People who dislike them say that they are cumbersome and give the appearance
of bureaucratic writing.
Unless decimal headings are expected by your reader, use them only with formal doc-
uments that are fairly long. Following is the normal progression of numbering in decimal
headings for a three-level document:
1.0 xxxxxxxxxxxxxx
1.1 xxxxxxxxxxx
1.1.1 xxxxxxxxxxx
1.1.2 xxxxxxxxxxx
1.2 xxxxxxxxxxx
1.2.1 xxxxxxxxxxx
1.2.2 xxxxxxxxxxx
2.0 xxxxxxxxxxxxxx
2.1 xxxxxxxxxxx
2.1.1 xxxxxxxxxxx
2.1.2 xxxxxxxxxxx
2.2 xxxxxxxxxxx
3.0 xxxxxxxxxxxxxx
Headers and Footers

As noted earlier, running headers and footers are important navigation devices in docu-
ments, and most word processing programs make the creation of headers and footers
easy. In addition to being able to insert automatic page numbering, you can insert other
information, such as short titles, your name, or your organization’s name, on each page.
You can decide where to position that information and you can hide it on selected pages.
Some organizations put information, such as the computer filename or project identifica-
tion number in document footers.
Color
Use of color, like fonts, focuses your reader’s attention on important details.When used
indiscriminately—inserted into a document just to show that color can be used—it is
distracting.
Limit your use of color in routine documents for two reasons: (1) When you use pro-
fessional printers, printing in color can be very expensive and (2) when you are using
desktop printers, printing color documents can be very slow.
>>> Fonts
Your choice of size and type of font can affect how easy it is for your readers to find infor-
mation, as well as how they interpret your tone and professionalism.
Fonts 51
■ Figure 3-4 ■ Font

types
Serif Type Nn extra lines
(serifs)
Sans-Serif Type Nn
Font Types
Your choice of fonts may be either prescribed by your employer or determined by you on
the basis of (1) the purpose of the document, (2) the image you want to convey, and (3)
your knowledge of the audience.
Font types are classified into two main groups:
■ Serif fonts: Characters have “tails” at the ends of the letterlines.
■ Sans-serif fonts: Characters do not have tails (Figure 3-4).
If you are able to choose your font, the obvious advice is to use the one that you know is
preferred by your readers. If you have no reader-specific guidelines, following are four
general rules:
1. Use serif fonts for regular text in your documents. The tails on letters
make letters and entire words more visually interesting to the reader’s eye, and they re-
duce eye fatigue.
2. Consider using another typeface—sans serif—for headings. Headings
benefit from a clean look that emphasizes the white space around letters. Sans-serif type
helps attract attention to these elements of organization within your text.
3. Avoid too many font variations in the same document. Your rule of
thumb might be to use no more than two fonts per document: one for text and another
for headings and subheadings.
4. Avoid unusual on novelty fonts. To avoid problems in documents that are
transmitted electronically, use fonts that are available on most computers.You should also
avoid novelty fonts like Comic Sans or Broadway; these do not communicate a profes-
sional image.
Type Size
Most technical writing is printed in 10- or 12-point type. When you are choosing type
size, however, be aware that the actual size of letters varies among font types. Some 12-
point type appears larger than other 12-point type. Differences stem from the fact that
your selection of a font affects (1) the thickness of the letters, (2) the size of lowercase let-
ters, and (3) the length and style of the parts of letters that extend above and below the
line. Before selecting your type size, run samples on your printer so that you are certain of
how your copy will appear in final form.
With basics of page design foundation, you can decide to include graphics to clarify
your document. The next sections provide general and specific guidelines for various
graphics.
>>> General Guidelines for Graphics

A few basic guidelines apply to all graphics. Keep the following fundamentals in mind as
you move from one type of illustration to another.
Model Report 12:
Final Report uses
graphics effectively. >> Graphics Guideline 1: Determine the Purpose of the Graphic
Graphics, like text, should only be used if they serve a purpose.Ask yourself the following
questions:
■ What kind of visual information does your audience need to better understand the ob-
ject, process, problem, or solution?
■ What type of graphic can be used to present the data in the most interesting and in-
formative way?
■ Are any special symbols, colors, or font styles needed to reinforce the data?
>> Graphics Guideline 2: Evaluate the Accuracy and Validity of the Data
Unless the information you plan to include in your document is accurate, you run the risk
of presenting information that could damage your credibility as well as the credibility of
the document.
■ Check the accuracy of information
■ Make sure the source is reputable
■ Ensure that data are not distorted by flawed scales or images
>> Graphics Guideline 3: Refer to All Graphics in the Text

With a few exceptions—such as cover illustrations used to grab attention—graphics
should be accompanied by clear references within your text.
■ Include the graphic number in Arabic, not Roman, when you are using more than one
graphic
■ Include the title, and sometimes the page number, if either is needed for clarity or
emphasis
■ Incorporate the reference smoothly into text wording
■ Highlight significant information being communicated by the graphic
Following are two ways to phrase and position a graphics reference. In Example 1,
there is the additional emphasis of the graphic’s title, whereas in Example 2, the title
is left out. Also, note that you can draw more attention to the graphic by placing
the reference at the start of the sentence in a separate clause, or you can relegate the
General Guidelines for Graphics 53
reference to a parenthetical expression at the end or

middle of the passage. Choose the option that best suits
your purposes.
■ Example 1: In the past five years, 56 businesses in the
county have started in-house recycling programs.The re-
sult has been a dramatic shift in the amount of property
the county has bought for new waste sites, as shown in
Figure 5.
■ Example 2: As shown in Figure 5, the county has
purchased much less land for landfills during the past
five years. This dramatic reduction results from the
fact that 56 businesses have started in-house recycling
programs.
>> Graphics Guideline 4: Think About Where to Put Graphics

In most cases, locate a graphic close to the text in which it is mentioned.This immediate
reinforcement of text by an illustration gives graphics their greatest strength.Variations of
this option, as well as several other possibilities, include the following:
■ Same page as text reference: A simple visual, such as an informal table, should go
on the same page as the text reference if you think it too small for a separate page.
■ Page opposite text reference: A complex graphic, such as a long table, that ac-
companies a specific page of text can go on the page opposite the text—that is, on the
opposite page of a two-page spread. Usually this option is exercised only in documents
that are printed on both sides of the paper throughout.
■ Page following first text reference: Most text graphics appear on the page after
the first reference. If the graphic is referred to throughout the text, it can be repeated
at later points. (Note: Readers prefer to have graphics positioned exactly where they
need them, rather than their having to refer to another part of the document.)
■ Attachments or appendices: Graphics can go at the end of the document in two
cases: first, if the text contains so many references to the graphic that placement in a
central location, such as an appendix, would make it more accessible; and second, if the
graphic contains less important supporting material that would only interrupt the text.
>> Graphics Guideline 5: Position Graphics Vertically When Possible

Readers prefer graphics they can view without having to turn the document sideways.
However, if the table or figure cannot fit vertically on a standard 81Ⲑ2 ⫻ 11-inch page,
either use a foldout or place the graphic horizontally on the page. In the latter case, posi-
tion the illustration so that the top is on the left margin. (In other words, the page must be
turned clockwise to be viewed.)
>> Graphics Guideline 6: Avoid Clutter

Let simplicity be your guide. Readers go to graphics for relief from or reinforcement of
the text. They do not want to be bombarded by visual clutter. Omit information that is
not relevant to your purpose while still making the illustration clear and self-contained.
Also, use enough white space so that the readers’ eyes are drawn to the graphic.The final
section of this chapter discusses graphics clutter in more detail.
>> Graphics Guideline 7: Provide Titles, Notes, Keys, and Source Data
Graphics should be as self-contained and self-explanatory as possible. Moreover, they
must include any borrowed information. Follow these basic rules for format and acknowl-
edgment of sources:
■ Title: Follow the graphic number with a short, precise title—either on the line be-
neath the number or on the same line after a colon (e.g., “Figure 3: Salary Scales”).
■ Tables: The number and title go at the top. (As noted in Table Guideline 1 on page
55, one exception is informal tables, which have no table number or title.)
■ Figures: The number and title usually go below the illustration. Center titles or
place them flush with the left margin.
■ Notes for explanation: When introductory information for the graphic is needed,
place a note directly underneath the title or at the bottom of the graphic.
■ Keys or legends for simplicity: If a graphic needs many labels, consider using a
legend or key, which lists the labels and corresponding symbols on the graphic. For ex-
ample, a pie chart might have the letters A, B, C, D, and E printed on the pie pieces and
a legend at the top, bottom, or side of the figure listing what the letters represent.
■ Source information at the bottom: You have an ethical, and sometimes legal, obli-
gation to cite the person, organization, or publication from which you borrowed informa-
tion for the figure. Either (1) precede the description with the word Source and a colon or
(2) if you borrowed just part of a graphic, introduce the citation with Adapted from.
As well as citing the source, it is sometimes necessary to request permission to use copy-
righted or proprietary information, depending on how you use it and how much you are
using. (A prominent exception is most information provided by the federal government;
most government publications are not copyrighted.) Consult a reference librarian for de-
tails about seeking permission.
>>> Specific Guidelines for Six Graphics

Illustrations come in many forms. Almost any nontextual part of your document can be
placed under the umbrella term graphic. Among the many types, the following are often
used in technical communication: (1) tables, (2) pie charts, (3) bar charts, (4) line charts,
(5) flowcharts, and (6) technical drawings.This section of the chapter highlights their dif-
ferent purposes and gives guidelines for using each type.
Tables
Tables present readers with raw data, usually in the form of numbers but sometimes in the
form of words.Tables are classified as either informal or formal:
■ Informal tables: Limited data arranged in the form of either rows or columns
■ Formal tables: Data arranged in a grid, always with both horizontal rows and verti-
cal columns
The following five guidelines help you design and position tables within the text of your
documents:
>> Table Guideline 1: Use Informal Tables as Extensions of Text

Informal tables are usually merged with the text on a page, rather than isolated on a sepa-
rate page or attachment. As Figure 3-5 shows, an informal table usually has (1) no table
number or title and (2) few if any headings for rows or columns.Also, it is not included in
the list of illustrations in a formal document.
■ Figure 3-5 ■
FTC staff then posted sets of three of these newly-created email addresses – Informal table in a
consisting of an Unfiltered Address, an address at Filtered ISP 1, and an report
Source: Federal Trade
address at Filtered ISP 2 – on 50 Internet locations. The 50 Internet locations
Commission, Email Ad-
included websites controlled by the FTC5 and several popular message dress Harvesting and the
boards, blogs, chat rooms, and USENET groups which had high hit/visit rates, Effectiveness of Anti-Spam
according to ranking websites such as www.message-boards.com and Google Filters: A Report by the Fed-
eral Trade Commission’s
popularity searches.6 All of the 150 addresses were posted during a three day Division of Marketing Prac-
period in July 2005. tices (July 2010): 2.
Graphic 1
Locations On Which E-mail Addresses
Were Posted
Type Number
FTC Web site Pages 12
Message Boards 12
Blogs 12
Chat Rooms 12
USENET Groups 2
>> Table Guideline 2: Use Formal Tables for Complex Data

Separated from Text
Formal tables may appear on the page of text that includes the table reference, on the page
following the first text reference, or in an attachment or appendix. In every case, you
should do the following:
1. Extract important data from the table and highlight them in the text
2. Make every formal table as clear and visually appealing as possible by doing the
following:
■ Use color to designate positive or negative totals, increases, or decreases or
very important points.
■ Use gray screens (no denser than 10%–25%) to subordinate less-important
data that appear on the table.
>> Table Guideline 3: Use Plenty of White Space

Used around and within tables, white space guides the eye through a table much better
than black lines.
>> Table Guideline 4: Follow Usual Conventions for Dividing

and Explaining Data
Figure 3-6 shows a typical formal table. It satisfies the overriding goal of being clear and
self-contained.To achieve that objective in your tables, use the following guidelines:
1. Titles and numberings: Give a title to each formal table, and place the title and num-
ber above the table. Number each table if the document contains two or more tables.
2. Headings: Create short, clear headings for all columns and rows.
3. Abbreviations: Include in the headings any necessary abbreviations or symbols,
such as lb or %. Spell out abbreviations and define terms in a key or footnote if the
reader may need such assistance.
■ Figure 3-6 ■
TABLE 22: Employee Retirement Fund
Example of a
formal table Investment % of Total
Type Book Value Market Value Market Value
Temporary Securities $ 434,084 434,084 5.9%

Bonds 3,679,081 3,842,056 52.4
Common Stocks 2,508,146 3,039,350 41.4
Mortgages 18,063 18,063 0.3
Real Estate 1,939 1,939 nil
Totals $6,641,313 $7,335,492 100.0%
Note: This table contrasts the book value versus the market value of the Employee Retirement
Fund, as of December 31, 2010.
4. Numbers: For ease of reading, round off numbers when possible. Also, align multi-
digit numbers on the right edge, or at the decimal when shown.
5. Notes: Place any necessary explanatory headnotes either between the title and the
table (if the notes are short) or at the bottom of the table.
6. Footnotes: Place any necessary footnotes below the table.
7. Sources: Place any necessary source references beneath the footnotes.
8. Caps: Use uppercase and lowercase letters rather than all caps.
Pie Charts
Familiar to most readers, pie charts show approximate relationships between the parts and
the whole.Their simple circles with clear labels can provide comforting simplicity within
even the most complicated report. Yet, the simple form keeps them from being useful
when you must reveal detailed information or changes over time. Following are specific
guidelines for constructing pie charts:
>> Pie Chart Guideline 1: Use Pie Charts Especially for Percentages
and Money
Pie charts catch the readers’ eyes best when they represent items divisible by 100—as
with percentages and dollars. As Figure 3-7 shows, using pie charts for money break-
downs is made even more appropriate by the coinlike shape of the chart. In every case, make
sure your percentages or cents add up to 100.
■ Figure 3-7 ■ Pie

chart showing
money breakdown
Medical Other for average
insurance 6¢ deductions from
7¢
employees’
paychecks
Company
retirement
9¢
Federal withholding
43¢
State withholding
17¢
FICA
18¢
>> Pie Chart Guideline 2: Use No More Than Six or Seven Divisions
To make pie charts work well, limit the number of pie pieces to no more than six or
seven. This approach lets the reader grasp major relationships without having to wade
through the clutter of tiny divisions that are difficult to label and read.
>> Pie Chart Guideline 3: Move Clockwise from 12:00, from Largest
to Smallest Wedge
Readers prefer pie charts oriented like a clock, with the first wedge starting at 12:00.
Move from the largest to the smallest wedge to provide a convenient organizing principle,
as in Figure 3-7.
>> Pie Chart Guideline 4: Draw and Label Carefully

The most common pie chart errors are (1) wedge sizes that do not correspond correctly
to percentages or money amounts and (2) pie sizes that are too small to accommodate the
information placed in them.
Bar Charts
Like pie charts, bar charts are easily recognized, because they are seen everyday in newspa-
pers and magazines. Unlike pie charts, however, bar charts can accommodate a good deal of
technical detail. Comparisons are provided by means of two or more bars running horizon-
tally or vertically on the page. Use the following five guidelines to create effective bar charts:
>> Bar Chart Guideline 1: Use a Limited Number of Bars

Although bar charts can show more information than pie charts, both illustrations have
their limits. Bar charts begin to break down when there are so many bars that information
is not easily grasped. The maximum bar number can vary according to chart size, of
course. Figure 3-8 shows two multi-bar charts. The impact of the charts is enhanced by
the limited number of bars.
■Figure 3-8 ■ Bar Income per Share

charts
Operating Profits 2006
25
2007
20
2008
$ x 1,000,000
15
2009
10
5 2010
0
2006 2007 2008 2009 2010 0 .50 1.00 1.50 2.00 2.50
Dollars
>> Bar Chart Guideline 2: Show Comparisons Clearly

Bar lengths should be varied enough to show comparisons quickly and clearly.Avoid using
bars that are too close in length, because then readers must study the chart before under-
standing it. Such a chart lacks immediate visual impact.
>> Bar Chart Guideline 3: Keep Bar Widths Equal and Adjust Space
between Bars Carefully
Although bar length varies, bar width must remain constant. As for distance between the
bars, following are four options (along with examples in Figure 3-9):
■ Option A: Use no space when there are close comparisons or many bars, so that
differences are easier to grasp.
■ Option B: Use equal space, but less than bar width when bar height differ-
ences are great enough to be seen in spite of the distance between bars.
■ Option C: Group related bars to emphasize related data.
■ Option D: Use variable space when gaps between some bars are needed to reflect
gaps in the data.
Option A Option B ■Figure 3-9 ■ Bar

chart variations
Option C Option D
2004 2006 2008 2010 2004 2006 2007 2008 2009

>> Bar Chart Guideline 4: Carefully Arrange the Order of Bars

The arrangement of bars is what reveals meaning to readers. Following are two common
approaches:
■ Sequential: Used when the progress of the bars shows a trend
■ Ascending or descending order: Used when you want to make a point by the
rising or falling of the bars
Line Charts
Line charts are a common graphic and work by using vertical and horizontal axes to
reflect quantities of two different variables.The vertical (or y) axis usually plots the de-
pendent variable; the horizontal (or x) axis usually plots the independent variable.
(The dependent variable is affected by changes in the independent variable.) Lines
then connect points that have been plotted on the chart.
>> Line Chart Guideline 1: Use Line Charts for Trends

Readers are affected by the direction and angle of the chart’s line(s), so take advantage of
this persuasive potential. In Figure 3-10, for example, the writer wants to show changes
in gas prices over time. Including a line chart in the study gives immediate emphasis to the
recent downward trend in book purchases.
Figure A9-3: Industrial Sector Gas Prices in the United States, OECD Europe, Japan,
and Taiwan, 1994-2002, in 2003 Dollars
600
USD per 10 million calories
500
400
300
200
100
0
1994 1995 1996 1997 1998 1999 2000 2001 2002
OECD Europe Taiwan Japan USA
■ Figure 3-10 ■ Line chart using multiple lines

Source: The Economic Future of Nuclear Power: A Study Conducted at The University of Chicago (August 2004): A9–A13.
>> Line Chart Guideline 2: Locate Line Charts with Care

Given their strong impact, line charts can be especially useful as attention-grabbers. Con-
sider placing them (1) on cover pages (to engage reader interest in the document), (2) at
the beginning of sections that describe trends, and (3) in conclusions (to reinforce a major
point of your document).
>> Line Chart Guideline 3: Strive for Accuracy and Clarity

Be sure that the line or lines on the graph truly reflect the data from which you have
drawn. Also, select a scale that does not mislead readers with visual gimmicks. Following
are some specific suggestions to keep line charts accurate and clear:
■ Start all scales from zero to eliminate the possible confusion of breaks in amounts.
■ Select a vertical-to-horizontal ratio for axis lengths that is pleasing to the eye (three
vertical to four horizontal is common).
■ Make chart lines as thick as, or thicker than, the axis lines.
>> Line Chart Guideline 4: Do Not Place Numbers on the Chart Itself
Line charts derive their main effect from the simplicity of lines that show trends. Avoid
cluttering the chart with a lot of numbers that only detract from the visual impact.
>> Line Chart Guideline 5: Use Multiple Lines With Care

Like bar charts, line charts can show multiple trends. Simply add another line or two.To
help readers quickly distinguish between lines, assign a differently shaped data point to
each line. If you place too many lines on one chart, however, you run the risk of confusing
the reader with too much data. Use no more than four or five lines on a single chart.
Flowcharts
Flowcharts tell a story about a process, usually by stringing together a series of boxes and
other shapes that represent separate activities (Figure 3-11).
Some flowcharts use standardized symbols to represent steps in the decision-making
process (Figure 3-12). Although these symbols were originally used for programming, See the flowchart in
they are now used to represent a wide range of processes.Because they have a reputation Model Brochure 1.
for being hard to read, you must take extra care in designing flowcharts.
>> Flowchart Guideline 1: Present Only Overviews

Flowcharts should give only a capsule version of the process, not all details. Reserve your
list of particulars for the text or the appendices, where readers expect it.
>> Flowchart Guideline 2: Limit the Number of Shapes

Flowcharts rely on rectangles and other shapes to tell a story. Different shapes repre-
sent different types of activities. Some flowcharts use icons and images to present
information.This variety helps in describing a complex process, but it can also produce
■ Figure 3-11 ■
Flowchart for basic Survey
site survey project site
Complete
Do field
literature work
review
Do Complete Complete
industry lab independent
survey testing lab
tests
Write
report
confusion. For the sake of clarity and simplicity, limit the number of different shapes in
your flowcharts.
>> Flowchart Guideline 3: Provide a Legend When Necessary

Simple flowcharts often need no legend. The few shapes on the chart may already be la-
beled by their specific steps. When charts get more complex, however, include a legend
that identifies the meaning of each shape used.
Start or end of Input or output

process such as data, Activities, tasks, or processes
material, or
components
Decision Preparation
Document
■ Figure 3-12 ■ Selection of standard flowchart symbols

>> Flowchart Guideline 4: Run the Sequence from Top to Bottom

or from Left to Right
Long flowcharts may cover the page with several columns or rows; however, they should
always show some degree of uniformity by assuming either a basically vertical or horizon-
tal direction.
>> Flowchart Guideline 5: Label All Shapes Clearly

Besides a legend that defines meanings of different shapes, the chart usually includes a
label for each individual shape or step. Follow one of these approaches:
■ Place the label inside the shape.
■ Place the label immediately outside the shape.
■ Put a number in each shape and place a legend for all numbers in another location
(preferably on the same page).
Technical Drawings
Technical drawings are important tools that can accompany documents, such as ins-
tructions, reports, sales orders, proposals, brochures, and posters. They are pre- See the line drawing
ferred over photographs when specific views are more important than photographic in Model
Description 2.
detail.
>> Drawing Guideline 1: Choose the Right Amount of Detail

Keep drawings as simple as possible. Use only the level of detail that serves the purpose of
your document and satisfies your readers’ needs. For example, Figure 3-13 uses an ex-
ploded view to show a gear and its placement in a hybrid engine.
Generator Motor ■ Figure 3-13 ■

Engine Technical drawing
(exploded view)
Source: Toyota Motor
Corporation., Toyota
Hybrid System (May
Pinion 2003): 10.
Sun gear gear
(generator) Ring gear
(motor/power shaft)
Planetary carrier
(engine)
Planetary gear
>> Drawing Guideline 2: Label Parts Well

Place labels on every part you want your reader to see. (Conversely, you can also choose
not to label those parts that are irrelevant to your purpose.)
When you label parts, use a typeface large enough for easy reading.Also, arrange labels
so that they are easy to locate and do not detract from the importance of the drawing itself.
>> Drawing Guideline 3: Choose the Most Appropriate View

Drawings offer you a number of options for perspective or view:
■ Exterior view shows surface features with either a two- or three-dimensional
appearance.
■ Cross-section view shows a “slice” of the object so that interiors can be viewed.
■ Cutaway view is similar to a cross section view, but only part of the exterior is
See the cutaway removed to show the inner workings of the object.
drawing in Model
Description 3: Flat ■ Exploded view shows relationship of parts to each other by “exploding” the
Plate Solar Collector. mechanism.
>> Drawing Guideline 4: Use Legends When There Are Many Parts
In complex drawings, avoid cluttering the illustration with many labels. Instead number parts
and place labels with corresponding numbers in a list, or legend, at one side of the illustration.
>>> Misuse of Graphics

Technology has revolutionized the world of graphics by placing sophisticated tools in the
hands of many writers.This largely positive event has a dark side in that many graphics dis-
tort data and misinform the reader. This final chapter section shows what can happen to
graphics when sound design principles are not applied.
Description of the Problem

Through clutter or distortion, graphics can oversimplify data, be confusing, or be mis-
leading. To avoid misleading or confusing graphics, it is important to proofread and edit
them carefully. If you are using charts or tables, it may be useful to ask someone else to
look at them carefully to see if they interpret the graphics in the way that you intended.
One of the most serious problems with graphics is that charts are often disproportional to
the actual differences in the data represented. The next subsection shows some specific
ways that this error has worked its way into contemporary graphics.
Examples of Distorted Graphics

This section gets at the problem of misrepresentation by showing several examples and
describing the errors involved. None of the examples commits major errors, yet each one
fails to represent the data accurately.
Misuse of Graphics 65
■Figure 3-14 ■
Faulty comparisons
on modified bar
chart
4,265 3,750 3,500 3,300 2,900
Sick Days Taken Last 5 Years
>> Example 1: Confusing Bar Charts

Figure 3-14 accompanied a report about sick days taken in an organization.The problem
here is that the chart’s decoration—the beds—inhibits rather than promotes clear com-
munication. Although the writer intends to use bed symbolism in lieu of precise bars, the
height of the beds does not correspond to the actual decrease in sick days.A revised graph
appropriate for a report should include a traditional bar chart without the beds.
Another problem with bar charts is that they become busy or confusing, especially
when the options for creating charts in spreadsheet programs are not used carefully.
Figure 3-15 uses several stacked bars, which make it hard to compare the data clearly. It
also uses too many colors, as well as colors that are similar, and that would not reproduce
well on a black-and-white copier.
>> Example 2: Chartjunk That Confuses the Reader

Figure 3-16 concludes a report from a county government to its citizens. Whereas the
dollar backdrop is meant to reinforce the topic—that is, the use to which tax funds are
■Figure 3-15 ■
9000 Confusing bar
8000
chart
7000
6000 A
5000
B
4000
C
3000
2000
1000 C
0 B
1
2 A
3
4
Where Your County Taxes Are Spent

Community growth 4%
Management
7% Parks and libraries
18%
Courts 24%
Administrative
Police
services 11%
18%
Other
Bus service government 5%
13%
■ Figure 3-16 ■ Chartjunk that confuses the reader
put—in fact, it impedes communication. Readers cannot quickly see comparisons. In-
stead, they must read the entire list below the illustration, mentally rearranging the items
into some order.
At the very least, the expenditures should have been placed in sequence, from least to
greatest percentage or vice versa. Even with this order, however, one could argue that the
dollar bill is a piece of what Edward Tufte, an expert in the visual display of data, calls
chartjunk.
>> Example 3: Confusing Pie Charts

The pie chart in Figure 3-17 (1) omits percentages that should be attached to each of
the budgetary expenditures; (2) fails to move in a largest-to-smallest clockwise se-
quence; (3) includes too many divisions, many of which are about the same size and
thus difficult to distinguish; and (4) introduces a third dimension that adds no value to
the graphic.
Pie charts should be perfect circles, should have percentages on the circle, and should
move in large-to-small sequence from the 12:00 position.
>>> Computers in the Visual Design Process

Most word-processing programs include tools to make page design easier and more con-
sistent and to easily create and insert graphics.They allow you to format running headers
and footers, ensure consistency of elements such as headers and lists, change the appear-
ance of tagged elements, insert images, and even create basic illustrations.They allow you
to create templates for the types of documents that you write most often.They even auto-
matically generate tables of contents and indexes.
Templates
If you have a type of document that you must create often, such as progress reports, lab
reports, memos, or even papers for school, you may find it useful to create a template for
Computers in the Visual Design Process 67
C B
D
A
E
F
K
G
H I J
■ Figure 3-17 ■ Confusing pie chart

Source: Adapted from Cobb County 1988–89 Annual Report (Cobb County, GA), 14. Used by permission.
that type of document.Your word processing program probably has several templates pre-
loaded for memos, letters, and reports.Although these templates are handy, they may not
exactly fit your needs. If you need to include a company logo on a letterhead or alter the
headings in the report template, you can modify existing templates or you can create your
own. Some software publishers also make a large number of templates available for down-
loading from their Web sites.Templates include passages of text or elements such as tables
that are included in the same place in every document.They can also include a catalog of
styles for elements, such as heading, lists, and even body text.
Style Sheets
When you are writing a long document with many headings or other typographical ele-
ments, it may be difficult to remember how you formatted each element. For example, if
it has been several pages since you used a third-level heading, you may have to scroll back
to see what type size you used and whether you bolded or italicized it.This problem can
be solved by using the styles in your word processing software.A style sheet allows you to
assign formatting to specific kinds of elements in your document, such as headings, body
text, and lists. This formatting is done with tags or codes that your computer attaches to
the elements. (If you are familiar with HTML coding, this tagging is similar.)You select the
text, such as a first-level heading, select the appropriate style from a pull-down menu, and
assign it to the selected text with a single mouse click. Figure 3-18 shows a style sheet, or
catalog, that is part of a document template.
Running
header with
chapter title
Style
catalog
■ Figure 3-18 ■ Microsoft Word document template with style sheet

Source: “Microsoft product screen shot(s) reprinted with permission from Microsoft Corporation.”
Chapter Summary 69
The heading tags that you created for your style sheet can also be used to automati-
cally generate a Table of Contents.This process can be a bit complicated, so consult your
program’s Help file or an after-market manual for instructions about how to do this.
Learning to use the visual design tools in your word processing program can save you
time and help you create consistent and professional-looking documents. However, these
tools differ among the many word processing programs (and sometimes from one version
of a word processing program to the next), so take the time to learn how to use the tools
that are available in your word processing software.
>>> Chapter Summary

This chapter shows you how to apply principles of visual design to your assignments in
your classes and your on-the-job writing. The term visual design refers to the array of
design, layout, and graphic options you can use to improve the visual effect of your
document.
Effective page design requires that you use specific elements, such as white space,
headings, listings, and in-text emphasis. Another strategy for page design is to change the
size and type of fonts in your documents. As with other strategies, this one must be used
with care so that your document does not become too busy. Page design remains a tech-
nique for highlighting content, not a substitute for careful organization and editing.
More than ever before, readers of technical documents expect good graphics to ac-
company text, as well as special fonts and color. Graphics (also called illustrations or
visual aids) can be in the form of (1) tables (rows and/or columns of data) or (2) figures
(a catchall term for all non-table illustrations). Both tables and figures are used to sim-
plify ideas, reinforce points made in the text, generate interest, and create a universal
appeal.
The last several decades have seen an incredible change in the way documents are pro-
duced.Today, individual writers working at their personal computers write, edit, design,
and print sophisticated documents.Writers who learn to use the visual design tools avail-
able in word processing programs find it easier to create consistent, professional-looking
documents.
Collaboration at Work Critiquing an Annual Report

General Instructions 3. Are the graphics really useful or are they just visual
“fluff”?
Each “Collaboration at Work” exercise applies strategies for
4. Can information in the graphic be understood right
working in teams to chapter topics. The exercise assumes you
away?
(1) have been divided into teams of about three to six stu-
5. Was the correct type of graphic selected for the con-
dents, (2) will use team time inside or outside of class to com-
text?
plete the case, and (3) will produce an oral or written response.
6. Do any of the graphics include errors, such as in pro-
portion?
Background for Assignment Your answers to these questions often determine whether
While planning and writing, you make two main decisions you continue reading a document—or at least whether you
about the use of visual design elements—first, when they enjoy the experience.
should be used; and second, what types to select. This chap-
ter helps you make such decisions. Yet you already possess Team Assignment
the quality that is most useful in your study of graphics:
Locate a company’s annual report in your library or choose
common sense. Whether consciously or subconsciously,
another document that includes a variety of graphics—a
most of us tend to seek answers to basic questions like the
newspaper, magazine, report, textbook, or catalog. Using the
following when we read a document:
questions previously listed, work with your team to evalu-
1. Are white space, headings, lists, font size and type, ate the use of graphics in all or part of the document.
and color used to help readers find information? Whether you think a graphic is successful or not, give spe-
2. Is there an appropriate mix of text and graphics? cific reasons to support your analysis.
Assignments
1. Document Navigation section. Revise the passage by applying any of this chapter’s
principles of page design that seem appropriate—such as
Locate an example of technical writing that is at least ten
adding headings, graphics, lists, and white space. If you
pages long, such as a user’s manual or instructions. Identify
wish, you may also make changes in organization and style.
and analyze the navigation elements that the document
Optional: Share your version with another student to receive
uses to help users find information, including elements
his or her response.
other than the three navigation tools discussed in this
In the chemical shipping industry, a stowage plan is a
chapter. Your instructor will indicate whether your report
kind of blueprint for a vessel. It lists all stowage tanks and
should be oral or written.
provides information about tank volume, tank coating,
2. Individual Practice in Page Design stowed product, weight of product, loading port, and dis-
As a manager at an engineering company, you have just fin- charging port. A stowage plan is made out for each vessel on
ished a major report to a client. It gives recommendations each voyage and records all chemicals loaded. The following
for transporting a variety of hazardous materials by sea, information concerns cargo considerations (chemical prop-
land, and air. The body of your report contains a section that erties and tank features) and some specific uses of the
defines the term stowage plan and describes its use. Given stowage plan in industry.
your mixed technical and nontechnical audience, this basic The three main cargo considerations in planning
information is much needed. What follows is the text of that stowage are temperature, compatibility, and safety. Chemicals
In the chemical shipping industry, a stowage plan is a kind of blueprint for a vessel. It lists all stowage tanks and provides information
about tank volume, tank coating, stowed product, weight of product, loading port, and discharging port. A stowage plan is made out for
each vessel on each voyage and records all chemicals loaded. The following information concerns cargo considerations (chemical
properties and tank features) and some specific uses of the stowage plan in industry.
The three main cargo considerations in planning stowage are temperature, compatibility, and safety. Chemicals have physical proper-
ties that distinguish them from one another. To maintain the natural state of chemicals and to prevent alteration of their physical prop-
erties, a controlled environment becomes necessary. Some chemicals, for example, require firm temperature controls to maintain their
physical characteristics and degree of viscosity (thickness) and to prevent contamination of the chemicals by any moisture in the tanks.
In addition, some chemicals, like acids, react violently with each other and should not be stowed in adjoining, or even neighboring,
tanks. In shipping, this relationship is known as chemical compatibility.
The controlled environment and compatibility of chemicals have resulted in safety regulations for the handling and transporting of these
chemicals. These regulations originate with the federal government, which bases them on research done by the private manufacturers.
Location and size of tanks also determine the placement of cargo. A ship’s tanks are arranged with all smaller tanks around the periph-
ery of the tank grouping and all larger tanks in the center. These tanks, made of heavy steel and coated with zinc or epoxy, are highly
resistant to most chemicals, thereby reducing the chance of cargo contamination. Each tank has a maximum cargo capacity, and the
amounts of each chemical are matched with the tanks. Often chemicals to be discharged at the same port are staggered in the
stowage plan layout so that after they are discharged the ship maintains its equilibrium.
The stowage plan is finalized after considering the cargo and tank characteristics. In its final form, the plan is used as a reference doc-
ument with all information relevant to the loading/discharging voyage recorded. If an accident occurs involving a ship, or when ques-
tions arise involving discharging operations, this document serves as a visual reference and brings about quick decisions.
have physical properties that distinguish them from one Often chemicals to be discharged at the same port are stag-
another. To maintain the natural state of chemicals and to gered in the stowage plan layout so that after they are dis-
prevent alteration of their physical properties, a controlled charged the ship maintains its equilibrium.
environment becomes necessary. Some chemicals, for ex- The stowage plan is finalized after considering the
ample, require firm temperature controls to maintain their cargo and tank characteristics. In its final form, the plan is
physical characteristics and degree of viscosity (thickness) used as a reference document with all information relevant
and to prevent contamination of the chemicals by any mois- to the loading/discharging voyage recorded. If an accident
ture in the tanks. In addition, some chemicals, like acids, occurs involving a ship, or when questions arise involving
react violently with each other and should not be stowed in discharging operations, this document serves as a visual
adjoining, or even neighboring, tanks. In shipping, this rela- reference and brings about quick decisions.
tionship is known as chemical compatibility.
The controlled environment and compatibility of 3. Team Practice in Page Design: Using
chemicals have resulted in safety regulations for the han- Computer Communication
dling and transporting of these chemicals. These regula- This assignment is feasible only if you and your classmates
tions originate with the federal government, which bases have access to software that allows you to post messages to
them on research done by the private manufacturers. Loca- team members, edit on screen, and send edited copy back
tion and size of tanks also determine the placement of and forth. Your task is to add appropriate page design fea-
cargo. A ship’s tanks are arranged with all smaller tanks tures to either (a) the stowage plan excerpt in Assignment 2
around the periphery of the tank grouping and all larger or (b) any other piece of unformatted text permitted for use
tanks in the center. These tanks, made of heavy steel and by your instructor. Choose a team leader who will collect
coated with zinc or epoxy, are highly resistant to most and collate the individual edits. Choose another team mem-
chemicals, thereby reducing the chance of cargo contami- ber to type or scan the excerpt into the computer and then
nation. Each tank has a maximum cargo capacity, and the e-mail the passage to other team members. Then each per-
amounts of each chemical are matched with the tanks. son should add the features desired and e-mail the edited
document to the team leader, who will collate the revisions ■ A segmented bar chart that compares employment in
and e-mail the new version to team members for a final the production of durable goods to employment in the
edit. Throughout this process, participants may conduct e- production of nondurable goods within the manufactur-
mail conversations about the draft and resolve differences, ing sector for 2004, 2005, and 2006.
if possible, before sending drafts to the leader. The team ■ A single-line chart showing employment in agriculture
may need one or two short meetings in person, but most and related industries for 2000 through 2006.
business should be conducted via the computer. The goal is ■ A multiple-line chart that contrasts employment in re-
to arrive at one final version for your team. tail trade, professional and business services, and
leisure and hospitality for 2004 through 2006.
4. Pie, Bar, and Line Charts
Figure 3-19 shows employment by industry from 2000 5. Flowcharts
through 2006, while also breaking down the 2006 data into
Identify the main activities involved in enrolling in classes
four categories by race. Use those data to complete the fol-
on your campus. Then draw two flowcharts that outline the
lowing charts:
main activities involved in this process. In the first chart,
■ A pie chart that shows the groupings of race in 2006. use the standard flowchart symbols shown in Figure 3-12 on
■ A bar chart that shows the trend in total employment dur- page 62. In the second flowchart, use images and symbols
ing 2000, 2004, 2005, and 2006. Indicate the gap in data. creatively to explain the process.
Table 602. Employment by Industry: 2000 to 2006

[In thousands (136,891 represents 136,891,000), except percent. See Table 584 regarding coverage and headnote Table 587
regarding industries]
1
2006, percent
Industry His-
1 1 1 2 2
2000 2004 2005 2006 Female Black Asian panic 3
Total employed . . . . . . . . . . . . 136,891 139,252 141,730 144,427 46.3 10.9 4.5 13.6
Agriculture and related industries . . . . . . 2,464 2,232 2,197 2,206 24.6 2.7 1.2 19.4
Mining . . . . . . . . . . . . . . . . . . . . . . . 475 539 624 687 13.0 4.9 0.7 13.6
Construction . . . . . . . . . . . . . . . . . . . 9,931 10,768 11,197 11,749 9.6 5.5 1.4 25.1
Manufacturing . . . . . . . . . . . . . . . . . . 19,644 16,484 16,253 16,377 29.5 9.5 5.2 14.7
Durable goods . . . . . . . . . . . . . . . . 12,519 10,329 10,333 10,499 25.8 8.5 5.8 12.4
Nondurable goods . . . . . . . . . . . . . . 7,125 6,155 5,919 5,877 36.1 11.4 4.2 18.7
Wholesale trade . . . . . . . . . . . . . . . . . 4,216 4,600 4,579 4,561 29.0 6.5 4.1 13.5
Retail trade . . . . . . . . . . . . . . . . . . . . 15,763 16,269 16,825 16,767 48.9 10.1 4.2 12.7
Transportation and utilities . . . . . . . . . . 7,380 7,013 7,360 7,455 24.2 16.5 3.6 12.7
Transportation and warehousing. . . . . 6,096 5,844 6,184 6,269 24.7 17.6 3.8 13.5
Utilities . . . . . . . . . . . . . . . . . . . . . 1,284 1,168 1,176 1,186 21.9 10.9 2.5 8.2
Information . . . . . . . . . . . . . . . . . . . . 4,059 3,463 3,402 3,573 44.4 11.7 5.2 9.4
Financial activities. . . . . . . . . . . . . . . . 9,374 9,969 10,203 10,490 55.5 10.2 5.1 10.0
Finance and insurance . . . . . . . . . . . 6,641 6,940 7,035 7,254 58.2 10.5 5.6 8.5
Real estate and rental and leasing . . . 2,734 3,029 3,168 3,237 49.4 9.5 4.1 13.4
Professional and business services . . . . 13,649 14,108 14,294 14,868 42.5 9.8 5.7 13.0
Professional and technical services. . . 8,266 8,386 8,584 8,776 44.4 6.4 7.6 6.2
Management, administrative, and
waste services . . . . . . . . . . . . . .. 5,383 5,722 5,709 6,092 39.8 14.8 3.0 22.9
Education and health services. . . . . . . . 26,188 28,719 29,174 29,938 74.9 14.2 4.7 9.1
Educational services . . . . . . . . . . . . 11,255 12,058 12,264 12,522 68.9 10.8 3.6 8.5
Health care and social assistance. . . . 14,933 16,661 16,910 17,416 79.1 16.7 5.4 9.5
Hospitals . . . . . . . . . . . . . . . . . . 5,202 5,700 5,719 5,712 76.6 16.4 7.0 7.6
Health services, except hospitals . . 7,009 8,118 8,332 8,639 78.6 15.3 5.3 9.5
Social assistance . . . . . . . . . . . . . 2,722 2,844 2,860 3,065 85.4 21.2 2.9 12.9
Leisure and hospitality . . . . . . . . . . . . . 11,186 11,820 12,071 12,145 51.3 10.5 5.9 19.4
Arts, entertainment, and recreation . . . 2,539 2,690 2,765 2,671 45.2 8.3 3.6 11.9
Accommodation and food services . . . 8,647 9,131 9,306 9,474 53.0 11.2 6.5 21.6
Other services . . . . . . . ..... ...... 6,450 6,903 7,020 7,088 51.7 9.8 5.8 15.5
Other services, except private
households . . . . . . . ..... ...... 5,731 6,124 6,208 6,285 46.5 9.6 6.2 13.3
Private households . . ..... ...... 718 779 812 803 92.5 11.1 2.5 32.8
Government workers . . . ..... ...... 6,113 6,365 6,530 6,524 45.4 16.2 3.5 8.6
1
See footnote 2, Table 569. 2 Persons in this race group only. See footnote 3, Table 570. 3 Persons of Hispanic or Latino
origin may be of any race.
Source: U.S. Bureau of Labor Statistics, Employment and Earnings, monthly, January 2007 issue. See Internet site
<http://www.bls.gov/cps/home.htm>.
■ Figure 3-19 ■ Reference for Assignment 4

Source: U.S. Census Bureau. (2008). The 2008 Statistical Abstract. www.census.gov/compendia/statab/2008/tables/
08s0602.xls.
First Quarter 2007: Graph of Homeownership Rates Second Quarter 2007: Graph of Homeownership Rates
Homeownership Rates x Region Homeownership Rates x Region
80 80
72.5 72.2 72.5 71.8
68.5 68.4 70.4 70.6 68.7 68.2 70.4 69.9
70 64.7 64.8 70 65.4 66.4 64.7 64.1
64.4 63.6
60 60
Percent
Percent
50 50
40 40
30 30
20 20
10 10
0 0
U.S. Northeast Midwest South West U.S. Northeast Midwest South West
First Quarter 2006 First Quarter 2007 Second Quarter 2006 Second Quarter 2007
Source: U.S. Bureau of the Census Source: U.S. Bureau of the Census
Third Quarter 2007: Graph of Homeownership Rates Fourth Quarter 2007: Graph of Homeownership Rates
Homeownership Rates x Region Homeownership Rates x Region
80 80
72.8 71.9 73.0 71.7
69.0 68.2 70.6 70.1 68.9 67.8 70.8 70.0
70 65.5 65.2 65.3 63.5 70 65.3 64.6 64.5 62.7
60 60
Percent
Percent
50 50
40 40
30 30
20 20
10 10
0 0
U.S. Northeast Midwest South West U.S. Northeast Midwest South West
Third Quarter 2006 Third Quarter 2007 Fourth Quarter 2006 Fourth Quarter 2007
Source: U.S. Bureau of the Census Source: U.S. Bureau of the Census
■ Figure 3-20 ■ Reference for Assignment 7

Source: U.S. Census Bureau. (2008). Housing Vacancies and Homeownership. http://www.census.gov/hhes/www/housing/hvs/hvs.html
6. Technical Drawing 7. Table

Drawing freehand, using the draw function in your word Using the bar charts in Figure 3-20, create a table that shows
processor, or using a computer illustration or design pro- home ownership by region and total home ownership for
gram available to you, produce a simple technical drawing the United States for each quarter of 2007.
of an object with which you are familiar through work,
school, or home use.
8. Misuse of Graphics your opinion, a harmful product, service, or idea. Explain

why you think the writers made the design decisions they
Find three deficient graphics in newspapers, magazines, re-
did. Your example should include page design and graphic
ports, or other technical documents. Submit copies of the
design elements.
graphics along with a written critique that (1) describes in
detail the deficiencies of the graphics and (2) offers sugges-
tions for improving them. 10. International Communication
Assignment
? 9. Ethics Assignment Collect one or more samples of business or technical writ-
ing that originate in—or are designed for—cultures outside
Visual design greatly influences the way people read docu-
the United States. (Use either print examples or examples
ments no matter what message is being delivered. Even a
found on the Internet.) Comment on features of visual de-
product, a service, or an idea that could be considered
sign in the samples. If applicable, indicate how such fea-
harmful to the individual or public good can be made to
tures differ from those evident in business and technical
seem more acceptable by a well-designed piece of writing.
writing designed for an audience within the United States.
Find a well-designed document that promotes what is, in
Chapter 4 Letters, Memos,
and Electronic
Communication
>>>Chapter Outline
Positive Correspondence 80
Negative Correspondence 80
Neutral Correspondence 81
Letters 81
Memoranda 82
E-mail 85
Appropriate Use and Style for E-mail 85
Guidelines for E-mail 86
Memoranda versus E-mail 89
Chapter Summary 89
Assignments 90
75
76 Chapter 4 Letters, Memos, and Electronic Communication
ou may write more letters, memos, and e-mails standing of reader needs, and close attention to
Y in your career than any other type of docu-

ment. Generally termed “correspondence,” let-
ters, memos, and e-mails are short documents written
formats. This chapter prepares you for this challenge by
presenting sections that cover general rules that apply
to all workplace correspondence and specific formats
to accomplish a limited purpose. Letters are directed for positive correspondence, negative correspondence,
outside your organization, memos are directed within and neutral correspondence. Also included is advice
your organization, and e-mail can be directed to either specific to letter, memoranda, and e-mail formats. Job
an external or an internal audience. letters and resumes are discussed in a separate chapter
Your ability to write good memos, letters, and on the job search (Chapter 10).
e-mails depends on a clear sense of purpose, under-
>>> General Guidelines for Correspondence

Letters convey your message to readers outside your organization, just as memos are an
effective way to get things done within your own organization, and e-mail is a way to com-
municate quickly with readers inside and outside of your organization. By applying the
guidelines in this chapter, you can master the craft of writing effective correspondence.
Refer to the Figure 4-2 on page 83, Figure 4-3 on page 84, and Figure 4-4 on page 87 in
this chapter for examples that demonstrate the guidelines that follow.
>> Correspondence Guideline 1: Know Your Purpose

Before beginning your draft, write down your purpose in one clear sentence.This purpose sen-
tence often becomes one of the first sentences in the document. Following are some samples:
■ Letter purpose sentence: “As you requested yesterday, I’m sending samples of the
new candy brands you are considering placing your office vending machines.”
■ Memo purpose sentence: “This memo ex-
plains the organization’s new policy for selecting
rental cars on business trips.”
■ E-mail purpose sentence: “I have attached
the most recent draft of the proposal for the PI
Corp. pipeline project.”
Some purpose statements are implied; others
are stated. An implied purpose statement occurs in
the first paragraph of Figure 4-2. That paragraph
indicates that the letter is a response to an earlier
letter that requested a change in the construction
schedule. Figure 4-3 shows a more obvious pur-
pose statement in the third sentence.The third sen-
tence in Figure 4-4 tells the reader exactly what
will follow.
>> Correspondence Guideline 2: Know Your Readers

Who are you trying to inform or influence? Pay particular attention when correspondence
will be read by more than one person. If these readers are from different technical levels or Internal Information
different administrative levels within an organization, the challenge increases. A complex was written for a
specific audience.
audience compels you to either (1) reduce the level of technicality to that which can be un-
derstood by all readers or (2) write different parts of the document for different readers.
>> Correspondence Guideline 3: Follow Correct Format

Most organizations adopt letter and memo formats that must be used uniformly by all em-
ployees. Later in this chapter, we offer specific guidelines for formatting letters, memos, and
e-mail, but the following are some general formatting guidelines:
■ Multiple-page headings: Each page after the first page of a letter or memo
often has a heading that includes the name of the person or company receiving the let-
ter or memo, the date, and the page number. Some organizations may prefer an abbre-
viated form such as “Jones to Bingham, 2,” without the date.
■ Subject line: Memos and e-mails always include subject lines, but they are some-
times used in letters as well. Give the subject line special attention, because it telegraphs
meaning to the audience immediately. In fact, readers use it to decide when, or if, they will
read the complete correspondence. Be brief, but also engage interest. For example, the sub-
ject line of the Figure 4-2 memo could have been “Changes.” Yet, that brevity would have
sacrificed reader interest.The actual subject line, “Copy Center Changes,” conveys more in-
formation and shows readers that the contents of the memo will make their lives easier.
■ Enclosure notation: If attachments or enclosures accompany a letter or memo,
type the singular or plural form of “Enclosure” or “Attachment” one or two lines beneath
the reference initials. Some writers also list the item itself (e.g., Enclosure: Code of
Ethics). If an e-mail includes an attachment, the filename and file type (e.g. PDF) should
be included in the first paragraph.
■ Copy notation: If the correspondence has been sent to anyone other than the re-
cipient, type “Copy” or “Copies” one or two lines beneath the enclosure notation, followed
by the name(s) of the person or persons receiving copies (e.g., Copy: Preston Hinkley).
E-mail inserts this information automatically. If you are sending a copy but do not want
the original letter or memo to include a reference to that copy, write “bc” (for blind copy)
and the person’s name only on the copy—not on the original (e.g., bc: Mark Garibaldi).
(Note: Send blind copies only when you are certain it is appropriate and ethical to do so.)
>> Correspondence Guideline 4: Follow the ABC Format for All

Correspondence
Correspondence subscribes to the same three-part ABC (Abstract/Body/Conclusion)
format used throughout this book. According to the ABC format, your correspondence is
composed of these three main sections:
■ Abstract: The abstract introduces the purpose and usually gives a summary of main
points to follow. It includes one or two short paragraphs.
■ Body: The body contains supporting details and thus makes up the largest part of a
letter or memo.You can help your readers by using such techniques as:
Deductive patterns for paragraphs: In this general-to-specific plan, your first
sentence should state the point that helps the reader understand the rest of the
paragraph.This pattern avoids burying important points in the middle or end of the
paragraph, where they might be missed. Fast readers tend to focus on paragraph be-
ginnings and expect to find crucial information there. Note how most paragraphs in
Figure 4-3 follow this format.
Personal names: If they know you, readers like to see their names in the body of the
letter or memo, or in the salutation of an e-mail.Your effort here shows concern for
the reader’s perspective, gives the correspondence a personal touch, and helps
strengthen your personal relationship with the reader. (See the last paragraph in
Figure 4-2.) Of course, the same technique can sometimes backfire, because it is an
obvious ploy to create an artificially personal relationship.
Lists that break up the text: Listed points are a good strategy for highlighting de-
tails. Readers are especially attracted to groupings of three items, which create a cer-
tain rhythm, attract attention, and encourage recall. Use bullets, numbers, dashes, or
other typographic techniques to signal the listed items. For example, the bulleted list
in Figure 4-3 draws attention to three important points about that the writer wants to
emphasize. Because some e-mail systems cannot read special characters like bullets,
use asterisks or dashes for lists in e-mail.
Strongest points first or last: If your correspondence presents support or makes
an argument, include the most important points at the beginning or at the end—not in
the middle. For example, the first paragraph in Figure 4-3 announces the changes in
the Copy Center, and the last paragraph tells readers when the changes will take place.
Headings to divide information: One-page letters and memos, and even e-mail,
sometimes benefit from the emphasis achieved by headings.The three headings in
Figure 4-3 quickly steer the reader to main parts of the document.
■ Conclusion: Readers remember first what they read last.The final paragraph of
your correspondence should leave the reader with an important piece of information—
for example, (1) a summary of the main idea or (2) a clear statement of what will
happen next.The Figure 4-1 letter promises a successful outcome, whereas the
Figure 4-4 e-mail ends with a reminder that the sender has submitted a proposal to
the recipient.
>> Correspondence Guideline 5: Use the 3Cs Strategy for Persuasive

Messages
The ABC format provides a way to organize all letters and memos. Another pattern of or-
ganization for you to use is the 3Cs strategy—especially when your correspondence has a
persuasive objective.This strategy has three main goals:
■ Capture the reader’s interest with a good opener, which tells the reader what the let-
ter, memo, or e-mail can do for him or her.
■ Convince the reader with supporting points, all of which confirm the opening point
that this document will make life easier.
■ Contact solidifies your relationship with the reader with an offer to follow up on the
correspondence.
Note, how each of the samples in this chapter uses the 3Cs strategy.
>> Correspondence Guideline 6: Stress the “You” Attitude

As noted earlier, using the reader’s name in the body helps convey interest. However, your
efforts to see things from the reader’s perspective must go deeper than a name reference.
For example, you should perform the following tasks:
■ Anticipate questions your reader might raise and then answer these questions.You can
even follow an actual question (“And how will our new testing lab help your firm?”)
with an answer (“Now TestCorp’s labs can process samples in 24 hours.”).
■ Replace the pronouns I, me, and we with you and your. Of course, you must use first-
person pronouns at certain points in a letter, but many pronouns should be second
person.The technique is quite simple.You can change almost any sentence from
writer-focused prose (“We feel that this new service will . . . ”) to reader-focused
prose (“You’ll find that this new service will . . . ”).
Figure 4-2 shows this you attitude by emphasizing how the sender’s organization can
help the recipient with the scheduling change. Figure 4-4 shows it by responding directly
to the sender’s concerns.
>> Correspondence Guideline 7: Use Attachments for Details

Keep text brief by placing details in attachments, which readers can examine later, rather
than bogging down the middle of the letter or memo.
>> Correspondence Guideline 8: Be Diplomatic

Without a tactful tone, all your planning and drafting will be wasted. Choose words that
persuade and cajole, not demand. Be especially careful of memos written to subordi-
nates. If you sound too authoritarian, your message may be ignored—even if it is clear
that what you are suggesting will help the readers. Generally speaking, negative (or “bad
news”) letters often use the passive voice, whereas positive (or “good news”) letters often
use the active voice.
For example, the letter in Figure 4-2 would fail in its purpose if it flatly refused to
make changes and offered no alternatives. Correspondence
can be broadly cate-
gorized as positive,
>> Correspondence Guideline 9: Respond Quickly negative, and
neutral. For examples
A letter, memo, or e-mail that comes too late fails in its purpose, no matter how well writ- of correspondence
that meets specific
ten. Mail letters within 48 hours of your contact with, or request from, the reader. Send purposes, see the
memos in plenty of time for your reader to make the appropriate adjustments in schedule, Model letters,
memos, and e-mail.
behavior, and so forth. Usually respond to e-mails the same day you receive them.
Positive Correspondence
Claim Response is an Everyone likes to give good news; fortunately, you will often be in the position of provid-
effective example of
a positive letter. ing it when you write. Following are some sample situations:
■ Replying to a question about products or services
■ Recommending a colleague for a promotion or job
■ Responding favorably to a complaint or an adjustment
The trick is to recognize the good-news potential of many situations. This section
gives you an all-purpose format for positive correspondence.
ABC Format: Positive Correspondence ABC Format for Positive

■ ABSTRACT: Bridge between this correspondence and Correspondence
last communication with person
All positive correspondence follows one overriding
• Clear statement of good news you have to report
rule.You must always:
■ BODY: Supporting data for main point mentioned in
abstract State good news immediately!
■ Clarification of any questions reader may have
■ Qualification, if any, of the good news Any delay gives readers the chance to wonder
■ CONCLUSION: Statement of eagerness to continue whether the news will be good or bad, thus causing
relationship, complete project, etc. momentary confusion. On the left is a complete
• Clear statement, if appropriate, of what step should outline for positive letters that corresponds to the
come next
ABC format.
Negative Correspondence
Complaint is a It would be nice if all your correspondence could be as positive as that just described. Un-
carefully written fortunately, the real world does not work like that.You will have many opportunities to
negative letter.
display both tact and clarity in relating negative information. Following are a few cases:
■ Explaining delays in projects or delivery of services
ABC Format: Negative Correspondence
■ Registering complaints about products or services
■ ABSTRACT: Bridge between your correspondence and
previous communication ■ Giving bad news about employment or per-
• General statement of purpose or appreciation—in an formance
effort to find common bond or area of agreement
This section gives you a format to follow in
■ BODY: Strong emphasis on what can be done, when
possible
writing sensitive correspondence with negative in-
• Buffered yet clear statement of what cannot be done,
formation.
with clear statement of reasons for negative news
• Facts that support your views
ABC Format for Negative
■ CONCLUSION: Closing remarks that express interest in
Correspondence
continued association One main rule applies to all negative correspondence:
• Statement, if appropriate, of what will happen next
Buffer the bad news, but still be clear.
Despite the bad news, you want to keep the reader’s goodwill. Spend time at the
beginning building your relationship with the reader by introducing less controversial
Letters 81
information—before you zero in on the main message. On the right is an overall pattern
to apply in all negative correspondence.
Neutral Correspondence
Some correspondence expresses neither positive nor negative news. It is simply the rou-
tine correspondence written every day to keep businesses and other organizations operat-
Memo 10: Web site
ing. Some situations follow: Request is a good
example of a neutral
■ Requesting information about a product or service memo.
■ Inviting the reader to an event
■ Sending solicited or unsolicited items through the mail
Use the following outline in writing your neutral letters.
ABC Format for Neutral Correspondence

Because the reader usually has no personal stake in the news, neutral correspondence re-
quires less emphasis on tone and tact than other types, yet it still requires careful planning.
In particular, always abide by this main rule:
Be absolutely clear about your inquiry or ABC Format: Neutral Correspondence
response. ■ ABSTRACT: Bridge or transition between correspon-
dence and previous communication, if any
Neutral correspondence operates a bit like pos- • Precise purpose of correspondence (e.g., request, invita-
itive correspondence. You must make your point tion, response to invitation)
early, without giving the reader time to wonder ■ BODY: Details that support the purpose statement (e.g., a
about your message. Neutral correspondence varies description of item(s) requested, the requirements related
to the invitation, a description of item(s) being sent)
greatly in specific organization patterns.The umbrella
■ CONCLUSION: Statement of appreciation
plan suggested here emphasizes the main criterion
• Description of actions that should occur next
of clarity.
>>> Letters
Letters are to your clients and vendors what memos
are to your colleagues. They relay information
quickly and keep business flowing. Here is a work-
ing definition:
Letter: A document that conveys information
to a member of one organization from
someone outside that same organization.
Letters usually cover one major point and fit
on one page. This chapter classifies letters into
these three groups, according to type of
message: (1) positive, (2) negative, and
(3) neutral.
■ Figure 4-1 ■ Block

and modified block
style for letters
There are two main letter formats—block and modified block. Figure 4-1 shows the
basic page design of each; Figure 4-2 is in block style. As noted, you usually follow the
preferred format of your own organization. Whatever format you choose, most or all
business letters include the following sections: address of the sender (usually in letter-
head), date, address of the receiver, greeting, body, signature, and reference to any attach-
ments and/or those individuals being copied.
Addresses on envelopes and in letters should use the format recommended by the
United States Postal Service. Addresses should include no more than four lines, and
should not include punctuation such as commas or periods.
>>> Memoranda
Even though e-mail has become common in the workplace, memoranda (the plural of
memorandum, also called memos) are still important. Even if you work in an organization
that uses e-mail extensively, you will still compose print messages that convey your point
with brevity, clarity, and tact. Here is a working definition:
Memorandum: A document written from a member of an organization to one or more
members of the same organization. Abbreviated memo, it usually covers just one
main point and no more than a few. Readers prefer one-page memos.
With minor variations, all memos look much the same. The obligatory
“Date/To/From/Subject” information hangs at the top left margin, in whatever order
your organization requires. Figure 4-3 shows one basic format.These four lines allow you
to dispense with lengthy introductory passages seen in more formal documents. Note that
the sender signs his or her initials after or above the typed name in the “From” line.
Memoranda 83
12 Post Street
Houston Texas 77000
713.555.1381
July 23, 2011
The Reverend Mr John C Davidson
Maxwell Street Church
Canyon Valley
Texas 79195 Implied purpose
response to
Dear Reverend Davidson: previous letter.
▼ ▼
Thanks for your letter asking to reschedule the foundation project at your church from Opens on
mid-August to late August, because of the regional conference. I am sure you are proud positive
note.
that Maxwell was chosen as the conference site.
Reminds him about
▼
One reason for our original schedule, as you may recall, was to save the travel costs for original agreement—in
a project crew going back and forth between Houston and Canyon Valley. tactful manner
Because Delvientos Construction has several other jobs in the area, we had planned
not to charge you for travel.
We can reschedule the project, as you request, to a more convenient date in late Phrases negative mes-
sage as positively as pos-
▼
August, but the change will increase project costs from $1,500 to $1,800 to cover sible, giving rationale for
travel. At this point, we just do not have any other projects scheduled in your area in late necessary change.
August that would help defray the additional expenses. Given our low profit margin on
such jobs, that additional $300 would make the difference between our firm making or
losing money on the foundation repair at your church.
I’ll call you next week, Reverend Davidson, to select a new date that would be most
Closes with promise of
▼
suitable. Delvientos Construction welcomes its association with the Maxwell Street
future contact.
Church and looks forward to a successful project in late August.
Makes it clear what will
▼
Sincerely, happen next. Ends on

positive note.
Project Manager
Writer’s initials/typists
▼
NS/mh
initials.
File #34678
■ Figure 4-2 ■ Negative letter in block style

Memorandum
Date: August 1, 2011
To: All Employees
From: Gini Preston

Chair
Copy Services Committee
Subject: Copy Center Changes

Gives brief purpose
statement and overview With the purchase of two new copiers and a mechanical folder, the Copy Center is able to expand
▼
of contents. its services. At the same time, we have had to reduce the paper stock that we keep on hand be-
cause of space limitations. This memo highlights the services and products now available at the
Copy Center.
Color copies
With our new equipment, color copies do not require additional time to process. However, because
color copies are expensive, please limit your use of them. If you have a document that includes
both color and black-and-white pages, submit them as separate jobs so that the color copier is
used only for color copies.
Special stock
The Copy Center now stocks only two colors of paper in addition to white paper: blue and golden-
rod. Cover stock is available only in white and blue. We continue to stock transparencies. Although
we are no longer stocking other kinds of paper, we are still able to meet requests for most special
stock:
• Stocks available with 24-hour notice: We can purchase 11 x 17 inch paper, cover stock and
Emphasizes need for regular stock in a variety of colors, and specialized paper such as certificates and NCR (carbon-
▼
special handling of re- less copy) paper. Departments will be charged for all special stock.
quests for special paper. • Coated stock: Our copiers do not produce quality copies on coated stock (paper or cover stock
with a slick coating, like magazine paper). We will continue to outsource jobs that use coated
stock to KDH Printing. Please allow at least one week for jobs that use coated stock.
Bindery services
With our new equipment, collating and stapling of large jobs no longer require additional time. The
following bindery services are also available in house, but may require additional time:
• Perfect and spiral binding

Makes it clear when
• Folding
changes will take place.
• Cutting and hole punching. (The paper cutter and paper drill can be used on up to 500 sheets at
a time.)
▼
The new equipment will be available August 15. Your efforts to make the most efficient use of Copy
Center resources help improve the quality of your documents and the productivity of the company.
Invites
Feel free to call me at ext. 567 if you have any questions.
▼
contact.
■ Figure 4-3 ■ Memorandum: changes in services

E-Mail 85
Abide by this one main rule in every memo-writing situation:
Be clear, brief, and tactful.
Because many activities are competing for their time, readers expect information to
be related as quickly and clearly as possible; however, you must be sure not to sacrifice
tact and sensitivity as you strive to achieve conciseness.
>>> E-Mail
Electronic communication (e-mail) has become the preferred means of communication
for many people in their professional lives.
E-mail is an appropriate reflection of the speed at which we conduct business today. Fol-
lowing are some of the obvious advantages that using e-mail provides:
■ It gets to the intended receiver quickly.
■ Its arrival can be confirmed easily.
■ Your reader can reply to your message quickly.
■ It’s cheap to use—once you have invested in the hardware and software.
■ It permits cheap transmission of multiple copies and attachments. Any medium so

widely used deserves special attention in a chapter on correspondence. Here is a work-
ing definition:
E-mail: A document written often in an informal style either to members of one’s
own organization or to an external audience. E-mail messages often cover one
main point. Characterized by the speed with which it is written and delivered, an Workplace E-mail is
an effective, neutral
e-mail can include more formal attachments to be read and possibly printed by e-mail.
the audience.
Adding to the ease of transmission is the fact that e-mail allows you to create
mailing lists. One address label can be an umbrella for multiple recipients, saving you
much time.
Of course, the flip side of this ease of use: E-mail is not private. Every time you send
an e-mail, remember that it may be archived or forwarded, and may end up being read by
“the world.” Either by mistake or design, many supposedly private e-mails often are re-
ceived by unintended readers.
Appropriate Use and Style for E-mail

Simply understanding that e-mail should have a format puts you ahead of many writ-
ers, who consider e-mail a license to ramble on without structure.Yes, e-mail is ca-
sual and quick, but that does not make it formless. Remember, the configurations of
some computers make reading a screen harder on the eyes than reading print memos.
So give each e-mail a structure that makes it sim-

ple for your reader to find important informa-
tion. Computers and e-mail systems handle
formatting of texts and special characters differ-
ently, so you should format your e-mail so that it
can be read on any computer. Use your system’s
default font, and avoid highlighting, color, bold,
italics, and underlining. E-mails are generally
short, no longer than what can be seen on a com-
puter screen all at once, and paragraphs should
be short. Some e-mail systems cannot translate
tabs, so use lines of white space between para-
graphs. Figure 4-4 shows how one writer clearly
separates topics within an e-mail.
Guidelines for E-mail

When writing e-mail, you should try to strike a balance between speed of delivery on the
one hand and quality of the communication to your reader on the other hand. In fact, the
overriding rule for e-mail is as follows:
Do not send it too quickly!
By taking an extra minute to check the style and tone of your message, you have the
best chance of sending an e-mail that will be well received.
>> E-mail Guideline 1: Use Style Appropriate to the Reader

and Subject
E-mail sent early in a relationship with a client or other professional contact should be
somewhat formal. It should be written more like a letter, with a salutation, closing, and
complete sentences. E-mail written once a professional relationship has been established
can use a more casual style. It can resemble conversation with the recipient on the
phone. Sentence fragments and slang are acceptable, as long as they contribute to your
objectives and are in good taste. Most important, avoid displaying a negative or angry
tone. Do not push the Send button unless an e-mail produces a constructive exchange.
>> E-mail Guideline 2: Be Sure Your Message Indicates the Context

to Which It Applies
Tell your readers what the subject is and what prompts you to write your message. If you
are replying to a message, be sure to include the previous message or summarize the mes-
sage to which you are replying. Most e-mail software packages include a copy of the mes-
sage to which you are replying. However, you should make sure that you include only the
messages that provide the context for your reader. Long strings of forwarded e-mail make
it difficult to find the necessary information.
E-Mail 87
✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽
X-Sender: mckinley@mail2.AlvaCon.com
Date: Tue, Nov 11, 2008 09:25:30 -0800
To: pcarmich@advantage.com Positive opening,

with reference to
From: Mike McKinley <mckinley@mail2.AlvaCon.com>
specific events.
Subject: Our Recent Visit
Mime-Version: 1.0
Dear Paul,
▼
I enjoyed meeting you also and visiting with your staff. I particularly enjoyed meeting Harold Black,
for he will be very valuable in developing the plans for the possible water purification plant.
Clearly indicates
purpose: to respond to
My responses to your concerns are below.
▼
an earlier e-mail.
Clear indication of
▼
YOU WROTE:
original e-mail text
and of reply.
>If Advantage, Inc., does decide to build the water purification plant, we would be very interested
in having Delvientos Construction’s Mary Stevens as the project manager.
▼
REPLY:
That certainly will be a possibility; Mary is one of our best managers.
YOU WROTE:
>After you left, I called the city administration here in Murrayville. Delvientos Construction does not
need a business license for your work here, but, of course, you will need the necessary construction
permits.
REPLY:
Indicates next
action.
▼
Thanks for taking care of this matter—I had not thought of that. We will supply the details to you
▼
for applying for the construction permits if you accept our proposal. Closes with
✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽✽ references to
pending proposal.
■ Figure 4-4 ■ An e-mail message that separates different topics for reply
>> E-mail Guideline 3: Choose the Most Appropriate Method for

Replying to a Message
Short e-mail messages may only require that you include a brief response at the beginning or
end of the e-mail to which you are responding. For complex, multi-topic messages, however,
you may wish to split your reply by commenting on each point individually (Figure 4-4).
>> E-mail Guideline 4: Format Your Message Carefully

Because e-mail messages frequently replace more formal print-based documents, they
should be organized and formatted so that the readers can locate the information you
want to communicate easily.
■ Use headings to identify important chunks of information.
■ Use lists to display a series of information.
■ Use sufficient white space to separate important chunks of information.
■ Use separators to divide one piece of information from another.
>> E-mail Guideline 5: Chunk Information for Easy Scanning

Break the information into coherent chunks dealing with one specific topic, including all
the details that a reader needs to get all of the essential information. Depending on the
nature of the information, include specific topic, time, date, location, and necessary pre-
requisites and details.
>> E-mail Guideline 6: When Writing to Groups, Give Readers a

Method to Abstain from Receiving Future Notices
E-mail can easily become invasive and troublesome for recipients.You will gain favor—or
at least not lose favor—if you are considerate and allow recipients to decide what e-mail
they wish to receive.
>> E-mail Guideline 7: When Writing to Groups, Suppress the E-mail

Addresses of Recipients—Unless the Group Has Agreed to Let
Addresses Be Known
It is inappropriate to reveal the e-mail addresses of group members to other group mem-
bers. Use the “BC” line to suppress group members’ addresses.
>> E-mail Guideline 8: When Composing an Important Message,

Consider Composing It in Your Word Processor
Important e-mail messages should be not only clear in format, but also correct in mechan-
ics. Because e-mail software may not have a spelling checker, compose important mes-
sages in your word processor and use your spelling checker to check accuracy.Then either
cut and paste it into an e-mail message or attach it as a file.
E-mail communication is often considered less formal and, therefore, less demanding
in its format and structure than print-based messages, such as memoranda and letters.
However, because e-mail messages have become so pervasive a means of communication,
you should consider constructing them as carefully as you would a memorandum or a letter.
Chapter Summary 89
Another reason to exercise great care is that e-mail, like conventional documents, can be
used in legal proceedings and other formal contexts.
>>> Memoranda Versus E-mail

Although e-mail has become the most common form of internal correspondence in the
workplace, there are times when a memo is a better option. Send a memo instead of an e-
mail in the following situations:
■ The document is longer than can be viewed easily on a computer screen.
■ The document must include symbols, special characters, or other formatting that may
not be available through all computer systems.
■ The document includes graphics.
■ The document must be posted in print form.
■ The document contains sensitive information, including information about clients,

projects, or personnel.
>>> Chapter Summary

Correspondence keeps the machinery of business, industry, and government moving. Let-
ters usually are sent to readers outside your organization, whereas memos are sent to
readers inside. E-mail can be sent to internal or external audiences. In all types of corre-
spondence, abide by these rules:
1. Know your purpose.
2. Know your readers.
3. Follow correct format.
4. Follow the ABC format for all letters and memos.
5. Use the 3Cs strategy for persuasive messages.
6. Stress the you attitude.
7. Use attachments for details.
8. Be diplomatic.
9. Edit carefully.
Besides following these basics, you must follow specific strategies for positive, negative,
and neutral correspondence. In correspondence with a positive message, the good news al-
ways goes first. In correspondence with a negative message, work on maintaining goodwill by
placing a buffer before the bad news. Neutral correspondence, such as requests for informa-
tion, should be absolutely clear in its message. Letters develop and maintain professional re-
lationships with those outside of your organization. Memos should strive for brevity, clarity,
and tact.Your relationship with both superiors and subordinates can depend in part on how
well you write memoranda. E-mail messages give you the additional flexibility of adopting an
informal and more conversational style. Use e-mail when speed and informality are desired.
Collaboration at Work Choosing the Right Mode

General Instructions exert to suit the purpose. You may think this challenge ap-
plies only to your working life. However, it also can influ-
ence your life in college, as this exercise shows.
students, (2) use team time inside or outside of class to com-
Team Assignment
plete the case, and (3) produce an oral or written response. Brainstorm with your team to list every means you have
For guidelines about writing in teams, refer to Chapter 2. used to communicate with your college and university, from
the time you applied to the present. Then for each commu-
Background for Assignment nication option that follows, provide two or three situations
for which the option is the appropriate choice:
A century ago, business professionals had few opportunities
for communication beyond the formal letter or meeting; 1. Letter that includes praise
today, the range of options is incredibly broad. On the one 2. Letter that describes a complaint
hand, we marvel at the choices for getting our message heard 3. Letter that provides information
or read; on the other hand, the many ways to communicate 4. Letter that attempts to persuade
present an embarrassment of riches that can be confusing. 5. Telephone call
In other words, when you have multiple communica- 6. Fax transmission
tion options, you are challenged to match the right method 7. E-mail
with the right context—right in terms of what the reader 8. Memorandum
wants and right in terms of the level of effort you should 9. Personal meeting
Assignments
Follow these general guidelines for these assignments:
This letter is in response to your August 3 complaint about the
■ Print or design a letterhead when necessary.
Justrite microwave oven you purchased about six months ago
■ Use whatever letter format your instructor requires.
for your lunchroom at Zocalo Realty, Inc. We understand that
■ Invent addresses when necessary.
the turntable in the microwave broke shortly after the warranty
■ Invent any extra information you may need for the corre-
expired.
spondence, but do not change the information presented
Did you know that last year our microwave oven was rated
here.
“best in its class” and “most reliable” by Consumers Count mag-
azine? Indeed, we have received so few complaints about the
1. Positive Letter—Favorable Response product that a recent survey of selected purchasers revealed
to Complaint that 98.5% of first-time purchasers of our microwave ovens are
pleased that they chose our products and would buy another.
The following letter was written in response to a complaint
Please double-check your microwave to make sure that the
from an office manager. She wrote to the manufacturer that
turntable is broken—it may just be temporarily stuck. We rarely
the lunchroom microwave broke down just three days after
have had customers make this specific complaint about our
the warranty expired. Although she did not ask for a specific
product. However, if the turntable is in need of repair, return the
monetary adjustment, she did make clear her extreme dis-
entire appliance to us, and we will have it repaired free of charge
satisfaction with the product. The manufacturer responded
or have a new replacement sent to you. We stand behind our
with the following letter. Be prepared to discuss what is
product, because the warranty period only recently expired.
right and what is wrong with the letter. Also, rewrite it using
It is our sincere hope that you continue to be a satisfied
this chapter’s guidelines.
customer of Justrite appliances.
2. Negative Letter—Explanation of vision station as it attempts to compete with larger stations

Project Delay in Toledo. You must console this important client while in-
forming her of this recent finding.
You work for Delvientos Construction. As project man-
ager for the construction of a small strip shopping center,
you have had delays about halfway through the project
4. Neutral Letter—Response to Request
because of bad weather. Even worse, the forecast is for
for Information
another week of heavy rain. Yesterday, just when you As reservations clerk for the Best Central Inn in St. Louis,
thought nothing else could go wrong, you discovered that you just received a letter from Jerald Pelletier, an adminis-
your concrete supplier, Atlas Concrete, has a truck driv- trative secretary with MovieStream, making arrangements
ers’ strike in progress. Because you still need half the for a meeting of shipping center managers from around
concrete for the project, you have started searching for the country. The group is considering holding its quarterly
another supplier. meeting in St. Louis in six months. Pelletier has asked you
Your client, an investor/devel- to send some brief information on hotel rates, conference
oper named Tanya Lee located in a facilities (meeting rooms), and availability. Send him room
For practice in city about 200 miles away, probably rates for double and single rooms, and let him know that
organization, do the you have four conference rooms to rent out at $150 each
Regency Real Estate will be upset by any delays in con-
Memo Activity. struction, whether or not they are per day. Also, tell him that at this time, the hotel rooms
within your control. Write her a let- and conference rooms are available for the three days he
ter in which you explain weather and concrete problems. Try mentioned.
to ease her concern, especially because you want additional
jobs from her in the future. 5. Memo—Negative News
You are regional manager of Allen Security, a national
3. Negative Letter—Change in Project security firm. The current policy in your organization
Scope and Schedule states that employees must pass a pre-employment drug
As a marketing executive at an engineering firm, you over- screening before being hired. After that, there are no tests
see many of the large accounts held by the office. One im- unless you or one of your job supervisors has reason to
portant account is a company that owns and operates a suspect that an employee is under the influence of drugs
dozen radio and television stations throughout the Mid- on the job.
west. On one recent project, your organization’s engineers Lately, a number of clients have
and technicians did the foundation investigation for, and strongly suggested that you should
supervised construction of, a new transmitting tower for a For practice in appro- have a random drug-screening policy
priate style, do the
television station in Toledo. First, your staff members com- for all employees in the on-site per-
Revising an Adjust-
pleted a foundation investigation, at which time they ex- ment Letter Activity. sonnel group. They argue that the
amined the soils and rock below grade at the site. On the on-the-job risk to life and property
basis of what they learned, you ordered the tower and the is great enough to justify this periodic testing. You have
guy wires that connect it to the ground. Once the construc- consulted your branch managers, who like the idea. You
tion crew actually began excavating for the foundation, have also talked with the company’s attorney, who as-
however, they found mud that could not support the foun- sures you that such random testing should be legal, given
dation for the tower. Although unfortunate, it sometimes the character of the group’s work. After considerable
happens that actual soil conditions cannot be predicted by thought, you decide to implement the policy in three
the preliminary study. Because of this discovery of mud, the weeks. Write a memo to all employees of your group and
tower must be shifted to another location on the site. As a relate this news.
result, the precut guy wires are the wrong length for the
new site, requiring you to order wire extenders. The exten- 6. Memo—Persuasive Message
ders will arrive in two weeks, delaying placement of the For this assignment, choose either (1) a good reference book
tower by that much time. All other parts of the project are or textbook in your field of study or (2) an excellent periodi-
on schedule, so far. cal in your field. The book or periodical should be one that
Your client, Ms. Sharon West of Midwest Media Systems could be useful to someone working in a profession, prefer-
in Cleveland, does not understand much about soils and ably one that you may want to enter.
foundation work, but she does understand what construc- Now assume that you are an employee of an organiza-
tion delays mean to the profit margin of her firm’s new tele- tion that would benefit by having this book or periodical in
its staff library, customer waiting room, or perhaps as a ref- come to the sender’s office. The sender must call the mail-
erence book purchased for employees in your group. Write a room to request the pickup; and the carrier must be told by
one-page memo to your supervisor recommending the pur- the sender to go to the mailroom to pick up the package. The
chase. You might want to consider criteria, such as: memo should also remind employees that the mail does not
go out on federal holidays, even though the mailroom con-
■ Relevance of information in the source to the job
tinues to pick up mail from the offices on those days.
■ Level of material with respect to potential readers
■ Cost of book or periodical as compared with its value
■ Amount of probable use ? 9. Ethics Assignment
■ Important features of the book or periodical (such as Pooling the experience that members of your team have had
bibliographies or special sections) with e-mail, focus specifically on inappropriate or unethical
behavior. Possible topics include the content of messages,
7. E-mail—Positive News tone of language, and the use of distribution lists. Now draft
As Human Resources Director of a large theme park devel- a simple e-mail Code of Ethics that could be distributed to
oper, you just learned from your accounting firm that last members of any organization whose members use e-mail
year’s profits were even higher than previously expected. on a daily basis. To find examples of actual codes of ethics,
Apparently, proceeds from your company’s newest water use “code of ethics” in an Internet search.
park had not been counted in the first reporting of profits.
You and your managers had already announced individual 10. International Communication
raises before you learned this good news. Now you want to Assignment
write an e-mail that states that every employee will receive E-mail messages can be sent around the world as easily as
a $500 across-the-board bonus, in addition to whatever indi- they can be sent to the next office. If you end up working for
vidual raises have been announced for next year. Include a company with international offices or clients, you proba-
the subject line for the e-mail. bly will use e-mail to conduct business.
Investigate the e-mail conventions of one or more
8. E-mail—Neutral Message countries outside your own. Search for any ways that the
As a mailroom supervisor, you have a number of changes to format, content, or style of international e-mail may differ
announce to employees of the corporate office. Write an e- from e-mail in your country. Gather information by collect-
mail, including the subject line that clearly relates the fol- ing hard copy of e-mail messages sent from other countries,
lowing information: Deliveries and pickups of mail, which interviewing people who use international e-mail, or con-
currently are at 8:30 A.M. and 3:00 P.M., will change to 9:00 sulting the library for information on international business
A.M. and 3:30 P.M., starting in two weeks. Also, there will be communication. Write a memo to your instructor in which
an additional pickup at noon on Monday, Wednesday, and you (1) note differences you found and (2) explain why these
Friday. The mailroom will start picking up mail to go out by differences exist. If possible, focus on any differences in cul-
Federal Express or any other one-day carrier, rather than the ture that may affect e-mail transactions.
sender having to wait for the carrier’s representative to
Chapter 5 Definitions and
Descriptions
>>> Chapter Outline

Definitions versus Descriptions 94
Chapter Summary 103
Assignments 105
93
94 Chapter 5 Definitions and Descriptions
efinitions, descriptions, process explanations, Definitions and descriptions are closely related; in fact,
D and instructions are the types of writing that

people often think of when they think of tech-
nical communication. This chapter and Chapter 6
descriptions often begin with a definition. Process ex-
planations and instructions are also closely related,
with the difference being how the reader will use the
cover these four elements of technical communication. documents.
>>> Definitions Versus Descriptions

Description 5 opens
with a formal defini- During your career, you will use technical terms known only to those in your profession.
tion sentence.
As a civil engineer, for example, you would know that a triaxial compression test helps deter-
mine the strength of soil samples. As a documentation specialist, you would know that
single-sourcing allows the creation of multiple documents from the same original text.
When writing to readers unfamiliar with these fields, however, you must define technical
terms. You may also have to describe technical objects, and the distinction between
definition and description can sometimes be a bit confusing.
Definitions and descriptions can appear in any part of a document, from the introduc-
tion to the appendix, or they may be created as stand-alone documents. Good definitions
can support findings, conclusions, and recommendations throughout your document.
They also keep readers interested. Conversely, the most organized and well-written re-
port falls on deaf ears if it includes terms that readers do not grasp. For your reader’s sake,
then, you must be asking questions like these about definitions:
■ How often do you use them?
■ Where should they be placed?
■ What format should they take?
■ How much information is enough, and how much is too much?
To answer these questions, the following sections give guidelines for definitions and sup-
ply annotated examples.
Descriptions are similar to definitions. In fact, they often open with a short defini-
tion, but they also emphasize the physical details of the object being described. Like def-
initions, descriptions often appear as supporting information in the document body or in
appendices.
>>> Guidelines for Writing Definitions

Once you know definitions are needed, you must decide on their format and location.
Again, consider your readers. How much information do they need? Where is this infor-
mation best placed within the document? To answer these and other questions, we offer
five working guidelines for writing good definitions.
>> Definition Guideline 1: Keep It Simple

Although the sole purpose of a report occasionally is to define a term; most often a defi-
nition is used to clarify a term in a document with a larger purpose. Definitions should be
as simple and unobtrusive as possible, with only that level of detail needed by the reader.
Choose from the following three main formats (listed from least to most complex) in
deciding the form and length of definitions:
■ Informal definition: A word or brief phrase, often in parentheses, that gives only a
synonym or other minimal information about
the term.
■ Formal definition: A full sentence that dis-
tinguishes the term from other similar terms and
includes these three parts: the term itself, a class
to which the term belongs, and distinguishing
features of the term.
■ Expanded definition: A lengthy explanation
that begins with a formal definition and is devel-
oped into several paragraphs or more.
Guidelines 2–5 show you when to use these
three options and where to put them in your
document.
>> Definition Guideline 2: Use Informal Definitions for Simple Terms

Most Readers Understand
Informal definitions appear right after the terms being defined, often as one-word
synonyms in parentheses. They give just enough information to keep the reader
moving quickly and are best used with simple terms that can be defined without much
detail.
>> Definition Guideline 3: Use Formal Definitions for More Complex

Terms
A formal definition, like the one in Figure 5–1, appears in the form of a sentence that lists
(1) the term to be defined, (2) the class to which it belongs, and (3) the features that distin-
guish the term from others in the same class. Use it when your reader needs more back-
ground than an informal definition provides. Formal definitions define in two stages:
■ First, they place the term into a class (group) of similar items.
■ Second, they list features (characteristics) of the term that separate it from all others in
that same class.
In the list of sample definitions that follows, note that some terms are intangible (like
arrest) and others are tangible (like pumper).Yet, all can be defined by first choosing a class
of objects or concepts and then selecting features that distinguish the term from others in
the same class.
Term Class Features

An arrest is restraint of persons that deprives them of freedom of
movement and binds them to
the will and control of the
arresting officer.
A financial statement is a historical report about a prepared by an accountant to
business provide information useful in
making economic decisions,
particularly for owners and
creditors.
A triaxial compression test is a soils lab test that determines the amount of
force needed to cause a shear
failure in a soil sample.
A pumper is a fire-fighting apparatus used to provide adequate pres-
sure to propel streams of water
toward a fire.
This list demonstrates three important points about formal definitions. First, the def-
inition itself must not contain terms that are confusing to your readers.The definition of
triaxial compression test, for example, assumes readers understand the term shear failure that
is used to describe features. If this assumption is incorrect, then the term must be defined.
Second, formal definitions may be so long that they create a major distraction in the text.
(See Guideline 5 for alternative locations.) Third, the class must be narrow enough so that
you do not have to list too many distinguishing features.
Formal sentence BMI [Body Mass Index] is a practical measure that requires only two things: accu-
definition with rate measures of an individual’s weight and height (Figure 1). BMI is a measure of
▼
term class, and fea-

tures.
weight in relation to height. BMI is calculated as weight in pounds divided by the
square of the height in inches, multiplied by 703. Alternatively, BMI can be calcu-
lated as weight in kilograms divided by the square of the height in meters.
Excerpted from The Surgeon General’s call to action to prevent and

decrease overweight and obesity. (2001). Office of Disease Prevention
and Health Promotion. Centers for Disease Control and Preventions,
National Institutes of Health. Rockville, MD: U.S. Department of Health
and Human Services, Public Health Service, Office of the Surgeon
General. Washington.
■ Figure 5–1 ■ Example definition with formal sentence definition

>> Definition Guideline 4: Use the ABC Format for

Expanded Definitions
Sometimes a parenthetical phrase or formal sentence definition is not enough. If readers need
more information, a definition can be expanded to a paragraph, a page, or even multiple
pages in length. Expanded definitions like the one in Figure 5–2 use this three-part structure:
■ The Abstract component provides an overview at the beginning, including a formal
sentence definition and a description of the ways you will expand the definition.
■ The Body component provides supporting information using headings and lists as
helpful format devices for the reader
■ The Conclusion component should be brief, reminding the reader of the definition’s
relevance to the whole document.
The NIST Definition of Cloud Computing

Authors: Peter Mell and Tim Grance
Version 15, 10-7-09
National Institute of Standards and Technology, Information Technology Laboratory
Note 1: Cloud computing is still an evolving paradigm. Its definitions, use cases,
underlying technologies, issues, risks, and benefits will be refined in a spirited
debate by the public and private sectors. These definitions, attributes, and
characteristics will evolve and change over time.
Note 2: The cloud computing industry represents a large ecosystem of many

models, vendors, and market niches. This definition attempts to encompass all of
the various cloud approaches.
Definition of Cloud Computing:

Cloud computing is a model for enabling convenient, on-demand network access
to a shared pool of configurable computing resources (e.g., networks, servers,
storage, applications, and services) that can be rapidly provisioned and released
with minimal management effort or service provider interaction. This cloud model
promotes availability and is composed of five essential characteristics, three Overview, including for-
service models, and four deployment models.
▼
mal sentence definition

of term
Essential Characteristics:
On-demand self-service. A consumer can unilaterally provision computing
capabilities, such as server time and network storage, as needed
automatically without requiring human interaction with each service’s
provider.
Broad network access. Capabilities are available over the network and accessed
through standard mechanisms that promote use by heterogeneous thin
or thick client platforms (e.g., mobile phones, laptops, and PDAs).
■ Figure 5–2 ■ Expanded definition

Source: National Institute of Standards and Technology Computer Security Division, Computer Security Resource Center.
http://csrc.nist.gov/groups/SNS/cloud-computing/cloud-def-v15.doc.
Resource pooling. The provider’s computing resources are pooled to serve

multiple consumers using a multi-tenant model, with different physical
List of
components ▼ and virtual resources dynamically assigned and reassigned according
to consumer demand. There is a sense of location independence in
that the customer generally has no control or knowledge over the exact
location of the provided resources but may be able to specify location
at a higher level of abstraction (e.g., country, state, or datacenter).
Examples of resources include storage, processing, memory, network
bandwidth, and virtual machines.
Rapid elasticity. Capabilities can be rapidly and elastically provisioned, in some
cases automatically, to quickly scale out and rapidly released to quickly scale in. To
the consumer, the capabilities available for provisioning often appear to be
unlimited and can be purchased in any quantity at any time.
Measured Service. Cloud systems automatically control and optimize resource use
by leveraging a metering capability at some level of abstraction appropriate to the
type of service (e.g., storage, processing, bandwidth, and active user accounts).
Resource usage can be monitored, controlled, and reported providing
transparency for both the provider and consumer of the utilized service.
Service Models:
Cloud Software as a Service (SaaS). The capability provided to the consumer

is to use the provider’s applications running on a cloud infrastructure.
The applications are accessible from various client devices through a
thin client interface such as a web browser (e.g., web-based email).
The consumer does not manage or control the underlying cloud
infrastructure including network, servers, operating systems, storage,
or even individual application capabilities, with the possible exception
of limited user-specific application configuration settings.
Cloud Platform as a Service (PaaS). The capability provided to the consumer
is to deploy onto the cloud infrastructure consumer-created or acquired
Information
applications created using programming languages and tools
▼
about context supported by the provider. The consumer does not manage or control
the underlying cloud infrastructure including network, servers,
operating systems, or storage, but has control over the deployed
applications and possibly application hosting environment
configurations.
Cloud Infrastructure as a Service (IaaS). The capability provided to the
consumer is to provision processing, storage, networks, and other
fundamental computing resources where the consumer is able to
deploy and run arbitrary software, which can include operating
systems and applications. The consumer does not manage or control
■ Figure 5–2 ■ continued

the underlying cloud infrastructure but has control over operating

systems, storage, deployed applications, and possibly limited control of
select networking components (e.g., host firewalls).
Deployment Models:
Information
▼
Private cloud. The cloud infrastructure is operated solely for an organization. It about context
may be managed by the organization or a third party and may exist on

premise or off premise.
Community cloud. The cloud infrastructure is shared by several organizations and
supports a specific community that has shared concerns (e.g., mission,
security requirements, policy, and compliance considerations). It may be
managed by the organizations or a third party and may exist on premise
or off premise.
Public cloud. The cloud infrastructure is made available to the general public
or a large industry group and is owned by an organization selling cloud
services.
Hybrid cloud. The cloud infrastructure is a composition of two or more clouds
(private, community, or public) that remain unique entities but are
bound together by standardized or proprietary technology that enables
data and application portability (e.g., cloud bursting for load-balancing
between clouds).
Summary of
Note: Cloud software takes full advantage of the cloud paradigm by being service
▼
value of model
oriented with a focus on statelessness, low coupling, modularity, and
semantic interoperability.
Following are seven ways to expand a definition:

1. Background or history of term
2. Explanation of how the term is applied in context
3. List of parts
4. Graphics
For another example
5. Comparison/contrast of familiar or related terms of an expanded defi-
nition, see the Model
6. Explanation of underlying basic principles Extended Definition:
Diabetes Circular.
7. Example
>> Definition Guideline 5: Choose the Right Location

for Your Definition
Short definitions are likely to be in the main text; long ones are often relegated to foot-
notes or appendices. However, length is not the main consideration.Think first about the
importance of the definition to your reader. If you know that decision makers reading your
report need the definition, then place it in the text—even if it is fairly lengthy. If the def-
inition provides only supplementary information, then it can go elsewhere.You have these
five choices for locating a definition:
1. In the same sentence as the term, as with an informal, parenthetical definition.
2. In a separate sentence, as with a formal sentence definition occurring right after
a term is mentioned.
3. In a footnote, as with a formal listed at the bottom of the page on which the term
is first mentioned.
4. In a glossary at the beginning or end of the document, along with all other
terms needing definition in that document.
5. In an appendix at the end of the document, as with an expanded definition
that would otherwise clutter the text of the document.
>>> Guidelines for Writing Descriptions

When readers will benefit from detailed information about parts, functions, or other ele-
ments, you should write a description (Figure 5–3).These five guidelines help you write
accurate, detailed descriptions. Follow them carefully as you prepare assignments in this
class and on the job.
>> Description Guideline 1: Remember Your Readers’ Needs

The level of detail in a technical description depends on the purpose a description serves.
Give readers precisely what they need—no more.Always know just how much detail will
get the job done.
>> Description Guideline 2: Be Accurate and Objective

More than anything else, readers expect accuracy in descriptions. Pay close attention to
details. Along with accuracy should come objectivity. This term is more difficult to pin
down, however. Some writers assume that an objective description leaves out all opinion.
This is not the case. Instead, an objective description may very well include opinions that
have these features:
■ They are based on your professional background.
■ They can be justified by the time you have had to complete the description.
■ They can be supported by details from the site or object being described.
>> Description Guideline 3: Choose an Overall Organization Plan

Technical descriptions usually make up only parts of documents. Nevertheless, they must
have an organization plan that permits them to be read as self-contained, stand-alone sec-
tions. Indeed, a description may be excerpted later for separate use.
The front panel
Your printer’s front panel is located on the front of the printer, on the right hand side.
Use it for the following functions:
Starts with overview of
• Use it to perform certain operations, such as loading and unloading paper.
▼
important functions.
• View up-to-date information about the status of the printer, the ink cartridges, the
printheads, the maintenance cartridge, the paper, the print jobs, and other parts
and processes.
• Get guidance in using the printer.
• See warning and error messages, when appropriate.
• Use it to change the values of printer settings and the operation of the printer.
However, settings in the Embedded Web Server or in the driver override changes
made on the front panel.
Illustration focuses on
▼
parts being described
The front panel has the following components:

I. The display area shows information, icons, and menus.
2. The Power button turns the printer on and off. If the printer is in sleep mode, this
button will wake it up. (This is different from the hard power switch on the back of Numbers correspond to
▼
the printer. See Turn the printer on and off on page 21.) parts in
illustration.
3. The Power light is off when the printer is off. This light is amber when the printer
is in sleep mode, green when the printer is on, green and flashing when the
printer is in transition between off and on.
4. The Form Feed and Cut button normally advances and cuts the roll. Here is a list
of its other functions:
• If the printer is waiting for more pages to be nested, this button cancels the
waiting time and prints the available pages immediately.
• If the printer is drying the ink after printing, this button cancels the waiting time
and releases the page immediately.
Integrates description of
• If the take-up reel is enabled, this button advances the paper 10 cm (3.9
▼
parts with operating in-

inches), but does not cut the paper. structions.
■ Figure 5–3 ■ Description from a user’s manual

(Content courtesy of Hewlett-Packard Company)
5. The Reset button restarts the printer (as if it were switched off and switched on
again). You will need a nonconductive implement with a narrow tip to operate the
Reset button.
6. The Cancel button cancels the current operation. It is often used to stop the cur-
rent print job.
7. The Status light is off when the printer is not ready to print: the printer is either
off, or in sleep mode. The Status light is green when the printer is ready and
idle, green and flashing when the printer is busy, amber when a serious internal
error has occurred, and amber and flashing when the printer is awaiting human
attention.
8. The UP button moves to the previous item in a list, or increases a numerical value.
9. The OK button is used to select the item that is currently highlighted.
10. The Back button is used to return to the previous menu. If you press it repeatedly,
or hold it down, you return to the main menu.
11. The Down button moves to the next item in a list, or decreases a numerical value.
To highlight an item on the front panel, press the Up or Down button until the item is
highlighted.
To select an item on the front panel, first highlight it and then press the OK button.
The four front-panel icons are all found on the main menu. If you need to select or
highlight an icon, and you do not see the icons in the front panel, press the Back but-
ton until you can see them.
Sometimes this guide shows a series of front panel items like this: Item1 > Item2 >
ltem3. A construction like this indicates that you should select ltem1, select ltem2,
and then select ltem3.
Refers user to more de-
▼
tailed information. You will find information about specific uses of the front panel throughout this guide.
Following are three common ways to describe physical objects and events. In all three
cases, a description should move from general to specific—that is, you begin with a view
of the entire object or event, and in the rest of the description, you focus on specifics.
Headings may be used, depending on the format of the larger document.
1. Description of the parts: For many physical objects you simply organize the de-
scription by moving spatially from part to part.
2. Description of the functions: Often the most appropriate overall plan relies on
how things work, not on how they look.
Description 4 is well 3. Description of the sequence: If your description involves events, you can organize
organized, although,
as noted, some of its ideas around the major actions that occurred, in their correct sequence.As with any list,
formatting could be it is best to place a series of many activities into just a few groups. It is much easier for
improved.
readers to comprehend four groups of five events each than a single list of 20 events.
Chapter Summary 103
>> Description Guideline 4: Use “Helpers” Like Graphics

and Analogies
The words of a technical description must come alive. Because your readers may be unfa-
miliar with the item, you must search for ways to connect with their experience and with
their senses.Two effective tools are graphics and analogies.
Graphics respond to the desire of most readers to see pictures along with words. As
readers move through your part-by-part or functional breakdown of
a mechanism, they can refer to your graphic aid for assistance.The
illustration helps you too, of course, in that you need not be as de-
tailed in describing locations and dimensions of parts when you
know the reader has easy access to a visual.
Analogies, like illustrations, give readers a convenient handle for
understanding your description. Put simply, an analogy allows you
to describe something unknown or uncommon in terms of some-
thing that is known or more common.A brief analogy can sometimes
save you hundreds of words of technical description, especially in a
description of a concept.
>> Description Guideline 5: Give Your Description

the “Visualizing Test”
After completing a description, test its effectiveness by reading it to
someone unfamiliar with the material—someone with about the
same level of knowledge as your intended reader. If this person can
draw a rough sketch of the object or events while listening to your
description, then you have done a good job. If not, ask your listener
for suggestions to improve the description.
>>> Chapter Summary

Definitions and descriptions help readers who are unfamiliar with technical terms
understand your documents and use the documents you write to make informed
decisions.
Definitions occur in technical communication in one of three forms: informal (in
parentheses), formal (in sentence form with term, class, and features), and expanded (in a
paragraph or more).The following main guidelines apply:
1. Keep it simple.
2. Use informal definitions for simple terms most readers understand.
3. Use formal definitions for more complex terms.
4. Use the ABC Format for expanded definitions.
5. Choose the right location for your definition.
Descriptions, like definitions, depend on detail and accuracy for their effect.
Careful descriptions usually include a lengthy itemizing of the parts of a mechanism
or the functions of a term. Follow these basic guidelines for producing effective de-
scriptions:
1. Remember your readers’ needs.
2. Be accurate and objective.
3. Choose an overall organization plan.
4. Use “helpers” like graphics and analogies.
5. Give your description the “visualizing test.”
Collaboration at Work Analyzing the Core

General Instructions 3. Humanities/Fine Arts (10–11 semester hr): Includes
courses, such as literature surveys, art appreciation,
music appreciation, and foreign language.
4. Science, Mathematics, and Technology (10–11 semester
hr): Includes laboratory and non-laboratory classes in
students, (2) will use team time inside or outside of class to
fields, such as physics, chemistry, biology, and calculus.
complete the case, and (3) will produce an oral or written re-
5. Social Sciences (12 semester hr): Includes courses,
sponse. For guidelines about writing in teams, refer to
such as American history, world history, political sci-
Chapter 2.
ence, and religion.
6. Courses Related to Student’s Program of Study (18 se-
mester hr): Includes lower-level classes related to the
Whereas some terms are easily defined, others, including
student’s specific major. For example, an engineering
abstract concepts, can be quite challenging. This also
major may be required to take extra math, whereas a
means that it is essential that abstract terms be clearly
technical communication major may be required to
defined, because not all readers will understand the term
take introductory technical communication.
the way that you do. This assignment asks your team
to define the abstract concept of a college or university Core curricula or general studies requirements like
education. these suggest a definition of a college or university educa-
Like other colleges and universities, your institution tion. In this example, the required courses suggest that the
may require students to complete a core curriculum of re- university values developing intellectual curiosity and an
quired subjects. Some cores are virtually identical for stu- understanding of communication, critical thinking, culture,
dents in all majors; others vary by major. Following is one and scientific reasoning.
example of a core curriculum (required for institutions in
Team Assignment
the University System of Georgia):
Examine the core curriculum at your institution and decide
1. Essential Skills (9 semester hr): Includes two freshman how it suggests that your school defines a university educa-
composition courses and college algebra. tion. Write an extended definition that could be used on
2. Institutional Options (4–5 semester hr): Includes your school’s Web site on materials that your school sends
courses of the institution’s choosing, such as public to potential students that help identify your school’s philos-
speaking and interdisciplinary classes. ophy and goals for its students.
Assignments
Part 1: Short Assignments 1. Definition
The following short assignments can be completed either Using the guidelines in this chapter, discuss the relative ef-
orally or in writing. Unless a team project is specifically indi- fectiveness of the following short definitions. Speculate on
cated, an assignment can be either a team or an individual the likely audience the definitions are addressing.
effort. Your instructor will give you specific directions.
a. Afforestation—the process of establishing trees on land that has lacked forest cover for a very long period of time or has never
been forested
b Carbon cycle—the term used to describe the flow of carbon (in various forms, such as carbon dioxide [CO2], organic matter, and
carbonates) through the atmosphere, ocean, terrestrial biosphere, and lithosphere
(continued)
c. Feebates—systems of progressive vehicle taxes on purchases of less efficient new vehicles and subsidies for more efficient new
vehicles
d. Greenhouse gases—gases, including water vapor, CO2, CH4, nitrous oxide, and halocarbons that trap infrared heat, warming the
air near the surface and in the lower levels of the atmosphere
e. Mitigation—a human intervention to reduce the sources of or to enhance the sinks of greenhouse gases
f. Permafrost—soils or rocks that remain below 0°C for at least two consecutive years
g. Temperate zones—regions of the Earth’s surface located above 30° latitude and below 66.5° latitude
h. Wet climates—climates where the ratio of mean annual precipitation to potential evapotranspiration is greater than 1.0
Adapted from U.S. Climate Change Science Program. (November 2007.) The First State of the Carbon Cycle Report (SOCCR): The North American
Carbon Budget and Implications for the Global Carbon Cycle. Synthesis and Assessment Product 2.2. http://www.climatescience.gov/Library/sap/
sap2-2/final-report/sap2-2-final-glossary.pdf/
2. Formal Definition Part 2: Longer Assignments

Create formal sentence definitions of the following These assignments test your ability to write the two pat-
terms. Remember to include the class and distinguishing terns covered in this chapter—definitions and descriptions.
features: Specifically, follow these guidelines:
■ Automated Teller Machine (ATM) ■ Write each exercise in the form of a letter report or
■ Digital Video Disc (DVD) memo report, as specified.
■ Web site ■ Follow organization and design guidelines given in
■ Job Interview Chapters 1 and 3, especially concerning the ABC format
(Abstract/Body/Conclusion) and the use of headings.
Chapter 7 gives rules for short reports, but such detail
3. Defining a Concept
is not necessary to complete the assignments here.
Concepts often require expanded definitions. Using the ABC ■ Fill out a Planning Form (at the end of the book) for each
format described in this chapter, write a one-page definition assignment.
of one of the following concepts:
■ Community 6. Technical Definitions in Your Field

■ Honesty Select a technical area in which you have taken course work
■ Professionalism or in which you have technical experience. Now assume that
■ Respect you are employed as an outside consulting expert, acting as a
resource in your particular area to a Human Resources man-
ager not familiar with your specialty. For example, a food-
4. Description science expert might provide information related to the
Write a description of a piece of equipment or furniture lo- dietary needs of oil workers working on an offshore rig for
cated in your classroom or brought to class by your instruc- three months; a business or management expert might re-
tor—for example, a classroom chair, an overhead projector, port on a new management technique; an electronics expert
a screen, a three-hole punch, a mechanical pencil, or a com- might explain the operation of some new piece of equipment
puter mouse. Write the description for a reader totally unfa- that the organization is considering buying; a computer pro-
miliar with the item. grammer might explain some new piece of hardware that
could provide supporting services to the client; and a legal
expert might define sexism in the workplace for the benefit of
5. Description the client’s human resources professionals.
Write a description of a piece of equipment that would be For the purpose of this report, develop a context in
used in a hobby or activity in which you regularly take part. which you would have to define terms for an uninformed
Write the description for someone who has just taken up reader. Incorporate one expanded definition and at least
the activity. one sentence definition into your report.
7. Description of Equipment in Your Field including major responsibilities, reporting relationships,

educational preparation, and experience required.
Select a common piece of laboratory, office, or field equip-
ment with which you are familiar. Now assume that you
must write a short report to your supervisor, who wants it ? 9. Ethics Assignment
to contain a thorough physical description of the equip- Although definitions and descriptions may appear neutral,
ment. Later, he or she plans to incorporate your description they may be used to promote a point of view or to advance
into a training manual for those who must understand an argument on a controversial issue. Examine the follow-
how to use, and perform minor repairs on, the equipment. ing definitions of global warming from various sources on
For the body of your description, choose either a part- the Internet, and find and read each organization’s home
by-part physical description or a thorough description of page. Can you see implied biases in the definition, or does
functions. the definition appear neutral? Does this bias or neutrality
support the general goals of the organization that pub-
8. Description of Position in Your Field lished the definition?
Interview a friend or colleague about the specific job In a short essay, compare the definitions and identify
that person holds. Make certain it is a job that you yourself the source of each one as well as any apparent bias in the
have not had. On the basis of data collected in the interview, original source. Discuss whether the definitions have been
write a thorough description of the person’s position— written to support their sources’ points of view.
US Geological Service
National Wetlands Research Center
Global Warming—An increase of the earth’s temperature by a few degrees resulting in an increase in the volume of water which con-
tributes to sea-level rise.
“The Fragile Fringe: Glossary” <http://www.nwrc.usgs.gov/fringe/glossary.html>. Oct. 4, 2007.
Climate Change Central

Global Warming—Strictly speaking, global warming and global cooling refer to the natural warming and cooling trends that the earth
has experienced all through its history. However, the term “global warming” has become a popular term encompassing all aspects of
the global warming problem, including the potential climate changes that will be brought about by an increase in global temperatures.
“Glossary of Terms.” Retrieved November 2007 from <http://www.climatechangecentral.com/default.asp?V_DOC_ID=849>, n.d.
Minnesota Pollution Control Agency

Global Warming—An increase in the Earth’s temperature caused by human activities, such as burning coal, oil and natural gas. This
releases carbon dioxide, methane, and other greenhouse gases into the atmosphere. Greenhouse gases form a blanket around the
Earth, trapping heat and raising temperatures on the ground. This is steadily changing our climate.
“MPCA Glossary” <http://www.pca.state.mn.us/gloss/glossary.cfm?alpha=G&header=1&glossaryCat=0>, n.d.
Washington Council on International Trade

Global Warming—Heating that occurs when carbon dioxide traps the Sun’s heat near Earth’s surface, causing Earth’s temperature to rise.
“Trade is” <http://www.wcit.org/tradeis/glossary.htm>, n.d.
10. International Communication ness as descriptions. How important is text to the illustra-
Assignment tions? Could the illustrations serve as descriptions without
In the global marketplace, companies are using illustrations the text? If you have a document that is in multiple lan-
and images to avoid expensive translation. Find examples guages, do the illustrations differ from one version to the
of descriptions that use illustrations extensively. If possible, next? Write an essay that discusses the relationship of text
find descriptions in multiple languages, such as those in and illustrations in descriptions. Include a discussion of
owner’s manuals. (Focus on the descriptions of objects, not whether you think companies should try to make their de-
on instructions.) Analyze the illustrations for their effective- scriptions text-free.
Chapter 6 Process
Explanations
and Instructions
>>> Chapter Outline

Chapter Summary 119
Assignments 120
108
nstructions and process explanations share an ence, and format. This chapter explores these sim-
I important common bond. Both must accu-

rately describe a series of steps leading toward
a specific result. Yet they differ in purpose, audi-
ilarities and differences and gives specific guide-
lines for developing both types.
>>> Process Explanations versus Instructions

Use a process explanation like the one in Figure 6–1 to help readers understand what has
been, is being, or will be done. Instructions like the ones in Figure 6–2 show readers how to
perform the process themselves.
Process explanations are appropriate when the reader must be informed about the
action but does not need to perform it. If you suspect a reader may in fact be a user
(i.e., someone who uses your document to perform the process), always write instruc-
tions. Figure 6–3 provides a list of contrasting features of process explanations and
instructions.
Process explanations provide information for interested readers who do not need in-
structional details. Although explaining a process sometimes may be the sole purpose of
your document, as in Figure 6-1, often you use process explanation as a pattern of organ-
ization within a document with a larger purpose.
In both cases, you are writing for a reader who
wants to know what has happened or will happen
but does not need to perform the process.
Instructions provide users with a road map to
do the procedure, not just understand it—that is,
someone must complete a task on the basis of
words and pictures you provide. Clearly, instruc-
tions present you, the writer, with a much greater
challenge and risk. The reader must be able to
replicate the procedure without error and, most
importantly, with full knowledge of any dangers.
In each case, your instructions must explain steps
so thoroughly that the reader will be able to repli-
cate the process without having to speak in person
with the writer of the instructions. The next two
sections give rules for preparing both process ex-
planations and sets of instructions.
MEMORANDUM

TO: Leonard Schwartz
FROM: Cathy Vir
SUBJECT: New E-mail System
States purpose
Yesterday I met with Jane Ansel, the installation manager at BHG Electron-
▼
clearly.
ics, about our new e-mail system. She explained the process by which the sys-
tem will be installed. As you requested, this memo summarizes what I learned
about the setup process.
BHG technicians will be at our offices on November 18 to complete the fol-

lowing tasks:
1. Removing old cable from the building conduits

Describes five main 2. Laying cable to link the remaining unconnected terminals with the cen-
tasks, using parallel
▼
tral processing unit in the main frame

grammatical form.
3. Installing software in the system that gives each terminal the capacity to
operate the new e-mail system
4. Testing each terminal to make sure the system can operate from that
location
5. Instructing selected managers on the use of the system
Confirms the
follow-up activities As you and I have agreed, when the installation is complete, I will send a
▼
they have already memo to all office employees who will have access to e-mail. That memo will dis-
discussed. cuss setup procedures that each employee must complete before they are able to
use their new e-mail accounts.
Gives reader oppor-
▼
tunity to respond.
Please let me know if you have further suggestions about how I can help
make our transition to the new e-mail system as smooth as possible.
■ Figure 6–1 ■ Process explanation: electronic mail

MEMORANDUM

TO: All Employees with Access to New E-mail System
FROM: Cathy Vir
SUBJECT: Instructions for Setting Up New E-mail Account
Earlier this month, we had a new e-mail system installed that will be used begin- Gives clear
▼
ning December 1, 2011. This memo provides instructions on how to set up your purpose.
new e-mail account and how to migrate all of your archived e-mail so that it will
be ready for use when the new system goes into effect.
Identifies result of
Please follow the step-by-step instructions below for proper setup of your e-mail
▼
steps.
and migration of your saved e-mail to the new system.
1. Double-click the E-mail icon.

2. Use the same Username and Password that you have used most re- Limits each step to
▼
cently with the old e-mail system. one action.
3. Select the Accounts menu.

4. Select the Account Options sub-menu.
Separates results
RESULT: A window will open that prompts an Account Name and Account Type.
▼
from actions.
5. Enter a name (i.e., “Mail”).

6. Use the drop-down menu to select IMAP4 as the Account Type.
7. Click Next.
RESULT: You will be prompted to enter an Incoming and Outgoing Mail Server.
8. Enter as follows:
Incoming: www.imap.mglobal.com
Outgoing: www.smtp.mglobal.com
9. Click Next.
RESULT: You will be asked for your e-mail address.
10. Use: yourlastname@mglobal.com

11. Click Next.
12. Click the radio button that reads: Connect through my Local Area Net-
work (LAN).
13. Click Next.
14. Name your “New Folder” (i.e., “Old Mail”)
15. Click the Finish button.
Results if instruc-
Your new account access should now be available, and your old e-mails will move tions have been
▼
to the new folder that you just named. followed correctly.
If you encounter any problems while performing the steps listed above, please
Shows reader
▼
contact a member of our IT staff for assistance. how to get more

information.
■ Figure 6–2 ■ Instructions: electronic mail

■ Figure 6–3 ■
Process
explanations PROCESS EXPLANATIONS
versus instructions Purpose: Explain a sequence of steps in such a way that the reader
understands a process
Format: Use paragraph descriptions, listed steps, or some combination
of the two
Style: Use objective point of view (“2. The operator started the engine ...”), as
opposed to command point of view (“2. Start the engine ...”)
INSTRUCTIONS
Purpose: Describe a sequence of steps in such a way that the reader can
perform the sequence of steps
Format: Employ numbered or bulleted lists, organized into subgroups of easily
understandable units of information
Style: Use command point of view (“3. Plug the phone jack into the recorder
unit”), as opposed to objective point of view (“3. The phone jack was
plugged into the recorder unit”)
>>> Guidelines for Process Explanations

You have already learned that process explanations are aimed at persons who must under-
stand the process, not perform it. Process explanations often have the following purposes:
■ Describing an experiment
■ Explaining how a machine works
■ Recording steps in developing a new product
■ Describing procedures to ensure compliance with regulations
■ Describing what will happen during a medical procedure
>> Process Guideline 1: Know Your Purpose and Your Audience

Your intended purpose and expected audience influence every detail of your explanation.
Following are some preliminary questions to answer before writing:
■ Are you supposed to give just an overview, or are details needed?
■ Do readers understand the technical subject, or are they laypersons?
■ Do readers have mixed technical backgrounds?
■ Does the process explanation supply supporting information (perhaps in an appendix),

or is it the main part of the document?
When process explanations are directed to a mixed technical audience, write for your
least technical readers.
>> Process Guideline 2: Follow the ABC Format

In Chapter 1, you learned about the ABC format (Abstract/Body/Conclusion) that ap-
plies to all documents. The abstract gives a summary, the body supplies details, and the
conclusion provides a wrap-up or leads to the next step in the communication process.
Whether a process explanation forms all or part of a document, it usually subscribes to
the following version of the three-part ABC plan:
■ The Abstract component includes three background items:
1. Purpose statement
2. Overview or list of the main steps that follow
3. List of equipment or materials used in the process
■ The Body component of the process explanation moves logically through the steps of
the process. By definition, all process explanations follow a chronological, or step-by-
step, pattern of organization.These steps can be conveyed in two ways, paragraphs or a
list of steps.
■ The Conclusion component of a process explanation keeps the process from ending
abruptly with the last step. Here you should help the reader put the steps together into
a coherent whole. In Figure 6–1 (p. 110), the last two paragraphs identify the process
outlined in the memo as part of a larger change within the organization.When the
process explanation is part of a larger document, you can show how the process fits
into a larger context.
>> Process Guideline 3: Use an Objective Point of View

Process explanations describe a process rather than direct how it is to be done.Thus they
are written from an objective point of view—not from the personal you or command point
of view common to instructions. Note the difference in these examples:
Process: The concrete is poured into the two-by-four frame.
or
The technician pours the concrete into the two-by-four frame.
Instructions: Pour the concrete into the two-by-four frame.
The process excerpts explain the steps, whereas the instructions excerpt gives a command
for completing the instructions.
>> Process Guideline 4: Choose the Right Amount of Detail

Only a thorough audience analysis will tell you how much detail to include. Figure 6–1
(p. 110), for example, could contain much more detail about the substeps for installing the
e-mail system, but the writer decided that the recipient would not need more technical detail.
>> Process Guideline 5: Use Flowcharts for Complex Processes

Some process explanations contain steps that are occurring at the same time. In this case,
you may want to supplement a paragraph or list explanation with a flowchart. Such charts
■ Figure 6–4 ■ Program

Flowchart from planning
explanation of site GEOPHYSICAL ENGINEERING
WORK WORK
investigation Review of
process existing data
Geophysical Soil sampling

survey and in situ testing
program
Preliminary Laboratory testing

analysis of and engineering
site conditions analysis
Multidisciplinary
synthesis of
results
Final report
use boxes, circles, and other geometric shapes to show progression and relationships
among various steps. Figure 6–4 is a flowchart that clarifies how multiple steps in a
For an example of an
explanation of process will be occurring at the same time.
procedures see
Procedures 2: Pest
Control.
>>> Guidelines for Instructions
A survey of technical communication managers found that instructional materials, such as
manuals and online help remain the most common and most important documents in the
field.1 Thus most writers would benefit from being able to create clear instructions.
Both process explanations and instructions are organized by time, but the similarity
stops there. Instructions walk readers through the process so that they can do it, not just
understand it. It is one thing to explain the process by which a word processing program
works; it is quite another to write a set of instructions for using that word processing pro-
gram.This section explores the challenge of writing instructions by giving you some basic
writing and design guidelines.
These guidelines for instructions also apply to complete operating manuals, a docu-
ment type that many technical professionals will help to write during their careers.Those
manuals include the instructions themselves, as well as related information, such as (1)
features, (2) physical parts, and (3) troubleshooting tips.
>> Instructions Guideline 1: Select the Correct Technical Level

See Instructions 1 for
an example written
Know exactly who will read your instructions. Are readers technicians, engineers, man-
for multiple agers, general users, or some combination of these groups? Once you answer this ques-
audiences.
tion, select language that every reader can understand. If, for example, the instructions
1
Kenneth T. Rainey, Roy K.Turner, and David Dayton, “Do Curricula Correspond to Managerial Expecta-
tions? Core Competencies for Technical Communicators,” Technical Communication 52 (2005): 321–352.
include technical terms or names of objects that may not be under-

stood, use the techniques of definition and description discussed in
Chapter 5.
>> Instructions Guideline 2: Provide Introductory

Information
Like process explanations, instructions follow the ABC format
(Abstract/Body/Conclusion) described in Chapter 1.The introduc-
tory (or abstract) information should include (1) a purpose statement,
(2) a summary of the main steps, and (3) a list or an illustration giving
the equipment or materials needed (or a reference to an attachment
with this information).These three items set the scene for the proce-
dure itself.
Besides these three “musts,” you should consider whether some
additional items might help set the scene for your user:
■ Pointers that help with installation
■ Definitions of terms
■ Theory of how something works
■ Notes, cautions, warnings, or dangers that apply to all steps
>> Instructions Guideline 3: Use Numbered Lists in the Body

A simple format is crucial to the body of the instructions—that is, the steps themselves.
Most users constantly go back and forth between these steps and the project to which
they apply. Thus, you should avoid paragraph format and instead use a simple number-
ing system.
>> Instructions Guideline 4: Group Steps under Task Headings

Readers prefer that you group together related steps under headings, rather than present
an uninterrupted “laundry list” of steps. Figure 6–5 shows how this technique has been
used in one section of a fairly long set of instructions for operating a scanner. Given the
number of steps in this case, the writer has used a separate numbering system within each
grouping.
>> Instructions Guideline 5: Place One Action in a Step

A common error is to bury several actions in a single step.This approach can confuse and
irritate readers. Instead, break up complex steps into discrete units.
>> Instructions Guideline 6: Lead Off Each Action Step with a Verb
Instructions should include the command form of a verb at the start of each step.This style
best conveys a sense of action to your readers. Figure 6–2 on page 111 uses command
verbs consistently for all steps throughout the procedures.
Grouped steps for
instructions from 1. Turning on Your Scanner
installing and a. Locate the On/Off switch on the front of the scanner.
operating a
b. Switch to the On position.
scanner
2. Scanning
a. Open the scanning program by double-clicking the desktop icon.
b. Place a piece of paper on the scanner bed, in the upper right hand corner.
c. Select Scan Document.
d. Click Preview Document.
NOTE: This will take 15–20 seconds.
e. Click and drag the edges of the crop box to fit the document.
f. Click Scan.
RESULT: The scanner will scan the selected area of the preview image.
3. Saving Scanned Files

a. To save your scanned file(s), go to File > Save.
b. Enter a name for your document.
c. Choose to save it as either a JPG (for pictures) or PDF (for text).
d. Find the file that you want to save the document in.
e. Click Save.
>> Instructions Guideline 7: Remove Extra Information from the Step

Sometimes you may want to follow the command sentence with an explanatory sentence
or two. In this case, distinguish such helpful information from actions by giving it a label,
such as Note or Result as in Figure 6–2.
>> Instructions Guideline 8: Use Bullets or Letters for Emphasis

Sometimes you may need to highlight information, especially within a particular step.
Avoid using numbers for this purpose, because you are already using them to signify steps.
Bullets work best if there are just a few items; letters are best if there are many, especially
if they are in a sequence. In particular, consider using bullets at any point at which users
have an option as to how to respond.
>> Instructions Guideline 9: Emphasize Cautions, Warnings,

and Dangers
Instructions often require alerts that draw attention to risks in using products and
equipment.Your most important obligation is to highlight such information. Because
professional associations and individual companies differ in the way they define terms
associated with risk, make sure the alerts in your document follow the appropriate
guidelines for your readers. If you have no specific guidelines, however, the following
definitions can serve as “red flags” to the reader. The level of risk increases as you
move from 1 to 3:
1. Caution: possibility of damage to equipment or materials Warning boxes are
used effectively
2. Warning: possibility of injury to people in Operating
Instructions 1.
3. Danger: probability of injury or death to people
If you are not certain that these distinctions will be understood by your readers, define
the terms caution, warning, and danger in a prominent place before you begin your
instructions.
As for placement of the actual cautions, warnings, or danger messages, your options
are as follows:
■ Option 1: In a separate section, right before the instructions begin.This approach is most
appropriate when you have a list of general warnings that apply to much of the proce-
dure or when one special warning should be heeded throughout the instructions—for
example: “WARNING: Keep main breaker on off during entire installation procedure.”
■ Option 2: In the text of the instructions.This approach works best if the caution, warn-
ing, or danger message applies to the step that immediately follows it.Thus, users are
warned about a problem before they read the step to which it applies.
■ Option 3: Repeatedly throughout the instructions.This strategy is preferable with instructions
that repeatedly pose risk to the user. For example, steps 4, 9, 12A, and 22—appearing
on several different pages—may all include the hazard of fatal electrical shock.Your danger
notice should appear in each step, as well as in the introduction to the document.
Give information about potential risks before the operator has the chance to make the
mistake.Also, the caution, warning, or danger message can be made visually prominent by
using font choices such as underlining, bold, or full caps, or graphic elements such as
boxes. Color graphics can be another effective indicator of risk.You have probably seen
examples, such as a red flame in a box for fire, a jagged line in a triangle for electrical
shock, or an actual drawing of a risky behavior with an X through it.
The International Organization for Standardization (ISO) established international
standards for safety alerts in ISO 3864, and the American National Standards Institute
(ANSI) established domestic standards for safety alerts in ANSI Z535. If the organization
you work for complies with ISO or ANSI, you should make sure that you are using the
most recent version of the appropriate standards to reinforce the message in your text
about cautions, warnings, and dangers.
>> Instructions Guideline 10: Keep a Simple Style
Perhaps more than any other type of technical communication, instructions must be easy
to read. Readers expect a no-nonsense approach to writing that gives them required in-
formation without fanfare. Following are some useful techniques:
■ Keep sentences short, with an average length of fewer than 10 words.
■ Use informal definitions (often in parentheses, like this) to define terms not under-
stood by all readers.
■ Never use a long word when a short one will do.

■ Be specific and avoid words with multiple interpretations (frequently, seldom, occasion-
ally, etc.).
>> Instructions Guideline 11: Use Graphics

Illustrations are essential for instructions that involve equipment. Place an illustration
next to every major step when (1) the instructions or equipment is quite complicated or
(2) the audience may contain unskilled readers or people who are in a hurry. Such
word–picture associations create a page design that is easy to follow.
Another useful graphic in instructions is the table. Sometimes within a step you must
show correspondence between related data. For example, the instructions below include
a spot table.
Step 1: Use pyrometric cones to determine when a kiln has reached the proper tem-
perature for firing pottery. Common cone ratings are as follows:
Cone 018 1200°F
Cone 07 1814°F
Cone 06 1859°F
Cone 04 1940°F
>> Instructions Guideline 12: Test Your Instructions for Usability

Testing instructions for usability ensures that your users are able to follow them easily.2
When you design for usability, you should be focused primarily on the user, not the
product itself. This is true whether you are designing a document, software, a com-
puter interface, or a piece of machinery. Products that are usable have the following
qualities:
■ Learning them is easy.
■ Operating them requires the minimum number of steps.
■ Remembering how to use them is easy.
■ Using them satisfies the user’s goals.
Usability does not happen automatically, but should be a concern from the earliest stages
of the design of products and documentation.
Professional writers often test their instructions on potential users before completing
the final draft.You can adapt the following user-based approach to testing assignments in
this class and projects in your career. Specifically, follow these four steps:
1. Team up with another class member (or a colleague on the job).This person should
be unfamiliar with the process and should approximate the technical level of your in-
tended audience.
2
Adapted from Carol M. Barnum, Usability Testing and Research (New York: Longman, 2002).
Chapter Summary 119
2. Give this person a draft of your instructions and provide any equipment or materials
necessary to complete the process. For the purposes of a class assignment, this
approach works only for a simple process with little equipment or few materials.
3. Observe your colleague following the instructions you provide.You should record
both your observations and any verbal responses this person makes while moving
through the steps.
4. Revise your instructions to solve problems your user encountered during the test.
>>> Chapter Summary

Both process explanations and instructions share the same organization principle: time.
That is, both relate a step-by-step description of events. Process explanations address
an audience that wants to be informed but does not need to perform the process itself.
Instructions are geared specifically for persons who must complete the procedure
themselves.
In writing good process explanations, follow these basic guidelines:
1. Know your purpose and audience.
2. Follow the ABC format.
3. Use an objective point of view.
4. Choose the right amount of detail.
5. Use flowcharts for complex processes.
For instructions, follow these 12 rules:
1. Select the correct technical level.
2. Provide introductory information.
3. Use numbered lists in the body.
4. Group similar steps under heads.
5. Place one action in a step.
6. Lead off each action step with a verb.
7. Remove extra information from the step.
8. Use bullets or letters for emphasis.
9. Emphasize cautions, warnings, and dangers.
10. Keep a simple style.
11. Use graphics.
12. Test your instructions.
Collaboration at Work A Simple Test for Instructions

General Instructions Team Assignment
Each Collaboration at Work exercise applies strategies for In this exercise, your team prepares a list of instructions for
working in teams to chapter topics. The exercise assumes drawing a simple figure or object. The purpose is to write
you (1) have been divided into teams of about three to six the list so clearly and completely that a classmate could
students, (2) will use team time inside or outside of class to draw the figure or object without knowing its identity. Fol-
complete the case, and (3) will produce an oral or written re- lowing are instructions for completing the assignment:
1. Work with your team to choose a simple figure or ob-
Chapter 2.
ject that requires only a relatively short set of instruc-
tions to draw. (Note: Use a maximum of 15 steps.)
2. Devise a list of instructions that your team believes
Writing instructions presents a challenge. The main prob- cannot be misunderstood.
lem is this: Although writers may have a good understand- 3. Test the instructions within your own team.
ing of the procedure for which they are designing 4. Exchange instructions with another team.
instructions, they have trouble adopting the perspective of a 5. Attempt to draw the object for which the other team
reader unfamiliar with the procedure. One way to test the has written instructions. (Note: Perform this test with-
effectiveness of instructions is to conduct your own usabil- out knowing the identity of the object.)
ity test. The following exercise determines the clarity of in- 6. Talk with the other team about problems and sugges-
structions written by your team by asking another team to tions related to the instructions.
follow the instructions successfully. 7. Discuss general problems and suggestions with the
entire class.
Assignments
Part 1: Short Assignments personally experienced, and then let the committee mem-
bers judge for themselves whether the steps you describe
These assignments can be completed either as individual
should be a part of the process.
exercises or as team projects, depending on the instructions
you are given in class.
2. Writing Instructions
1. Writing a Process Explanation In either outline or final written form, provide a set of in-
Your college or university has decided to evaluate the structions for completing assignments in this class. Con-
process by which students are advised about and registered sider your audience to be another student who has been ill
for classes. As part of this evaluation, the registrar has asked and missed much of the term. You have agreed to provide
a select team of students—you among them—to explain the her with an overview that will help her to plan and then
actual process each of you went through individually during write any papers she has missed.
the last advising/registration cycle. These case studies col- Your instructions may include (1) highlights of the writ-
lected from individual students—the customers—will be ing process from Chapter 1 and (2) other assignment guide-
transmitted directly to a collegewide committee studying lines provided by your instructor in
registration and advising problems. the syllabus or in class. Remember
Your job is to give a detailed account of the process. Re- to present a generic procedure for
main as objective as possible without giving opinions. If you all assignments in the class, not Analyze User Guide 2
had problems during the process, the facts you relate will specific instructions for a particu- for ABC format and
good visual design.
speak for themselves. Simply describe the process you lar assignment.
Part 2: Longer Assignments 5. Evaluation of Instructions

These assignments test your ability to write and evalu- Find a set of operating or assembly instructions for a DVD
ate the two patterns covered in this chapter—process ex- player, microwave oven, CD player, computer, timing light,
planations and instructions. Specifically, follow these or other electronic device. Evaluate all or part of the docu-
guidelines: ment according to the criteria for instructions in this
chapter.
■ Write each exercise in the form of a letter report or
Assume that you are the manager of the technical pub-
memo report, as specified.
lications department of the company that produced the
■ Follow organization and design guidelines given in
electronic device. Write a memo report on your findings and
Chapters 1 and 3, especially concerning the ABC
send it, along with a copy of the instructions, to Natalie Bern.
format (Abstract/Body/Conclusion) and the use of
As a technical writer in your department, Natalie wrote the
headings.
set of instructions. In your position as Natalie’s supervisor,
■ Fill out a Planning Form (at the end of the book) for each
you are responsible for evaluating her work. Use your memo
assignment.
report either to compliment her on the instructions or to
suggest modifications.
3. Evaluating a Process Explanation
Using a textbook in a technical subject area, find an expla- 6. User Test of Instructions
nation of a process—for example, a physics text might ex-
Find a relatively simple set of instructions. Then ask an-
plain the process of waves developing and then breaking at
other person to follow the instructions from beginning to
a beach, an anatomy text might explain the process of blood
end. Observe the person’s activity, keeping notes on any
circulating, or a criminal justice text might explain the
problems she or he encounters.
process of processing fingerprints.
Use your notes to summarize the effectiveness of the
Keeping in mind the author’s purpose and audience,
instructions. Present your summary as a memo report to
evaluate the effectiveness of the process explanation as
Natalie Bern, using the same situational context as de-
presented in the textbook. Submit your evaluation in the
scribed in Assignment 5—that is, as Natalie’s boss, you are
form of a memo report to your instructor in this writing
to give her your evaluation of her efforts to produce the set
course, along with a copy of the textbook explanation.
of instructions.
For the purposes of this assignment, assume that your
writing instructor has been asked by the publisher of the
text you have chosen to review the book as an example of 7. Writing Simple Instructions
good or bad technical writing. Thus, your instructor would Choose a simple office procedure of 20 or fewer steps (e.g.,
incorporate comments from your memo report into his or changing a printer cartridge, cleaning a computer mouse,
her comprehensive evaluation. adding dry ink to a copy machine, adding paper to a laser
printer). Then write a simple set of instructions for this
4. Writing a Process Explanation process in the form of a memo report. Your readers are as-
sistants at the many offices of a large national firm. Con-
Conduct a brief research project in your campus library.
sider them to be new employees who have no background
Specifically, use company directories, annual reports, or
or experience in office work and no education beyond high
other library sources to find information about a company
school. You are responsible for their training.
or other organization that could hire students from your
college.
In a memo report to your instructor, (1) explain the 8. Writing Complex Instructions, with
process you followed in conducting the search and (2) pro- Graphics—Team Project
vide an outline or paragraph summary of the information Complete this assignment as a team project (see the guide-
you found concerning the company or organization. As- lines for team work in Chapter 2). Choose a process connected
sume that your report will become part of a volume your with college life or courses—for example, completing a lab ex-
college is assembling for juniors and seniors who are begin- periment, doing a field test, design-
ning their job search. These students will benefit both from ing a model, writing a research paper,
information about the specific organization you chose and getting a parking sticker, paying fees, For more practice,
from an explanation of the process that you followed in get- or registering for classes. do the Revising
ting the information, because they may want to conduct re- Using memo report format, write Installation
Instructions Activity.
search on other companies. a set of instructions for students who
have never performed this task. Follow all the guidelines in However, cultural bias presents a problem when (1) the
this chapter. Include at least one illustration (along with audience represents diverse cultures and backgrounds or
warnings or cautions, if appropriate). If possible, conduct a (2) the instructions must be translated into another lan-
user test before completing the final. guage by someone not familiar with cultural cues in the
instructions. Following are just a few categories of infor-
? 9. Ethics Assignment mation that can present cultural bias and possibly cause
Examine a set of instructions for a household or recre- confusion:
ational device that—either in assembly or use—poses seri- ■ Date formats
ous risk of injury or death. Evaluate the degree to which the ■ Time zones
manufacturer has fulfilled its ethical responsibility to in- ■ Types of monetary currency
form the user of such risk. You may want to consider the fol- ■ Units of measurement
lowing questions: ■ Address and telephone formats
■ Historical events
a. Are risks adequately presented in text and/or graphic
■ Geographic references
form?
■ Popular culture references
b. Are risk notices appropriately placed in the document?
■ Acronyms
c. Is the document designed such that a user reading
■ Legal information
quickly could locate cautions, warnings, or dangers
■ Common objects in the home or office
easily?
[Adapted from a list on pp. 129–130 of Nancy L. Hoft’s
If you have highlighted any ethical problems, also suggest
International Technical Communication: How to Export Infor-
solutions to these problems.
mation About High Technology (New York: John Wiley, 1995).]
10. International Communication Choose a set of instructions that reflects several types of
Assignment cultural bias, such as those included on the previous list.
Sets of instructions may reflect cultural bias of a particular Point out the examples of bias and explain why they
culture or country. Such bias may be acceptable if the audi- might present problems to readers outside a particular
ence for the instructions shares the same background. culture.
Chapter 7 Reports
>>> Chapter Outline

Nine Parts of Formal Reports 130
Introduction 134
Conclusions and Recommendations 136
End Material 136
Equipment Evaluations 153
Progress/Periodic Reports 153
Problem Analyses 153
Recommendation Reports 154
Chapter Summary 154
Assignments 155
123
eports communicate the results of research and for the two report formats—informal reports and for-
R activities in an organization. They may also be

archived to provide a record of what an organi-
zation has accomplished. This chapter provides general
mal reports, which differ primarily in their length and
scope.This chapter also introduces you to four common
types of reports.
guidelines for writing reports, and specific guidelines
>>> General Guidelines for Reports

You will write many reports in your career. Reports may be as simple as a single-page
form, like an activity report that you submit daily or weekly so that clients can be billed
for your time. Or they may be over 100-page long, like an analysis of a major equipment
failure.This section provides general guidelines for effective reports.
>> Report Guideline 1: Plan Well Before You Write

As with all types of workplace writing, planning is the most important part of the writing
process. For each project, complete the Planning Form at the end of this book to record
specific information about these points:
■ The document’s purpose
■ The variety of readers who will receive the document
■ The needs and expectations of readers, particularly decision makers
■ An outline of the main points to be covered in the body
■ Strategies for writing an effective document
>> Report Guideline 2: Separate Fact from Opinion

Avoid any confusion about what constitutes fact or opinion.The safest approach in the re-
port discussion is to move logically from findings to your conclusions and, finally, to your
recommendations. Because these terms are often confused, some working definitions are
as follows:
■ Findings: Facts you uncover (e.g., you observed severe cracks in the foundations of
two adjacent homes in a subdivision).
■ Conclusions: Ideas or beliefs you develop based on your findings (e.g., you con-
clude that foundation cracks occurred because the two homes were built on soft fill,
where original soil had been replaced by construction scraps).
■ Recommendations: Suggestions or action items based on your conclusions
(e.g., you recommend that the foundation slab be supported by adding concrete posts
beneath it).Though consisting of opinions, recommendations should be grounded in
facts presented in the report.
>> Report Guideline 3: Make Text Visually Appealing

Following are three visual devices that help get attention, maintain interest, and highlight
important information:
■ Bulleted points for short lists (like this one)
■ Numbered points for lists that are longer or that include a list of ordered steps
■ Frequent use of headings and subheadings
>> Report Guideline 4: Use Illustrations for Clarification

and Persuasion
A simple table or figure can sometimes be just the right complement to a technical discus-
sion in the text. Incorporate illustrations into the report body to make technical informa-
tion accessible and easier to digest.
>> Report Guideline 5: Edit Carefully

The Handbook at the end of this text gives information about editing. For now, remember
the following basic guidelines:
■ Keep most sentences short and simple.
■ Proofread several times for mechanical errors, such as misspellings (particularly
personal names).
■ Triple-check all cost figures for accuracy.
■ Make sure all attachments are included, are mentioned in the text
■ Check the format and wording of all headings and subheadings.
■ Ask a colleague to check over the report.
Remember—both supervisors and clients will judge you as much

on communication skills as they do on technical ability.
>>> Guidelines for

Informal Reports
A working definition of informal reports follows:
Informal report: A document that contains about two to five
pages of text, not including attachments. It has more substance
than a simple letter or memo, but is presented in letter or
memo format. It can be directed to readers either outside or
inside your organization. If outside, it may be called a letter
report; if inside, it may be called a memo report. In either case,
its purpose can be informative (to clarify or explain), persuasive
(to convince), or both.
Following are six guidelines that focus on informal report format:
>> Informal Report Guideline 1: Use Letter or Memo Format

Figure 7–1 shows that letter reports follow about the same format as typical business let-
ters (see Chapter 4).Yet, the format of letter reports differs from that of letters in the fol-
lowing respects:
■ The greeting is sometimes left out or replaced by an attention line, especially when
your letter report will go to many readers in an organization.
■ A report title often comes immediately after the inside address. It identifies the spe-
cific project covered in the report.
■ Spacing between lines might be single, one-and-one-half, or double, depending on the
reader’s preference.
Memo reports follow the same format as typical business memos. Both memos and
memo reports have a subject line that should engage interest, give readers their first quick
look at your topic, and be both specific and concise—for example, “Fracture Problems with
Molds 43-D and 42-G” is preferable to “Problems with Molds.” Because memo reports are
usually longer than memos, they tend to contain more headings than routine memos.
>> Informal Report Guideline 2: Use the ABC Format for Organization
Most technical documents, including informal reports, follow what this book calls the ABC
format. This approach to organization includes three parts: (1) Abstract, (2) Body, and
(3) Conclusion. The next four guidelines give details on the ABC format as applied to
informal reports.
>> Informal Report Guideline 3: Create

ABC Format: Organization the Abstract as an Introductory Summary
■ ABSTRACT: Start with a capsule version of the informa- Abstracts should give readers a summary, the “big
tion most needed by decision makers. picture.”This text suggests that in informal reports,
■ BODY: Give details in the body of the report, where tech- you label this overview Introduction, Summary, or
nical readers are most likely to linger a while to examine Introductory Summary, terms that give the reader a
supporting evidence.
good idea of what the section contains. Just one or
■ CONCLUSION: Reserve the end of the report for a descrip-
tion or list of findings, conclusions, or recommendations.
two paragraphs in this first section give readers
three essential pieces of information:
1. Purpose for the report—why are you writing it?
2. Scope statement—what range of information does the report contain?
3. Summary of essentials—what main information does the reader most want or
need to know?
>> Informal Report Guideline 4: Put Important Details in the Body

The body section expands on the outline presented in the introductory summary. If
your report goes to a diverse audience, managers often read the quick overview in the
12 Post Street
Houston Texas 77000
(713) 555-9781
April 22, 2010
Big Muddy Oil Company Inc

12 Rankin St
Abilene TX 79224
ATTENTION: Mr. James Smith, Engineering Manager
SHARK PASS STUDY

Includes specific title.
▼
BLOCK 15, AREA 43-B
GULF OF MEXICO Uses optional heading
▼
INTRODUCTORY SUMMARY for abstract part of ABC

format.
You recently asked our firm to complete a preliminary soils investigation at an
offshore rig site. This report presents the tentative results of our study, including
major conclusions and recommendations. A longer, formal report will follow at the
end of the project.
On the basis of what we have learned so far, it is our opinion that you can safely
Draws attention to main
▼
place an oil platform at the Shark Pass site. To limit the chance of a rig leg punching point of report.
into the sea floor, however, we suggest you follow the recommendations in this report.
WORK AT THE PROJECT SITE Gives on-site details of

project—dates, location,
▼
On April 15 and 16, 2010, BoomCo’s engineers and technicians worked at the
tasks.
Block 15 site in the Shark Pass region of the gulf. Using BoomCo’s leased drill
ship, Seeker II, as a base of operations, our crew performed these main tasks:
• Seismic survey of the project study area

• Two soil borings of 40 feet each
Uses lead-in to subsec-
Both seismic data and soil samples were brought to our Houston office the next
▼
tions that follow.

day for laboratory analysis.
LABORATORY ANALYSIS
On April 17 and 18, our lab staff examined the soil samples, completed bearing
capacity tests, and evaluated seismic data. Here are the results of that analysis.
Highlights most impor-
Soil Layers
tant point about soil
▼
Our initial evaluation of the soil samples reveals a 7–9 feet layer of weak clay layer—that is the weak
starting a few feet below the seafloor. Other than that layer, the composition of the clay.
soils seems fairly typical of other sites nearby.
M-Global Inc. | 127 Rainbow Lane | Baltimore MD 21202 | 410.555.8175
■ Figure 7–1 ■ Recommendation report (letter format)

James Smith
April 22, 2010
Page 2
Bearing Capacity
Notes why this
We used the most reliable procedure available, the XYZ method, to determine the soil’s
bearing capacity (i.e., its ability to withstand the weight of a loaded oil rig). That method
▼
method was chosen
(i.e., reliability). required that we apply the following formula:
Q = cNv + tY, where
Q = ultimate bearing capacity
c = average cohesive shear strength
Nv = the dimensionless bearing capacity factor
t = footing displacement
Y = weight of the soil unit
The final bearing capacity figure will be submitted in the final report, after we repeat
the tests.
Seafloor Surface
Explains both how the By pulling our underwater seismometer back and forth across the project site, we
mapping procedure was
developed a seismic “map” of the seafloor surface. That map seems typical of the flat
▼
done and what results it

produced. floor expected in that area of the gulf. The only exception is the presence of what ap-
pears to be a small sunken boat. This wreck, however, is not in the immediate area of
the proposed platform site.
CONCLUSIONS AND RECOMMENDATIONS

Leads off section with
Based on our analysis, we conclude that there is only a slight risk of instability at
major conclusion, for
▼
emphasis. the site. Although unlikely, it is possible that a rig leg could punch through the sea floor,
Restates points (made either during or after loading. We base this opinion on (1) the existence of the weak clay
in body) that support layer, noted earlier and (2) the marginal bearing capacity.
▼
conclusion.
Nevertheless, we believe you can still place your platform if you follow careful rig-
Uses list to emphasize loading procedures. Specifically, take these precautions to reduce your risk:
recommendations to
▼
1 Load the rig in 10-ton increments, waiting 1 hour between loadings.

reduce risk.
2 Allow the rig to stand 24 hours after the loading and before placement of work-
ers on board.
3 Have a soils specialist observe the entire loading process to assist with any
Again mentions tenta-
emergency decisions if problems arise.
tive nature of informa- As noted at the outset, these conclusions and recommendations are based on prelimi-
▼
tion, to prevent misuse nary data and analysis. We will complete our final study in 3 weeks and submit a formal
of report.
report shortly thereafter.
BoomCo, Inc., enjoyed working once again for Big Muddy Oil at its Gulf of Mexico
Maintains contact and lease holdings. I will phone you this week to see if you have any questions about our
shows initiative by study. If you need information before then, please give me a call.
▼
offering to call client.

Sincerely,
Bartley Hopkins, Project Manager

BoomCo, Inc.
hg

introductory summary and then skip to conclusions and recommendations. Technical

readers, however, may look first to the body section(s), where they expect to find sup-
porting details.
■ Use headings generously. Each time you change a major or minor point, consider
whether a heading change would help the reader.
■ Precede subheadings with a lead-in passage. For example, “This section
covers these three phases of the field study: clearing the site, collecting samples, and
classifying samples.”The preceding sentence does for the entire section exactly what
the introductory summary does for the entire report—it provides a roadmap for
what’s ahead.
■ Move from general to specific in paragraphs. Start each paragraph with a
topic sentence that includes your main point and then give supporting details.
>> Informal Report Guideline 5: Focus Attention in Your Conclusion

Letter and memo reports can end with a section labeled Findings,Conclusions, or Conclusions
and Recommendations. This section gives details about major findings, conclusions, and, if
called for, recommendations. People often remember best what they read last, so think
hard about what you place at the end of a report.
The precise amount of detail in your conclusion depends on which of these two op-
tions you choose for your particular report:
Option 1: If your major conclusions or recommendations have already been stated
in the discussion, then you only need to restate them briefly to reinforce their im-
portance.
Option 2: If the discussion leads up to, but has not covered, these conclusions or rec-
ommendations, then you may want to give more detail in this final section (see
Figure 7–1, pp. 126–127).
>> Informal Report Guideline 6: Use Attachments for Less

Important Details
The trend today is to avoid lengthy text in informal reports. Replace as much report text as
possible with clearly labeled attachments that include items, such as tables, figures, or costs.
>>> Guidelines for Formal Reports

You will write a number of long, formal reports during your career, often with col-
leagues.This text uses the following working definition for a formal report:
Formal report: A formal report covers complex projects and is directed to readers at
different technical levels. Although not defined by length, a formal report usually
contains at least 6 to 10 pages of text, not including appendices. It can be directed to
readers either inside or outside your organization.
Because formal reports may be longer and more complex than other forms of technical
communication, it is important to help your readers navigate through the report.This is
accomplished with special front and end materials, clear headings, and other navigation
devices like running headers and footers.This section provides guidelines for writing the
main parts of a long report and includes a complete long report that follows this chap-
ter’s guidelines.
Though formats differ among organizations and disciplines, one approach to good or-
ganization applies to all formal reports. This approach is based on three main principles,
discussed in detail in Chapter 1:
Principle 1: Write different parts for different readers.
Principle 2: Place important information first.
Principle 3: Repeat key points when necessary.
These apply to formal reports even more than they
do to short documents. Because formal reports
ABC Format: Formal Report often have a mixed technical audience, most read-
■ ABSTRACT:
ers focus on specific sections that interest them
■ Cover/title page
most, and few readers have time to wade through a
■ Letter or memo of transmittal
lot of introductory information before reaching
■ Table of contents
the main point.
■ List of illustrations
You can respond to these reader needs by fol-
■ Executive summary
lowing the ABC format (for Abstract, Body, Conclu-
■ Introduction
sion). As noted in Chapter 1, the three main rules
■ BODY:
are that you should (1) start with an abstract for de-
■ Discussion sections
cision makers, (2) put supporting details in the
■ [Appendices—appear after text but support Body section]
body, and (3) use the conclusion to produce action.
■ CONCLUSION:
This simple ABC format should be evident in all for-
■ Conclusions
mal reports, despite their complexity.The particular
■ Recommendations
sections of formal reports fit within the ABC format
as shown on the right:
Nine Parts of Formal Reports

The nine parts of the formal report are as follows:
1. Cover/title page
2. Letter or memo of transmittal
3. Table of contents
4. List of illustrations
5. Executive summary
6. Introduction
7. Discussion sections
8. Conclusions and recommendations

9. End material
Following are some guidelines for these parts.
Cover/Title Page
Formal reports are usually bound, often with a cover used for all reports in the writer’s
organization. Because the cover is the first item seen by the reader, it should be attractive
and informative. It usually contains the same four pieces of information mentioned in the
following list with regard to the title page.
Inside the cover is the title page, which should include the following four pieces of in-
formation:
■ Project title (exactly as it appears on the letter/memo of transmittal)
■ Your client’s name (“Prepared for...”)
■ Your name and/or the name of your organization (“Prepared by...”)
■ Date of submission
To make your title page or cover distinctive, you might want to place a simple illustra-
tion on it; however, do not clutter the page. Use a visual only if it reinforces a main point
and if it can be done simply and tastefully, as in Figure 7–2.
Letter/Memo of Transmittal
Letters or memos of transmittal give the readers a taste of what is ahead. If your formal
report is to readers outside your own organization, write a letter of transmittal. If it is to
readers inside your organization, write a memo of transmittal.
>> Transmittal Guideline 1: Place the Letter/Memo Immediately

after the Title Page
This placement means that the letter/memo is bound with the document, to keep it from
becoming separated.
>> Transmittal Guideline 2: Include a Major Point from Report

Readers are heavily influenced by what they read first in reports. Therefore, take advan-
tage of the position of this section by including a major finding, conclusion, or recommen-
dation from the report—besides supplying necessary transmittal information.
>> Transmittal Guideline 3: Acknowledge Those Who Helped You

Recognizing those who have been particularly helpful with your project gives them
recognition and identifies you as a team player. It reflects well on you and on your
organization.
>> Transmittal Guideline 4: Follow Letter and Memo Conventions

Like other letters and memos, letters and memos of transmittal should be easy to read,
inviting readers into the rest of the report. Keep introductory and concluding paragraphs
relatively short—no more than three to five lines each. Also, write in a conversational
style, free of technical jargon.
Table of Contents
Your contents page acts as an outline. Many readers go there right away to grasp the struc-
ture of the report, and then return repeatedly to locate report sections of most interest
to them. Guidelines follow for assembling this important component of your report; see
p. 137 for an example in Figure 7–2.
>> Table of Contents Guideline 1: Make It Very Readable

The table of contents must be pleasing to the eye so that readers can find sections quickly
and see their relationship to each other. Be sure to
■ Space items well on the page
■ Use indenting to draw attention to subheadings
■ Include page numbers for every heading and subheading, unless there are many head-
ings in a relatively short report, in which case you can delete page numbers for all of
the lowest level headings listed in the table of contents
>> Table of Contents Guideline 2: Use the Contents Page to Reveal

Report Emphases
Be specific yet concise so that each heading listed in the table of contents gives the
reader a good indication of what the section contains. Readers associate the impor-
tance of report sections with the number of headings and subheadings listed in the
table of contents.
>> Table of Contents Guideline 3: Consider Leaving Out

Low-Level Headings
In very long reports, you may want to declutter the table of contents by removing lower-
level headings.As always, the needs of the readers are the most important criterion to use
in making this decision.
>> Table of Contents Guideline 4: List Appendices

Appendices include items, such as tables of data or descriptions of procedures that are in-
serted at the end of the report.Typically, they are listed at the end of the table of contents.
Tabs on the edges of pages help the reader locate these sections.
>> Table of Contents Guideline 5: Use Parallel Form in All Entries

All headings in one section, and sometimes even all headings and subheadings in the re-
port, have parallel grammatical form.
>> Table of Contents Guideline 6: Proofread Carefully

Wrong page numbers and incorrect headings are two common mistakes. Proofread this
section carefully.
List of Illustrations
Illustrations within the body of the report are usually listed on a separate page right
after the table of contents. Another option is to list them at the bottom of the table of
contents page rather than on a separate page. In either case, this list should include
the number, title, and page number of every table and figure within the body of the
report.
Executive Summary
No formal report would be complete without an executive summary. Consider it a stand-
alone section that provides a capsule version of the report and is free of technical jargon.
In some cases, a copy of the executive summary may be circulated and filed separate from
the report.
>> Executive Summary Guideline 1: Put It on One Page

It is comforting to most readers to know that somewhere within a long report there is one
page to which they can turn for an overview. Moreover, a one-page length permits easy
distribution at meetings.
Some extremely long formal reports may require that you write an executive sum-
mary of several pages or longer. In this case, you can still provide the reader with a section
that summarizes the report in less than a page by including a brief abstract. The abstract is
a condensed version of the executive summary directed to the highest-level decision mak-
ers, that is placed right before the executive summary.
>> Executive Summary Guideline 2: Avoid Technical Jargon

Include only that level of technical language the decision makers understand. Do not talk
over the heads of the most important readers.
>> Executive Summary Guideline 3: Include Only the Important

Conclusions and Recommendations
The executive summary mentions only the major points. An exhaustive list of findings,
conclusions, and recommendations can come later at the end of the report.
>> Executive Summary Guideline 4: Avoid References to the

Report Body
Avoid the tendency to say that the report provides additional information. It is under-
stood that the executive summary is only a generalized account of the report’s
contents.
An exception is those instances when you are discussing issues that involve danger or
liability in which it may be necessary to add qualifiers in your summary—for example,
“As noted in this report, further study will be necessary.” Such statements protect you and
the client in the event the executive summary is removed from the report and used as a
separate stand-alone document.
>> Executive Summary Guideline 5: Use Paragraph Format

Whereas lists are often appropriate for body sections of a report, they can give executive
summaries a fragmented effect. Instead, the best summaries create unity with a series of
relatively short paragraphs that flow well together. Within a paragraph, there can be a
short listing of a few points for emphasis, but the listing should not be the main structural
element of the summary.
>> Executive Summary Guideline 6: Write the Executive

Summary Last
Only after finishing the report do you have the perspective to write a summary. Sit back
and review the report from beginning to end, asking yourself, “What would my readers
really need to know if they had only a minute or two to read?” The answer to that question
becomes the core of your executive summary.
Introduction
View this section as your chance to prepare both technical and nontechnical readers for
the discussion ahead. Give information on the report’s purpose, scope, and format, as well
as a project description.
>> Introduction Guideline 1: State Your Purpose and Lead

into Subsections
The purpose statement for the document should appear immediately after the main intro-
duction heading. Follow it with a sentence that mentions the introduction subdivisions to
follow.
>> Introduction Guideline 2: Include a Project Description

Here you must be precise about the project. Depending on the type of project, you may
be describing a physical setting, a set of problems that prompted the report study, or some
other data.When the project description is too long for the introduction, sometimes it is
placed in the body of the report.
>> Introduction Guideline 3: Include Scope Information

This section outlines the precise objectives of the study.Your listing or description should
parallel the order of the information presented in the body of the report. Like the project
description, this subsection must be accurate in every detail.
>> Introduction Guideline 4: Consider Including Information

on Report Format
Often, the scope section lists information as it is presented in the report. If this is not
the case, end the introduction with a short subsection on the report format where you
can give readers a brief preview of the main sections that follow. In effect, the section
acts as a condensed table of contents and may list the report’s major sections and
appendices.
Discussion Sections
Discussion sections make up the longest part of formal reports and are written for the
most technical members of your audience.You can focus on facts and opinions, demon-
strating the technical expertise that the reader expects from you.
>> Discussion Guideline 1: Move from Facts to Opinions

As you have learned, the ABC format requires that you start your formal report with a
summary of the most important information—that is, you skip to essential conclusions
and recommendations. Once into the discussion section, however, you back up and adopt
a strategy that parallels the stages of the technical project itself.You begin with data and
move toward conclusions and recommendations.
One way to view the discussion is that it should follow the order of a typical technical
project, which usually involves the following stages:
First, collect data (e.g., samples, interviews, records).

Second, subject these data to verification or testing (e.g., lab tests, computer analyses).
Third, analyze all the information, using your professional experience and skills to
form conclusions (or convictions based on the data).
Fourth, develop recommendations that flow directly from the conclusions you have
formed.
Thus, the body of your report gives technical readers the same movement from fact
toward opinion that you experience during the project itself.
>> Discussion Guideline 2: Use Frequent Headings and Subheadings

Headings give readers handles by which to grasp the content of your report.Your readers
view headings, collectively, as a sort of outline by which they can make their way easily
through the report.
>> Discussion Guideline 3: Use Listings to Break Up Long Paragraphs

Long paragraphs full of technical details irritate readers. Use paragraphs for brief explana-
tions, not for descriptions of processes or other details that could be listed.
>> Discussion Guideline 4: Place Excessive Detail in Appendices

Appendices give readers access to supporting information without cluttering the text of
the report. Of course, you must refer to appendices in the body of the report and label
appendices clearly so that readers can locate them easily.
Conclusions and Recommendations

This section gives readers a description—sometimes in the form of a listing—of all conclu-
sions and recommendations.The points may or may not have been mentioned in the body of
the report, depending on the length and complexity of the document. Conclusions, on the
one hand, are convictions or beliefs based on the findings of your study. Recommendations, on
the other hand, are actions you are suggesting based on your conclusions. For example,
your conclusion may be that there is a dangerous level of toxic chemicals in a town’s water
supply, and your recommendation may be that the toxic site near the reservoir should be
cleaned immediately.
The “Conclusions and Recommendations” section provides a complete list of conclu-
sions and recommendations for technical and management readers, whereas the “Execu-
tive Summary” provides a selected list or description of the most important conclusions
and recommendations for decision makers. In other words, view the “Conclusions and
Recommendations” section as an expanded version of the “Executive Summary.” It usually
assumes one of these three headings, depending, of course, on the content:
1. Conclusions
2. Recommendations
3. Conclusions and Recommendations
Another option for reports that contain many conclusions and recommendations is to
separate this last section into two sections: (1) “Conclusions” and (2) “Recommendations.”
End Material
One kind of end material—appendices—is mentioned in the context of the discussion sec-
tion. Note that formal reports may also contain works-cited pages or bibliographies, which
should be included in the end materials. Finally, very long reports may include indices.
>>> Formal Report Example

Figure 7–2 provides a long and formal technical report. The report results from a study
completed for the city of Winslow, Georgia. Members of the audience come from both
technical and nontechnical backgrounds. Some are full-time professionals hired by the
city, whereas others are part-time, unpaid citizens appointed by the mayor to explore
STUDY OF WILDWOOD CREEK
WINSLOW, GEORGIA
Prepared for:
The City of Winslow
Prepared by:
Christopher S. Rice, Hydro/Environmental Engineer
D-Lynn, Inc.
November 28, 2010
Uses graphic on title

page to reinforce theme
▼
of environmental
protection.
■ Figure 7–2 ■ Formal report

12 Peachtree Street
Atlanta GA 30056
(404) 555-7524
D-Lynn Project #99-119

November 28, 2010
Adopt-a-Stream Program
City of Winslow
300 Lawrence Street
Winslow
Georgia 30000
Attention: Ms. Elaine Sykes, Director
Lists project title as it

STUDY OF WILDWOOD CREEK
▼
appears on title page.

WINSLOW, GEORGIA
Gives brief statement of
We have completed our seven-month project on the pollution study of
▼
project information.
Wildwood Creek. This project was authorized on May 16, 2010. We
performed the study in accordance with our original proposal No. 14-P72,
dated April 24, 2010.
Provides major point
This report mentions all completed tests and discusses the test results.
▼
from report.
Wildwood Creek scored well on many of the tests, but we are concerned
about several problems—such as the level of phosphates in the stream. The
few problems we observed during our study have led us to recommend that
several additional tests should be completed.
Thank you for the opportunity to complete this project. We look forward to working
with you on further tests for Wildwood Creek and other waterways in Winslow.
Sincerely,
Christopher S. Rice
Christopher S. Rice, P.E.
Hydro/Environmental Engineer
M-Global Inc | 127 Rainbow Lane | Baltimore MD 21202 | 410.555.8175

CONTENTS
PAGE
LIST OF ILLUSTRATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
EXECUTIVE SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Project Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Scope of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Report Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
FIELD INVESTIGATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Physical Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Air Temperature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Water Temperature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Water Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Water Appearance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Habitat Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Algae Appearance and Location. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Visible Litter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Uses white space,
Bug Count. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 indenting, and bold to
▼
accent organization of
Chemical Tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
report.
pH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Dissolved Oxygen (DO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Turbidity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Phosphate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
TEST COMPARISON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
CONCLUSIONS AND RECOMMENDATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . 10

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
APPENDICES
A. Background on Wildwood Creek. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

B. Water Quality Criteria for Georgia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
C. Location of City of Winslow Parks and Recreation Facilities . . . . . . . . . . . . . 13

ILLUSTRATIONS
Includes illustration
FIGURES PAGE
titles as they appear in
▼
text. 1. Wildwood Creek—Normal Water Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2. Wildwood Creek—Flash Flood Water Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
TABLES
1. Physical Tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2. Chemical Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

2
EXECUTIVE SUMMARY
Summarizes purpose
The City of Winslow hired D-Lynn, Inc., to perform a pollution study of Wild-
▼
and scope of report.
wood Creek. The section of the creek that was studied is a one-mile-long area in
Burns Nature Park, from Newell College to U.S. Highway 42. The study lasted seven
months.
Describes major findings
D-Lynn completed 13 tests on four different test dates. Wildwood scored fairly
▼
and conclusions.
well on many of the tests, but there were some problem areas—for example, high lev-
els of phosphates were uncovered in the water. The phosphates were derived either
from fertilizer or from animal and plant matter and waste. Also uncovered were small
amounts of undesirable water organisms that are tolerant to pollutants and can sur-
vive in harsh environments.
D-Lynn recommends that (1) the tests done in this study be conducted two more Includes main
▼
recommendation from
times, through spring 2011; (2) other environmental tests be conducted, as listed in report text.
the conclusions and recommendations section; and (3) a voluntary cleanup of the
creek be scheduled. With these steps, we can better analyze the environmental
integrity of Wildwood Creek.

3
INTRODUCTION
Gives lead-in to Intro-
▼
duction. D-Lynn, Inc., has completed a follow-up to a study completed in 2002 by Ware
County on the health of Wildwood Creek. This introduction describes the project site,
scope of our study, and format for this report.
PROJECT DESCRIPTION
By law, all states must clean up their waterways. The State of Georgia shares this
▼
Briefly describes project.

responsibility with its counties. Ware County has certain waterways that are threatened
and must be cleaned. Wildwood Creek is one of the more endangered waterways. The
portion of the creek that was studied for this report is a one-mile stretch in the Burns
Nature Park between Newell College and U.S. Highway 42.
SCOPE OF STUDY
The purpose of this project was to determine whether the health of the creek has
changed since the previous study in 2002. Both physical and chemical tests were
completed. The nine physical tests were as follows:
Uses bulleted list to
▼
emphasize scope of • Air temperature

activities. • Water temperature
• Water flow
• Water appearance
• Habitat description
• Algae appearance
• Algae location
• Visible litter
• Bug count
The four chemical tests were as follows:
• pH
• Dissolved oxygen (DO)
• Turbidity
• Phosphate
REPORT FORMAT
Provides “map” of main This report includes three main sections:
▼
sections in report.
1. Field Investigation: a complete discussion of all the tests that were performed for
the project
2. Test Comparison: charts of the test results and comparisons
3. Conclusions and Recommendations

4
FIELD INVESTIGATION
Wildwood Creek has been cited repeatedly for environmental violations in the
pollution of its water. Many factors can generate pollution and affect the overall health
of the creek. In 2002, the creek was studied in the context of a study of all water
systems in Ware County. Wildwood Creek was determined to be one of the more
threatened creeks in the county.
The city needed to learn if much has changed in the past nine years, so
D-Lynn was hired to perform a variety of tests on the creek. Our effort involved a
more in-depth study than that done in 2002. Tests were conducted four times over
a seven-month period. The 2002 study lasted only one day.
The field investigation included two categories of tests: physical tests and
chemical tests.
PHYSICAL TESTS
The physical tests covered a broad range of environmental features. This section
discusses the importance of the tests and some major findings. The Test Comparison
section on page 9 includes a table that lists results of the tests and the completion Amplifies information
▼
presented later in report.
dates. The test types were as follows: air temperature, water temperature, water flow,
water appearance, habitat description, algae appearance, algae location, visible litter,
and bug count.
Air Temperature
The temperature of the air surrounding the creek will affect life in the water.
Unusual air temperature for the seasons will determine if life can grow in or out of
the water.
Three of the four tests were performed in the warmer months. Only one was
completed on a cool day. The difference in temperature from the warmest to coolest
day was 10.5°C, an acceptable range.
Water Temperature
The temperature of the water determines which species will be present. Also
affected are the feeding, reproduction, and metabolism of these species. If there are
one or two weeks of high temperature, the stream is unsuitable for most species. If
water temperature changes more than 1° to 2°C in 24 hours, thermal stress and
shock can occur, killing much of the life in the creek.
During our study, the temperature of the water averaged 1°C cooler than the
temperature of the air. The water temperature did not get above 23°C or below 13°C.
These ranges are acceptable by law.

Water Flow
The flow of the water influences the type of life in the stream. Periods of high flow
can cause erosion to occur on the banks and sediment to cover the streambed. Low
water flow can decrease the living space and deplete the oxygen supply.
The flow of water was at the correct level for the times of year the tests were
done—except for June, which had a high rainfall. With continual rain and sudden flash
floods, the creek was almost too dangerous for the study to be performed that month.
In fact, in June we witnessed the aftermath of one flash flood. Figure 1 shows the
creek with an average flow of water, and Figure 2 shows the creek during the flood. The
water’s average depth is 10 inches. During the flash flood, the water level rose and fell
10 feet in about one hour. Much dirt and debris were washing into the creek, while
some small fish were left on dry land as the water receded.
Incorporates graphic into

▼
page of text.
KEY
water
streambed
running track
■ Figure 1 ■ Wildwood Creek—Normal Water Level

KEY
water
streambed
running track
■ Figure 2 ■ Wildwood Creek—Flash Flood Water Level
Water Appearance
The color of the water gives a quick but fairly accurate view of the health of the
creek. If the water is brown or dirty, then silt or human waste may be present. Black
areas of water may contain oil or other chemical products.
On each of the four test days, the water was always clear. Thus the appearance
of the creek water was considered excellent. Elaborates on
importance of
information shown in
▼
Habitat Description Table 1. Description

The habitat description concerns the appearance of the stream and its surround- parallels five items in
ings. An important criterion is the number of pools and the number of ripples—that is, table.
points where water flows quickly over a rocky area. Both pools and ripples provide
good locations for fish and other stream creatures to live and breed.
In describing habitat, D-Lynn also evaluates the amount of sediment at the bot-
tom of the stream. Too much sediment tends to cover up areas where aquatic life lays
eggs and hides them from predators. We also evaluate the stability of the stream
banks; a stable bank indicates that erosion has not damaged the habitat. Finally, we
observe the amount of stream cover. Such vegetation helps keep soil in place on the
banks.

Wildwood Creek tested fairly well for habitat. The number of pools and ripples was about aver-
age for such creeks. Stream deposits and stream bank stability were average to good, and stream
cover was good to excellent. For more detail about test results, see the chart in the Test Compari-
son section on page 9.
Algae Appearance and Location

Algae is naturally present in any creek. The amount of algae can be a warning of
pollution in the water. If algae is growing out of control, disproportionate amounts of
nutrients such as nitrogen or phosphate could be present. These chemicals could come
from fertilizer washed into the creek. Excessive amounts of algae cause the oxygen
level to drop when they die and decompose.
During the four studies, algae was everywhere, but it was especially heavy on the
rocks in the ripples of the creek. The algae was always brown and sometimes hairy.
Visible Litter
Litter can affect the habitat of a creek. Although some litter has chemicals that can
pollute the water, other litter can cover nesting areas and suffocate small animals.
Gives specific details
Whether the litter is harmful or not, it is always an eyesore.
that support the report’s
▼
conclusions and recom- On all four test dates, the litter we saw was heavy and ranged from tires to plastic
mendations, which come bags. Some of the same trash that was at the site on the first visit was still there seven
later. months later.
Bug Count
The bug count is a procedure that begins by washing dirt and water onto a screen.
As water drains, the dirt with organisms is left on the screen. The bugs are removed
and classified. Generally, the lower the bug count, the higher the pollution levels. Bug
counts were considered low to average.
Two types of aquatic worms were discovered every time during our count, but in
relatively small amounts. In addition, the worms we observed are very tolerant of pollu-
tion and can live in most conditions. Finally, we observed only two crayfish, animals that
are somewhat sensitive to pollution.
CHEMICAL TESTS
Although physical tests cover areas seen with the naked eye, chemical tests can
uncover pollutants that are not so recognizable. Certain chemicals can wipe out all life
in a creek. Other chemicals can cause an overabundance of one life-form, which in turn
could kill more sensitive animals.
A chart of results of chemical tests is included in the Test Comparison section on
page 9. The chemical tests that D-Lynn performed were pH, dissolved oxygen (DO),
turbidity, and phosphate.

pH
The pH test is a measure of active hydrogen ions in a sample. The range of the
pH test is 0–14. If the sample is in the range of 0–7.0, it is acidic; but if the sample is
in the range of 7.0–14, it is basic. By law, the pH of a water sample must be within the
range of 6.0–8.5.
For the tests we completed, the water sample was always 7.0, which is very
good for a creek.
Dissolved Oxygen (DO)

Normally, oxygen dissolves readily into water from surface air. Once dissolved, it
diffuses slowly in the water and is distributed throughout the creek. The amount of
DO depends on different circumstances. Oxygen is always highest in choppy water,
just after noon, and in cooler temperatures.
In many streams, the level of DO can become critically low during the summer
months. When the temperature is warm, organisms are highly active and consume
the oxygen supply. If the amount of DO drops below 3.0 ppm (parts per million), the
area can become stressful for the organisms. An amount of oxygen that is 2.0 ppm or
below will not support fish. DO that is 5.0 ppm to 6.0 ppm is usually required for
growth and activity of organisms in the water.
According to the Water Quality Criteria for Georgia, average daily amounts of DO
should be 5.0 ppm with a minimum of 4.0 ppm. Wildwood Creek scored well on this
test. The average amount of DO in the water was 6.9 ppm, with the highest amount
being 9.0 ppm on November 11, 2010.
Turbidity
Turbidity is the discoloration of water due to sediment, microscopic organisms,
and other matter. One major factor of turbidity is the level of rainfall before a test.
Three of our tests were performed on clear days with little rainfall. On these dates,
the turbidity of Wildwood Creek was always 1.0, the best that creek water can score
on the test. The fourth test, which scored worse, occurred during a rainy period.
Phosphate
Phosphorus occurs naturally as phosphates—for example, orthophosphates and
organically bound phosphates. Orthophosphates are phosphates that are formed in
fertilizer, whereas organically bound phosphates can form in plant and animal matter
and waste.
Phosphate levels higher than 0.03 ppm contribute to an increase in plant growth.
If phosphate levels are above 0.1 ppm, plants may be stimulated to grow out of
control. The phosphate level of Wildwood was always 0.5 ppm, considerably higher
than is desirable.

TEST COMPARISON
There was little change from each of the four test dates. The only tests that varied
greatly from one test to another were air temperature, water temperature, water flow,
and DO. On the basis of these results, it would appear that Wildwood Creek is a rela-
tively stable environment.
Brings together test

Table 1 Physical Tests
▼
results for easy
reference.
TEST DATES 5/26/10 6/25/10 9/24/10 11/19/10
Air Temperature in °C 21.5 23.0 24.0 13.5
Water Temperature in °C 20.0 22.0 23.0 13.0
Water Flow Normal High Normal Normal
Water Appearance Clear Clear Clear Clear
Habitat Description
Number of Pools 2.0 3.0 2.0 5.0
Number of Ripples 1.0 2.0 2.0 2.0
Amount of Sediment Deposit Average Average Good Average
Stream Bank Stability Average Good Good Good
Stream Cover Excellent Good Excellent Good
Algae Appearance Brown Brown/hairy Brown Brown
Algae Location Everywhere Everywhere Attached Everywhere
Visible Litter Heavy Heavy Heavy Heavy
Bug Count Low Average Low Average
Table 2 Chemical Tests

Test 5/26/10 6/25/10 9/24/10 11/19/10
PH 7.0 7.0 7.0 7.0
Dissolved Oxygen (DO) 6.8 6.0 5.6 9.0
Turbidity 1.0 3.0 1.0 1.0
Phosphate 0.50 0.50 0.50 0.50

10
CONCLUSIONS AND RECOMMENDATIONS
This section includes the major conclusions and recommendations from our
study of Wildwood Creek.
CONCLUSIONS
Draws conclusions that
▼
Generally, we were pleased with the health of the stream bank and its floodplain. flow from data in body of
The area studied has large amounts of vegetation along the stream, and the banks report.
seem to be sturdy. The floodplain has been turned into a park, which handles floods in
a natural way. Floodwater in this area comes in contact with vegetation and some dirt.
Floodwater also drains quickly, which keeps sediment from building up in the creek. Uses paragraph format
instead of lists because
However, we are concerned with the number and types of animals uncovered in
▼
of lengthy explanations
our bug counts. Only two bug types were discovered, and these were types quite tol- needed.
erant to pollutants. The time of year these tests were performed could affect the dis-
covery of some animals. However, the low count still should be considered a possible
warning sign about water quality. Phosphate levels were also high and probably are
the cause of the large amount of algae.
We believe something in the water is keeping sensitive animals from developing.
One factor that affects the number of animals discovered is the pollutant problems in
the past (see Appendix A). The creek may still be in a redevelopment stage, thus ex-
plaining the small numbers of animals.
RECOMMENDATIONS
On the basis of these conclusions, we recommend the following actions for Wild-
wood Creek:
Gives numbered list of
1. Conduct the current tests two more times, through Spring 2011. Spring is the ▼
recommendations for
time of year that most aquatic insects are hatched. If sensitive organisms are easy reference.
found then, the health of the creek could be considered to have improved.
2. Add testing for nitrogen. With the phosphate level being so high, nitrogen
might also be present. If it is, then fertilizer could be in the water.
3. Add testing for human waste. Some contamination may still be occurring.
4. Add testing for metals, such as mercury, that can pollute the water.
5. Add testing for runoff water from drainage pipes that flow into the creek.
6. Schedule a volunteer cleanup of the creek.
With a full year of study and additional tests, the problems of Wildwood Creek can be
better understood.

11
APPENDIX A
Background on Wildwood Creek
Wildwood Creek begins from tributaries on the northeast side of the city of
Winslow. From this point, the creek flows southwest to the Chattahoochee River.
Winslow Wastewater Treatment Plant has severely polluted the creek in the past with
discharge of wastewater directly into the creek. Wildwood became so contaminated
that signs warning of excessive pollution were posted along the creek to alert the
public.
Today, all known wastewater discharge has been removed. The stream’s condition
has dramatically improved, but nonpoint contamination sources continue to lower the
creek’s water quality. Nonpoint contamination includes sewer breaks, chemical dump-
ing, and storm sewers.
Another problem for Wildwood Creek is siltration. Rainfall combines with bank ero-
sion and habitat destruction to wash excess dirt into the creek. This harsh action de-
stroys most of the macroinvertebrates. At the present time, Wildwood Creek may be
one of the more threatened creeks in Ware County.

12
APPENDIX B
Water Quality Criteria for Georgia
All waterways in Georgia are classified in one of the following categories: fishing,
recreation, drinking, and wild and scenic. Different protection levels apply to the differ-
ent uses. For example, the protection level for dissolved oxygen is stricter in drinking
water than fishing water. All water is supposed to be free from all types of waste and
sewage that can settle and form sludge deposits.
In Ware County, all waterways are classified as “fishing,” according to Chapter
391-3-6.03 of “Water Use Classifications and Water Quality Standards” in the Georgia
Department of Natural Resources Rules and Regulations for Water Quality Control.
The only exception is the Chattahoochee River, which is classified as “drinking water
supply” and “recreational.”

13
APPENDIX C
Map 6
▼
Location of City of Winslow
Parks and Recreation Facilities
U.S. 60
8
6 Parkway
Livingston
U.S. 42
Church
3 5
Bryant
Nelson
West Wind
Dodge
9
Elizabeth
Maple
4
2 Fisher
10 Custer
Melissa
Birney Street
Birney Street Bird

11
Williams
Elmwood Drive
LEGEND
1) Birney Street Park
2) Custer Park
3) Nelson Park
4) Newell College
5) Indian Bluff N BY:S.C. SCOTT DEPARTMENT of PLANNING
6) West View Park CITY OF WINSLOW, GA and DEVELOPMENT
PUBLIC WORKS ENGR./DRAFT. F WIN
7) Elmwood Park NO SCALE IT
YO S
LO
C
8) Austin Heights
THE
9) Riverview Park
10) Lewis Park
19 45
11) Burns Nature Park NORTH

environmental problems. The paid professionals include engineers, environmental spe-

cialists, accountants, city planners, managers, lawyers, real estate experts, and public re-
lations specialists. The part-time appointees include citizens who work in a variety of
blue-collar and white-collar professions or who are homemakers.
>>> Four Common Reports

Report types vary from company to company and can be produced in either informal or
formal report format.The four types described here are only a sampling of what you will
be asked to write on the job. If you master these, you can probably handle other types that
come your way.
Equipment Evaluations
All organizations use some kind of equipment that someone has to buy, maintain, or re-
place. Because companies put so much money into this part of their business, evaluating
equipment is an important activity. Equipment evaluations provide objective data about
how machinery, tools, computer software, or other equipment has functioned.An equip- Report 14: Research
Report is an
ment evaluation may focus only on problems; or it may go on to suggest a change in example of a formal
equipment. Whatever its focus, an equipment evaluation must provide a well-docu- equipment
evaluation report.
mented review of the exact manner in which equipment performed.
Progress/Periodic Reports
Some reports are intended to cover activities that occurred during a specific period of
time. They provide managers or clients with details about work on a specific project.
A special type of progress report is the project completion report, which may be pre-
sented as a formal report when the project is completed. Progress and periodic re-
ports contain mostly objective data. Yet both of them, especially progress reports,
Report 12: Final
sometimes may be written in a persuasive manner. After all, you are trying to put Report is an example
forth the best case for the work you have completed. Figure 7–1 is an example of a of a formal project
completion report.
progress report.
Problem Analyses
Every organization faces both routine and complex problems. Routine problems are often
handled without much paperwork; they are discussed and then solved. However, other
problems must often be described in reports, particularly if they involve many people, are
difficult to solve, or have been brewing for a long time. Problem analysis reports present Report 5: Research
readers with a detailed description of problems in areas, such as personnel, equipment, Report is an example
of a problem analysis.
products, and services.
Most problem analyses contain both facts and

opinions. As the writer, you must make special ef-
forts to separate the two because most readers want
the opportunity to draw their own conclusions
about the problem.
Recommendation Reports
Recommendation reports use objective information
to support suggestions that affect personnel, equip-
ment, procedures, products, and services.
Report 6: Report of >>> Chapter Summary

Findings is an exam-
ple of a recommen- This chapter deals with the common types of reports you will write in your career.When
dation report.
writing reports, follow these guidelines:
1. Plan well before you write.
2. Separate fact from opinion.
3. Make text visually appealing.
4. Use illustrations for clarification and persuasion.
5. Edit carefully.
On the job, you write informal reports for readers inside your organization (as memo reports)
and outside your organization (as letter reports). In both cases, follow these basic guidelines:
1. Use letter or memo format.
2. Use the ABC format for organizing information.
3. Start with an introductory summary.
4. Put detailed support in the body.
5. Focus attention in your conclusion.
6. Use attachments for details.
You also will write formal reports for large and complex projects, either inside or
outside your organization, for readers with mixed technical backgrounds. Although long
report formats vary according to company and profession, most have these nine basic
parts: (1) cover/title page, (2) letter/memo of transmittal, (3) table of contents, (4) list
of illustrations, (5) executive summary, (6) introduction, (7) discussion sections, (8)
conclusions and recommendations, and (9) end material. Follow the specific guidelines
in this chapter for these sections.The annotated example can serve as your reference.
Although formal and informal reports come in many varieties, this chapter describes
only four common types: equipment evaluations, problem analyses, progress/periodic re-
ports, and recommendations.
Collaboration at Work Suggestions for High School Students

General Instructions nonjudgmental way; then you choose what should be in-
cluded in the report based on your team discussions.
(1) have been divided into teams of about three to six stu- Team Assignment
dents, (2) will use team time inside or outside of class to com- Assume an association of colleges and universities has
plete the case, and (3) will produce an oral or written response. asked your team to help write a short report to be sent to
For guidelines about writing in teams, refer to Chapter 2. high school students. The report’s purpose is to assist stu-
dents in selecting a college or university. Your team will
Background for Assignment prepare an outline for the body of the report by (1) choos-
This chapter introduced you to five types of informal re- ing several headings that classify groupings of recommen-
ports, one of which is focused on recommendations. When dations and (2) providing specific recommendations
you are writing a recommendation report with a team within each grouping. For example, one grouping might be
of colleagues, agreeing on content can be a challenge. Rec- “Support for Job Placement,” with one recommendation in
ommendations involve opinions, and opinions often vary this grouping being “Request data on the job placement
about what should be presented to the reader. As with rates of graduates of the institution.” After producing your
other collaborative efforts, first you share information in a outline, share the results with other teams in the class.
Assignments
This chapter includes both short and long assignments. Part 1: Short Assignments
The short assignments in Part 1 are designed to be used
1. Problem Analysis—Critiquing a Report
for in-class exercises and short homework assignments.
Using the guidelines in this chapter, analyze the level of
The assignments in Part 2 generally require more time to
effectiveness of the problem analysis that begins on the fol-
complete.
lowing pages.
April 16, 2011

Mr Jay Henderson
Christ Church
10 Smith Dr
Jar Georgia 30060
PROBLEM ANALYSIS:
NEW CHURCH BUILDING SITE
Last week, your church hired our firm to study problems caused by the recent incorporation of the church’s new building site into the
city limits. Having reviewed the city’s planning and zoning requirements, we have found some problems with your original site design—
which initially was designed to meet the county’s requirements only. My report focuses on problems with four areas on the site:
1. Landscaping screen
2. Church sign
(continued)
3. Detention pond
4. Emergency vehicle access
Attached to this report is a site plan to illustrate these problems as you review the report. The plan was drawn from an aerial view-
point.
Landscaping Screen
The city zoning code requires a landscaping screen along the west property line, as shown on the attached site illustration sheet. The
former design does not call for a screen in this area. The screen will act as a natural barrier between the church parking lot and the pri-
vate residence adjoining the church property. The code requires that the trees for this screen be a minimum height of 8 feet with a
height maturity level of at least 20 feet. The trees should be an aesthetically pleasing barrier for all parties, including the resident on
the adjoining property.
Church Sign
After the site was incorporated into the city, the Department of Transportation decided to widen Woodstock Road and increase the set-
back to 50 feet, as illustrated on our site plan. With this change, the original location of the sign falls into the road setback. Its new
location must be out of the setback and moved closer to the new church building.
Detention Pond
The city’s civil engineers reviewed the original site drawing and found that the detention pond is too small. If the detention pond is not
increased, rainwater may build up and overflow into the building, causing a considerable amount of flood damage to property in the
building and to the building itself. There is a sufficient amount of land in the rear of the site to enlarge and deepen the pond to handle
all expected rainfall.
Emergency Vehicle Access

On the original site plan, the slope of the ground along the back side of the new building is so steep that an ambulance or city fire truck
will not be able to gain access to the rear of the building in the event of a fire. This area is shown on our site illustration around the north
and east sides of the building. The zoning office enforces a code that is required by the fire marshal’s office. This code states that all
buildings within the city limits must provide a flat and unobstructed access path around the buildings. If the access is not provided, the
safety of the church building and its members would be in jeopardy.
Conclusion
The just-stated problems are significant, yet they can be solved with minimal additional cost to the church. Once the problems are
remedied and documented, the revised site plan must be approved by the zoning board before a building permit can be issued to the
contractor.
I look forward to meeting with you and the church building committee next week to discuss any features of this study and its ram-
ifications.
Sincerely,
Thomas K. Jones
Senior Landscape Engineer
Enclosure
2. Writing a Recommendation Report Students for Tomorrow’s Success. Sample topics might in-
clude a major paper, laboratory experiment, field project,
Divide into teams of three or four students, as your instruc-
or design studio.
tor directs. Consider your team to be a technical team from
an architectural engineering firm. Assume that the facilities Periodic report: Following the guidelines in the “Progress/
director of your college or university has hired your team to Periodic Reports” section of this chapter, write a periodic re-
recommend changes that would improve your classroom. port on your recent course work (completed or ongoing
Write a team report that includes the recommendations classes or both). Direct the letter report to Wade Simkins,
agreed to by your team. For example, you may want to con- Financial Aid Director of Today’s Students for Tomorrow’s
sider structural changes of any kind, additions of equip- Success. Organize the report by class and then give specific
ment, changes in the type and arrangement of seating, and updates on each one.
so forth.
Part 2: Longer Assignments—Individual

3. Evaluation—A Formal Report or Team Work
Locate a formal report written by a private firm or govern- This section contains assignments for writing longer in-
ment agency, or use a long report provided by your instruc- formal reports and entire formal reports. Remember to
tor. Determine the degree to which the example follows complete the Planning Form for each assignment. These
the guidelines in this chapter. Depending on the instruc- assignments can be written by individual writers or by
tions given by your teacher, choose between the following writing teams. If your instructor has made this a team as-
options: signment, review the guidelines on team writing in
Chapter 2.
■ Present your findings orally or in writing.
■ Select part of the report or all of the report.
6. Problem Analysis
Assume that you are a landscape engineer whose com-
5. Progress or Periodic Report
pany examines problems associated with the design of
Assume that you receive financial support for college from
walkways, the location of trees and garden beds, the grad-
an agency in a nearby large city that requires regular repo-
ing of land around buildings, and any other topographical
rts on your academic progress. Choose one of these two
features. You have been hired by a specific college, com-
options for this assignment:
munity, or company with which you are familiar. Your ob-
Progress report: Select a major project you are now com- jective is to evaluate one or more landscaping problems at
pleting in any college course. Following the guidelines in the site.
the “Progress/Periodic Reports” section of this chapter, Write an informal report that describes the problem(s)
write a progress report on this project. Direct the letter rein detail. (Follow the guidelines in the “Problem Analyses”
port to Wade Simkins, Financial Aid Director of Today’s section of this chapter.) Be specific about how the problem
affects people—the employees, inhabitants, students, and
so forth. Following are some sample problems that could be
evaluated:
■ Poorly landscaped entrance to a major subdivision

■ Muddy, unpaved walkway between dormitories and aca-
demic buildings on a college campus
■ Unpaved parking lot far from main campus buildings
■ Soil runoff into the streets from several steep, muddy
subdivision lots that have not yet been sold
■ City tennis courts with poor drainage
■ Lack of adequate flowers or bushes around a new office
building
■ Need for a landscaped common area within a subdivi-
sion or campus
■ Need to save some large trees that may be doomed be-
cause of proposed construction
7. Recommendation Report ? 9. Ethics Assignment

This project requires some research. Assume that your college Illustrations on cover pages of formal reports are one strat-
plans either to embark on a major recycling effort or to ex- egy for attracting the readers’ attention to the document.
pand a recycling program that has already started. Put your- Note the use of an illustration on page 159. Noland Engineer-
self in the role of an environmental scientist or technician ing submitted a formal report to a coastal city in California,
who has been asked to recommend these recycling changes. concluding that an industrial park can be built near the
First, do some research about recycling programs that city’s bird sanctuary without harming the habitat—if strin-
have worked in other organizations. A good place to start is gent guidelines are followed. The report writer decided to
a periodical database such as EBSCOhost or J-Stor, which will place the picture of a bird on the title page, punctuating the
lead you to some magazine articles of interest. Choose to report’s point about the industrial park. Do you think the re-
discuss one or more recoverable resources, such as paper, port cover uses its graphics in an ethically sound way to en-
aluminum, cardboard, plastic, or glass bottles. Be specific gage the reader with the report? Why or why not? How do
about how your recommendations you determine whether a cover page illustration is an ap-
can be implemented by the organi- propriate persuasive tool on the one hand, or an inappropri-
For more practice, do zation or audience about which you ate attempt to manipulate the reader on the other hand?
the Revising a are writing. (Consult the guidelines Give hypothetical examples, or find examples from reports
Formal Report on in the “Recommendation Reports” available on the Internet.
Technology Activity.
section of this chapter.)
8. Research-Based Formal Report

Complete the following procedure for writing a research- 10. International Communication
based report: Assignment
This assignment requires that you gain information
■ Use library and Internet resources to research a general
about writing long technical reports designed for readers
topic in a field that interests you. Do some preliminary
outside the United States (or outside the country where
reading to screen possible specific topics.
you are taking this course, if it is not the United States).
■ Choose three to five specific topics that require further
The suggestions you develop can relate to either (1) re-
research and for which you can locate information.
ports written in English that will be read in English or
■ Work with your instructor to select the one topic that
(2) reports written in English that will be translated into
best fits this assignment, given your interests and the
another language.
criteria set forth here.
Specifically, write a report that provides a wide range of
■ Develop a simulated context for the report topic,
recommendations for writing long technical documents to a
whereby you select a purpose for the report, a specific
specific international audience. Cover as many writing-re-
audience to whom it could be addressed (as if it were a
lated issues as possible—organization, format, page design,
real report), and a specific role for you as a writer.
and style.
For example, assume you have selected “Earth-Sheltered To gather information for this assignment, find someone
Homes” as your topic. You might be writing a report to the who works for an international firm, deals with international
manager of a local design firm on the features and construc- clients, or has in some other way acquired information about
tion techniques of such structures. As a newly hired engineer the needs of international readers of technical docu-
or designer, you are presenting information so that your ments. Possible sources include (1) your institution’s
manager can decide whether the firm might want to begin alumni office, which may be able to provide names of
building and marketing such homes. This report might pres- graduates or employers of graduates; (2) friends or col-
ent only data, or it could present data and recommendations. leagues; (3) individuals contacted through Web sites of
Write the report according to the format guidelines in international organizations; and (4) local chambers of
this chapter and in consideration of the specific context you commerce and other organizations that promote interna-
have chosen. tional trade.
Oceanside’s New Industrial Park
Prepared for: City Council

Oceanside, California
Prepared by: Noland Engineering, L.L.P.

San Francisco, California
Date: March 3, 2010

Chapter 8 Proposals
>>> Chapter Outline

Introduction 171
Conclusion 173
Appendices 173
Chapter Summary 183
Assignments 184
160
veryone of us relies on persuasion. Usually we ■ The size and importance of the project is such
E apply our persuasive strategies in less formal sit-

uations—for example, in asking for an extension
on a paper deadline, gaining approval to use a sales
that a formal proposal is appropriate
■ The client has expressed a preference for a
more-formal document
coupon after its void date, convincing a friend to choose These two formats can be used for proposals that are ei-
one vacation destination over another, or selling retail ther in-house (to readers within your own organization)
products on commission. When persuasion is applied or external (to readers outside your organization).
to business situations, it often results in a written docu- The flowchart in Figure 8–1 shows one possible
ment called a proposal, and you may write many of communication cycle that would involve both a
them in your career. Proposals are defined as follows: proposal and an RFP, which stands for request for
Proposal: A document written to convince your proposal.

readers to adopt an idea, a product, or a service.
Request for proposal (RFP): A document sometimes
They can be directed to colleagues inside your
sent out by organizations that want to receive
own organization (in-house proposals), to clients
proposals for a product or service. The RFP gives
outside your organization (sales proposals), or to
guidelines on (1) what the proposal should cover,
organizations that fund research and other
(2) when it should be submitted, and (3) to whom
activities (grant proposals).
it should be sent. As writer, you should follow the
In all three cases, proposals can be presented RFP religiously in planning and drafting your
in either a short, simple format (informal proposal) proposal.
or a longer, more complicated format (formal
proposal). Also, proposals can be either requested RFPs generally are used when an organization:
by the reader (solicited) or submitted without a
■ Wants to receive multiple approaches to ad-
request (unsolicited).
dress a problem.
Like informal reports, informal proposals are short doc- ■ Wants the best price for a well-defined scope
uments that cover projects with a limited scope. Follow- of work.

ing are some guidelines to help you decide when to use ■ Is required to solicit bids for projects.
informal and formal proposals: ■ Provides grants or fellowships for research or
Use Informal Proposals When community projects.
■ The text of the proposal (excluding attachments)
If you are responding to an RFP, it is key to your
is no more than five pages
understanding the needs of the readers to whom you
■ The size of the proposed project is such that a
will send your proposal. You must read RFPs very
long formal proposal appears to be inappropriate carefully to understand the main concerns and inter-
■ The client has expressed a preference for a ests of your readers, as well as the requirements for
leaner and less-formal document proposals. You should precisely follow the content
Use Formal Proposals When and formatting guidelines outlined in the RFP, as pro-
■ The text of the proposal (excluding attachments) posals that do not follow the guidelines are usually
is more than five pages rejected immediately.

162 Chapter 8 Proposals
■ Figure 8–1 ■ Sent by real estate developer to a number

Flowchart showing RFP of construction design firms. This request
the main for proposal (RFP) gives details about the
kind of building the developers want built.
documents
involved in an
external, solicited
proposal process. Proposal Sent by interested construction design firms
to the developer, in response to the RFP.
Agreed on by construction design firm and

Contract
developer.
Project
Written by construction design firm at

Report completion of project and sent to client
real estate develop.
>>> Guidelines for Informal Proposals

This section provides writing guidelines and an annotated model for informal proposals,
which have two formats: (1) memos (for in-house proposals) and (2) letters (for external
The Model Sales
Proposal for Home proposals). With some variations, these guidelines are similar to those suggested in
Repair is an example Chapter 7 for informal reports.The formats are much the same, although the content and
of a short, informal
proposal. tone are different. Reports explain, whereas proposals persuade.
>> Informal Proposal Guideline 1: Plan Well Before You Write

Complete the Planning Form at the end of the book for all proposal assignments. Care-
fully consider your purpose, audience, and organization.Two factors make this task espe-
cially difficult in sales-proposal writing:
1. You may know nothing more about the client than what is written on the RFP.
2. Proposals often are on a tight schedule, which limits your planning time.
Nevertheless, try to find out exactly who will

be making the decision about your proposal. Many
clients will tell you if you give them a call. In fact,
they may be pleased that you care enough about
the project to target the audience. Once you iden-
tify the decision makers, spend time brainstorm-
ing about their needs before you begin writing.
>> Informal Proposal Guideline 2: Use

Letter or Memo Format
Letter proposals usually follow the format of routine
business letters (see Chapter 4). This casual style
gives readers the immediate impression that your
document will be approachable—that is, easy to get through and limited in scope. Memo
proposals, such as the example shown in Figure 8–2, follow the format of an internal mem-
orandum (see Chapter 4). Following are a few highlights:
■ Line spacing is usually single, but it may be one-and-a-half or double, depending on the
reader’s or company’s preference.
■ The recipient’s name, date, and page number appear on sheets after the first.
■ Most readers prefer an uneven or ragged-edge right margin, as opposed to an even or

full-justified margin.
Your subject line in a memo proposal gives readers the first impression of the pro-
posal’s purpose. Choose concise yet accurate wording. See Figure 8–2 for wording that
gives the appropriate information and tries to engage the reader’s interest.
>> Informal Proposal Guideline 3: Make Text Visually Appealing

The page design of informal proposals must draw readers into the document. Remem-
ber—you are trying to sell a product, a service, or an idea. Also, remember that your
proposal may be competing with others. Put yourself in the place of the reader who is
wondering which one to pick up first. How the text looks on the page can make a big
difference. Following are a few techniques to follow to help make your proposal visually
appealing:
■ Use lists (with bullets or numbered points) to highlight main ideas.
■ Follow your readers’ preferences as to font size, type, line spacing, and so forth. Pro-
posals written in the preferred format of the reader gain an edge.
■ Use headings and subheadings to break up blocks of text.
These and other techniques help guide readers through the informal proposal. Given
that there is no table of contents, you must take advantage of such strategies.
DATE: October 3, 2010

TO: Gary Lane
FROM: Jeff Bilstrom JB
SUBJECT: Creation of Logo for Montrose Service Center
Gives concise view of
problem—and his ▼
Part of my job as director of public relations is to get the Montrose name firmly
proposed solution.
entrenched in the minds of metro Atlanta residents. Having recently reviewed the
contacts we have with the public, I believe we are sending a confusing message
about the many services we offer retired citizens in this area.
To remedy the problem, I propose we adopt a logo to serve as an umbrella for
all services and agencies supported by the Montrose Service Center. This pro-
posal gives details about the problem and the proposed solution, including costs.
The Problem
Includes effective
The lack of a logo presents a number of problems related to marketing the
▼
lead-in.
center’s services and informing the public. Here are a few:
• The letterhead mentions the organization’s name in small type, with none
Uses bulleted list to of the impact that an accompanying logo would have.
highlight main • The current brochure needs the flair that could be provided by a logo on the
▼
difficulties posed by
current situation.
cover page, rather than just the page of text and headings that we now have.
• Our 14 vehicles are difficult to identify because there is only the lettered
organization name on the sides without any readily identifiable graphic.
• The sign in front of our campus, a main piece of free advertising, could
better spread the word about Montrose if it contained a catchy logo.
• Other signs around campus could display the logo, as a way of reinforcing
our identity and labeling buildings.
Ends section with good
▼
transition to next It is clear that without a logo, the Montrose Service Center misses an excellent
section. opportunity to educate the public about its services.
The Solution
Starts with main
I believe a professionally designed logo could give the Montrose Service Center
▼
point—need for logo.

a more distinct identity. Helping to tie together all branches of our operation, it would
give the public an easy-to-recognize symbol. As a result, there would be a stronger
awareness of the center on the part of potential users and financial contributors.
■ Figure 8–2 ■ Memo proposal

Gary Lane
October 3, 2010
Page 2
The new logo could be used immediately to do the following:
Focuses on benefits of
• Design and print letterhead, envelopes, business cards, and a new brochure.
▼
proposed change.
• Develop a decal for all company vehicles that would identify them as belonging
to Montrose.
• Develop new signs for the entire campus, to include a new sign for the en-
trance to the campus, one sign at the entrance to the Blane Workshop, and
one sign at the entrance to the Administration Building.
Cost
Developing a new logo can be quite expensive. However, I have been able to
Emphasizes benefit of
get the name of a well-respected graphic artist in Atlanta who is willing to donate his
▼
possible price break.
services in the creation of a new logo. All that we must do is give him some general
guidelines to follow and then choose from among eight to ten rough sketches. Once
a decision is made, the artist will provide a camera-ready copy of the new logo.
• Design charge $0.00

Uses listing to
• Charge for new letterhead, envelopes,
▼
clarify costs.
business cards, and brochures (min. order) 545.65
• Decal for vehicles 14 @ $50.00 + 4% 728.00
• Signs for campus 415.28
Total Cost $1,688.93

Closes with major bene-
Conclusion
▼
fit to reader and urge to

As the retirement population of Atlanta increases in the next few years, there action.
will be a much greater need for the services of the Montrose Service Center. Be-
cause of that need, it is in our best interests to keep this growing market informed
about the organization.
Keeps control of
I’ll stop by later this week to discuss any questions you might have about this
▼
next step.
proposal.

ABC Format: >> Informal Proposal Guideline 4: Use

the ABC Format for Organization
Informal Proposal
The ABC Format used throughout this book also ap-
■ ABSTRACT: Gives “big picture” for those who make deci-
sions. Usually includes a statement of the problem or
plies to informal proposals.
other information that will entice the audience to read Note: Beginning and end sections should be
further. easy to read and stress just a few points. They
■ BODY: Gives details about exactly what you are propos- provide a short buffer on both ends of the longer
ing to do. and more technical body section in the middle.
■ CONCLUSION: Drives home the main benefit and makes The next four guidelines give more specific ad-
clear the next step.
vice for writing the main parts of an informal
proposal.
>> Informal Proposal Guideline 5: Create the Abstract as an

In an abstract, you capture the client’s attention with a capsule summary of the entire pro-
posal. This is especially important in unsolicited proposals. This one- or two-paragraph
starting section permits space only for what the reader really must know at the outset,
such as the following:
■ Purpose of proposal
■ Reader’s main need
■ Main features you offer, as well as related benefits
■ Overview of proposal sections to follow
Keep this overview very brief. Answer the one question readers are thinking: “Why
should I accept this proposal?”
>> Informal Proposal Guideline 6: Put Important Details

in the Body
The discussion of your proposal should address these basic questions:
1. What problems are you trying to solve, and why?

2. What are the technical details of your approach?
3. Who will do the work, and with what?
4. When will it be done?
5. How much will it cost?
Discussion formats vary from proposal to proposal, but here are some sections com-
monly used to respond to these questions:
1. Description of problem or project and its significance. Give a precise
technical description, along with any assumptions you have made on the basis of previous
contact with the reader. Explain the importance or significance of the problem to the
reader of the proposal.
2. Proposed solution or approach. Describe specific tasks you propose in
a manner that is clear and well organized. If you are presenting several options,
discuss each one separately—making it easy for the reader to compare and contrast
information.
3. Personnel. If the proposal involves people performing tasks, it may be appropri-
ate to explain qualifications of participants.
4. Schedule. Even the simplest proposals require some information about the
schedule for delivering goods, performing tasks, and so forth. Be both clear and realistic
in this portion of the proposal. Use graphics when appropriate.
5. Costs. Place complete cost information in the body of the proposal unless you
have a table that would be more appropriately placed in an attachment. Above all, do not
bury dollar figures in paragraph format. Instead, highlight figures with indented or bul-
leted lists. Because your reader will be looking for cost data make that information easy to
find. Finally, be certain to include all costs—materials, equipment, personnel, salaries,
and so forth.
>> Informal Proposal Guideline 7: Use a Problem/Solution

Organization
As any good salesperson knows, customers must feel that they need your product, serv-
ice, or idea before they can be convinced to purchase or support it. Lay the groundwork
for acceptance by first showing the readers that a strong need exists.
Establishing need is most crucial in unsolicited proposals, of course, when readers
may not be psychologically prepared to accept a change that costs money. Even in pro-
posals that have been solicited, however, you should give some attention to restating
the basic needs of the readers.You should show your readers your understanding of the The Problem/Solu-
problem, and you should emphasize the connections between the problem and your tion pattern is clear
in Research Report 2.
proposed solution.
>> Informal Proposal Guideline 8: Focus Attention in Your Conclusion

Called conclusion or closing, this section gives you the opportunity to control the readers’
last impression. It also helps avoid the awkwardness of ending proposals with the costs. In
this closing section, you can
■ Emphasize a main benefit or feature of your proposal
■ Restate your interest in doing the work
■ Indicate what should happen next
Regarding the last point, sometimes you may ask readers to call if they have questions. In
other situations, however, it is appropriate to say that you will follow up the proposal with
a phone call.This approach leaves you in control of the next step.
>> Informal Proposal Guideline 9: Use Attachments for

Less Important Details
The text of informal proposals is usually less than five pages, so you may have to place sup-
porting data or illustrations in attachments that follow the conclusion. Cost and schedule
information, in particular, is best placed at the end in well-labeled sections.
Make sure the proposal text includes clear references to all visuals. If you have more
than one attachment, give each one a letter and a title (for example, “Attachment A:
Project Costs”). If you have only one attachment, include the title but no letter (for exam-
ple, “Attachment: Resumes”).
>> Informal Proposal Guideline 10: Edit Carefully

Build in enough time for a series of editing passes, preferably by different readers.There
are two reasons why proposals of all kinds deserve this special attention.
1. They can be considered contracts in a court of law. If you make editing mistakes
that alter meaning (such as an incorrect price figure), you could be bound to the
error.
2. Proposals often present readers with their first impression of you. If the document is
sloppy, they can make assumptions about your professional abilities as well.
>>> Guidelines for Formal Proposals

Sometimes the complexity of the proposal may be such that a formal response is best.Ask
yourself questions such as the following in deciding whether to write an informal or a for-
mal proposal:
■ Is there too much detail for a letter or memo?
■ Is a table of contents needed so that sections can be found quickly?
■ Will the professional look of a formal document lend support to the cause?
■ Are there so many attachments that a series of lengthy appendices would be useful?
■ Are there many different readers with varying needs, such that there should be differ-
ent sections for different people?
If you answer “yes” to one or more of these questions, you probably should write a for-
mal proposal.Although this long format is most common in external sales proposals, some
in-house proposals may require the same approach—especially in large organizations in
which you may be writing to unknown persons in distant departments.
Formal proposals can be long and complex, so this part of the chapter treats each
proposal section separately—from title page through conclusion. Two points will be-
come evident as you use these guidelines. First, formal reports and formal proposals
are very much alike. A quick look at Chapter 7 shows you the similarities in format.
Second, a formal proposal follows the basic ABC format described in Chapter 1.
Specifically, the parts of the formal proposal fit the pattern as shown in the following
box. Notice that formal proposals, like informal proposals, are organized with a problem/
solution pattern.
As you read through and apply these guidelines, refer to Figure 8–3 on pp. 174–182
for an annotated example of the formal proposal.
Cover/Title Page
Like formal reports, formal proposals are usually ABC Format: Formal Proposal
bound documents with a cover, which includes one
or more of the items listed on the right for inclusion ■ ABSTRACT:
on the title page. The cover should be designed to • Cover/Title Page
attract the reader’s interest—with good page layout • Letter of Transmittal
and perhaps even a graphic. • Table of Contents
Inside the cover is the title page, which contains • List of Illustrations
these four pieces of information: • Executive Summary

• Introduction
■ Project title, sometimes preceded by Proposal ■ BODY:
for or similar wording • Technical information
■ Your reader’s name (sometimes preceded by • Management information
Prepared for...) • Cost information
■ Your name or the name of your organization • (Appendices—appear after text, but support Body section)
■ CONCLUSION:
spelled out in full (sometimes preceded by
Prepared by...) • Conclusion
■ Date of submission
The title page gives clients their first impression of you. For that reason, consider
using some tasteful graphics to make the proposal stand out from those of your
competitors.
Letter/Memo of Transmittal
Internal proposals have memos of transmittal; external sales proposals have letters of transmit-
tal. The guidelines for format and organization presented here help you write attention-
getting prose. In particular, note that the letter or memo should be in single-spaced,
ragged-right-edge format, even if the rest of the proposal is double-spaced copy with
right-justified margins.
For details of letter and memo format, see Chapter 4. The guidelines for the
letter/memo of transmittal for formal reports also apply to formal proposals (see “Trans-
mittal Guideline 4” in Chapter 7). For now, here are some highlights of format and con-
tent that apply especially to letters and memos of transmittal:
1. Use short beginning and end paragraphs.
2. Use a conversational style, with little or no technical jargon.
3. Use the first paragraph for introductory information, mentioning what your
proposal responds to (e.g., a formal RFP, a conversation with the client, your
perception of a need).
4. Use the middle of the letter to emphasize one main benefit of your proposal. Stress
what you can do to solve a problem, using the words you and your as much as possible
(rather than I and we).
5. Use the last paragraph to retain control by orchestrating the next step in the pro-
posal process.When appropriate, indicate that you will call the client soon to follow
up on the proposal.
6. Follow one of the letter formats described in Chapter 4. Following are some excep-
tions, additions, or restrictions:
■ Use single-spaced, ragged-right-edged copy, which makes your letter stand out
from the proposal proper.
■ Keep the letter on one page—a two-page letter loses that crisp and concise im-
pact you want to make.
■ Place the company proposal number (if there is one) at the top, above the date.
Exact placement of both number and date depends on your organization’s
letter style.
■ Include the client’s company name or personal name on the first line of the in-
side address, followed by the mailing address used on the envelope. Include the
full name (and title, if appropriate) of your contact person at the client firm. If
you use a personal name, follow the last line of the inside address with a con-
ventional greeting (“Dear Mr. Adams:”).
■ (Optional) Include the project title beneath the attention line, using the exact
wording that appears on the title page.
■ Close with “Sincerely” and your name at the bottom of the page. Also include
your company affiliation.
Table of Contents
Create a very readable table of contents by spacing items well on the page. List all pro-
posal sections, subsections, and their page references. At the end, list any appendices that
may accompany the proposal.
Given the tight schedule on which most proposals are produced, errors can be in-
troduced at the last minute because of additions or revisions. Therefore, take time to
proofread the table of contents carefully. In particular, make sure to follow these
guidelines:
■ Wording of headings should match within the proposal text.
■ Page references should be correct.
■ All headings of the same order should be parallel in grammatical form.

List of Illustrations
When there are many illustrations, the list of illustrations appears on a separate page after
the table of contents.When there are few entries, however, the illustrations may be listed
at the end of the table of contents page. In either case, the list should include the number,
title, and page number of every illustration appearing in the body of the text. (If there is
only one illustration, a number need not be included.) You may divide the list into tables
and figures.
Executive Summary
Executive summaries are the most frequently read parts of proposals. Often read by deci-
sion makers in an organization, the summary should present a concise overview (usually
one page) of the proposal’s most important points. It should also accomplish the following
objectives:
■ Avoid technical language.
■ Be as self-contained as possible.
■ Make brief mention of the problem, proposed solution, and cost.
■ Emphasize the main benefits of your proposal.
Start the summary with one or two sentences that command readers’ attention and
engage their interest, and then focus on just a few main selling points (three to five is
best). You might even want to highlight these benefits with indented lead-ins, such as
Benefit 1 and Benefit 2. When possible, use the statement of benefits to emphasize what is
unique about your company or your approach so that your proposal attracts special atten-
tion. Finally, remember to write the summary after you have completed the rest of the
proposal. Only at this point do you have the perspective to sit back and develop a reader-
oriented overview.
Introduction
The introduction provides background information for both nontechnical and technical
readers. Although the content varies from proposal to proposal, some general guide-
lines apply.You should include information on the (1) purpose, (2) description of the
problem to which you are responding, (3) scope of the proposed study, and (4) format
of the proposal.
■ Use subheadings if the introduction goes over a page. In this case, begin the section
with a lead-in sentence or two that mention the sections to follow.
■ Start with a purpose statement that concisely states the reason you are writing the
proposal.
■ Include a description of the problem or need to which your proposal is responding.

Use language directly from the request for proposal or other document the reader may
have given you so that there is no misunderstanding. For longer problem or need de-
scriptions, adopt the alternative approach of including a separate needs section or
problem description after the introduction.
■ Include a scope section in which you briefly describe the range of proposed activities
covered in the proposal, along with any research or preproposal tasks that have already
been completed.
■ Include a proposal format section if you believe the reader would benefit from a listing
of the major proposal sections that follow.
Some formal sales proposals include information about the history, background,
and expertise of an organization. This is especially appropriate in proposals that are
The Model Sales
responding to an RFP, where a number of organizations are competing to win the
Proposal opens with contract. This material is often boilerplate, or text that can be reused in all similar
boilerplate text.
documents.
Discussion Sections
Aim the discussion or body toward readers who need supporting information.Tradition-
ally, the discussion of a formal sales proposal contains three basic types of information:
(1) technical, (2) management, and (3) cost. Following are some general guidelines for
presenting each type. Remember that the exact wording of headings and subheadings
varies depending on proposal content.
1. Technical Sections
■ Respond thoroughly to the client’s concerns, as expressed in writing or
meetings.
■ Follow whatever organization plan that can be inferred from the request for
proposal.
■ Use frequent subheadings with specific wording.
■ Back up all claims with facts.
2. Management Sections
■ Describe who will do the work.
■ Explain when the work will be done.
■ Display schedule information graphically.
■ Highlight personnel qualifications (but put resumes in appendices).
3. Cost Section
■ Make costs extremely easy to find.
■ Use formal or informal tables when possible.
■ Emphasize value received for costs.
■ Be clear about add-on costs or options.

■ Always total your costs.
Conclusion
Formal proposals should always end with a section labeled “Conclusion” or “Closing.”
This final section of the text gives you the chance to restate a main benefit, summarize the
work to be done, and assure clients that you plan to work with them closely to satisfy their
needs. Just as important, this brief section helps you end on a positive note.You come back
full circle to what you stressed at the beginning of the document—benefits to the client
and the importance of a strong personal relationship. (Without the conclusion, the client’s
last impression would be made by the cost section in the discussion.)
Appendices
Because formal proposals are so long, readers sometimes have trouble locating informa-
tion they need. Headings help, but they are not the whole answer. Another way you can
help readers is by transferring technical details from the proposal text into appendices.
The proposal still contains detail—for technical readers who want it—but details do not
intrude into the text.
Proposals often include boilerplate, such as the resumes of all major personnel who
will be working on a project or project sheets that show expertise and experience with
projects like those on which the company is bidding. Creating boilerplate for this informa-
tion can save you or your employer’s considerable time by eliminating the need to recreate
this material for each new proposal.
Any supporting information can be placed in appendices, but following are some
common items included there as well:
■ Resumes
■ Organization charts
■ Company histories
■ Detailed schedule charts
■ Contracts
■ Cost tables
■ Detailed options for technical work
■ Summaries of related projects already completed
■ Questionnaire samples
This boilerplate is often printed from separate files, and thus is not paged in sequence
with your text. Instead, it is best to use individual paging within each appendix. For exam-
ple, pages in an Appendix B are numbered as B-1, B-2, B-3, and so forth.
PROPOSAL FOR SUPPLYING

TEAK CAM CLEAT SPACERS
Prepared by
Totally Teak, Inc.
Prepared for
John L. Riggini
Bosun’s Locker Marine Supply
August 22, 2011
■ Figure 8–3 ■ Formal proposal

In this example, the

letter of transmittal
August 22, 2011
appears immediately
John L Riggini President following the title page.
Bosun’s Locker Marine Supply It can also appear before
38 Oakdale Parkway the title page
(see Model 8–4).
Norcross OH 43293
Dear Mr. Riggini:

Establishes link with
▼
previous client contact.
I enjoyed talking with you last week about inventory needs at the 10 Bosun’s
stores. In response to your interest in our products, I’m submitting this proposal to
supply your store with our Teak Cam Cleat Spacers.
Stresses two main
▼
This proposal outlines the benefits of adding Teak Cam Cleat Spacers to your
benefits.
line of sailing accessories. The potential for high sales volume stems from the fact
that the product satisfies two main criteria for any boat owner:
1. It enhances the appearance of the boat.

2. It makes the boat easier to handle. Says he will call (rather
▼
than asking client to
Your store managers will share my enthusiasm for this product when they see the call).
response of their customers.
I’ll give you a call next week to answer any questions you have about this
proposal.
Sincerely,
William G. Rugg
President
Totally Teak, Inc.
WR/rr

CONTENTS
PAGE
EXECUTIVE SUMMARY ................................................................................... 1
INTRODUCTION ............................................................................................... 2
Background ................................................................................................ 2
Proposal Scope and Format....................................................................... 2
Organizes entire pro-
FEATURES AND BENEFITS ............................................................................ 3
▼
posal around benefits.

Practicality .................................................................................................. 3
Suitability for a Variety of Sailors ................................................................ 4
High-Quality Construction and Appearance ............................................... 4
Dealer Benefits ........................................................................................... 4
Sizable Potential Market ............................................................................. 5
Affordable Price .......................................................................................... 5
CONCLUSION .................................................................................................. 6
ILLUSTRATIONS
Figure: Side Views of Cleating Arrangement ..................................................... 3

EXECUTIVE SUMMARY
Briefly mentions main
need to which proposal
This proposal outlines features of a custom-made accessory designed for
▼
responds.
today’s sailors—whether they be racers, cruisers, or single-handed skippers. The
product, Teak Cam Cleat Spacers, has been developed for use primarily on the
Catalina 22, a boat owned by many customers of the 10 Bosun’s stores. However,
it can also be used on other sailboats in the same class.
The predictable success of Teak Cam Cleat Spacers is based on two impor-
tant questions asked by today’s sailboat owners: Reinforces main points
mentioned in letter
▼
• Will the accessory enhance the boat’s appearance? (selective repetition of
• Will it make the boat easier to handle and, therefore, more enjoyable to sail? crucial information is
acceptable).
This proposal answers both questions with a resounding affirmative by describing
the benefits of teak spacers to thousands of people in your territory who own boats for
which the product is designed. This potential market, along with the product’s high
profit margin, will make Teak Cam Cleat Spacers a good addition to your line of sailing
accessories.

INTRODUCTION
Makes clear the
▼
proposal’s purpose. The purpose of this proposal is to show that Teak Cam Cleat Spacers will be a
practical addition to the product line at the Bosun’s Locker Marine Supply stores. This
introduction highlights the need for the product, as well as the scope and format of the
Gives lead-in about
▼
proposal.
section to follow.
Background
Sailing has gained much popularity in recent years. The high number of inland im-
poundment lakes, as well as the vitality of boating on the Great Lakes, has spread the
popularity of the sport. With this increased interest, more and more sailors have be-
come customers for a variety of boating accessories.
Establishes need for What kinds of accessories will these sailors be looking for? Accessories that
▼
product.
(1) enhance the appearance of their sailboats and (2) make their sailboats easier to
handle and, consequently, more enjoyable to sail. With these customer criteria in
mind, it is easy to understand the running joke among boat owners (and a profitable
joke among marine supply dealers): “A boat is just a hole in the water that you pour
your money into.”
Shows his
The development of this particular product originated from our designers’ first-
▼
understanding of need
(personal experience of hand sailing experiences on the Catalina 22 and knowledge obtained during manufac-
designing owner survey).
ture (and testing) of the first prototype. In addition, we conducted a survey of owners
of boats in this general class. The results showed that winch and cam cleat designs
are major concerns.
Proposal Scope and Format

The proposal focuses on the main advantages that Teak Cam Cleat Spacers will
provide your customers. These six sections follow:
Gives list of sections to
1. Practicality
▼
follow, to reinforce
organization of proposal. 2. Suitability for a Variety of Sailors
3. High-Quality Construction and Appearance
4. Dealer Benefits
5. Sizable Potential Market
6. Affordable Price

Uses main heading that

FEATURES AND BENEFITS engages reader’s interest.
▼
Teak Cam Cleat Spacers offer Bosun’s Locker Marine Supply the best of both
worlds. On the one hand, the product solves a nagging problem for sailors. On the
other hand, it offers your store managers a good opportunity for profitability.
Described here are six main benefits for you to consider.
Practicality
This product is both functional and practical. When installed in the typical
Phrases each side
arrangement shown in the figure below, the Teak Cam Cleat Spacer raises the heading in “benefit-
▼
height of the cam cleat, thereby reducing the angle between the deck and the centered” language.
sheet as it feeds downward from the winch. As a result of this increased height, a
crewmember is able to cleat a sheet with one hand instead of two.
SIDE VIEWS OF CLEATING ARRANGEMENT
Jib
CAM sheet
cleat
CAM cleat
spacer
Winch
With Spacer
Jib
sheet
CAM
cleat
Winch
Without Spacer

Explains exactly how

Such an arrangement allows a skipper to maintain steerage of the boat, keeping
▼
product will work.
one hand on the helm while cleating the sheet with the other. Securing a sheet in this
manner can be done more quickly and securely. Also, this installation reduces the like-
lihood of a sheet “popping out” of the cam cleat during a sudden gust of wind.
Moves logically from

Suitability for a Variety of Sailors
racing to cruising to
For the racer, cruiser, and single-handed sailor, sailing enjoyment is increased as
▼
single-handed sailing—all
to show usefulness of sheets and lines become easier to handle and more secure. In a tight racing situation,
product. these benefits can be a deciding factor. The sudden loss of sail tension at the wrong
moment as a result of a sheet popping out of the cam cleat could make the difference
in a close race.
A cruising sailor is primarily concerned with relaxation and pleasure. A skipper in
this situation wants to reduce his or her workload as much as possible. In the instance
of a sheet popping loose, the sudden chaos of a sail flapping wildly interrupts an
otherwise tranquil atmosphere. Teak Cam Cleat Spacers reduce the chance of this
happening.
A cruising sailor often has guests abroad. In this situation, as well as in a race,
the skipper wants to maintain a high level of seamanship, especially where the control
of the boat and the trim of its sails are concerned.
The single-handed sailor derives the greatest benefit from installing Teak Cam
Cleat Spacers. Without crew nearby to assist with handling lines or sheets, anything
that makes work easier for the skipper is welcome.
High-Quality Construction and Appearance

Stresses quality.
▼
The teakwood frame from which this product is manufactured is well suited for
use around water, since teak will not rot. It also looks nice when oiled or varnished.
The deck of most sailboats is made primarily of fiberglass. The appearance of
such a boat can be significantly enhanced by the addition of some teak brightwork.
Each spacer is individually handcrafted by Totally Teak, Inc., to guarantee a con-
sistent level of high quality.
Appeals to self-interest Dealer Benefits

of individual Bosun’s
▼
Teak Cam Cleat Spacers make a valuable addition to the dealer’s product line.
dealers.
They complement existing sailing accessories as well as provide the customer with
the convenience of a readily available prefabricated product.
A customer who comes in to buy a cam cleat is a ready prospect for the compan-
ion spacer. Such a customer will likely want to buy mounting hardware as well.
With this unique teak product readily available, a dealer can save the customer
the time and trouble of fabricating makeshift spacers.

Sizable Potential Market

These Teak Cam Cleat Spacers are designed with a large and growing potential Includes number of
market in mind. They are custom-made for the Catalina 22, one of the most popular owners to emphasize
▼
potential sales.
sailboats in use today. More than 13,000 of these sailboats have been manufactured
to date. These spacers are also well suited for other similar-class sailboats.
Affordable Price
Keeps price information
The Teak Cam Cleat Spacers made by Totally Teak, Inc., wholesale for $3.95/pair.
▼
short and clear.
Suggested retail is $6.95/pair. This low price is easy on the skipper’s wallet and should
help this product move well. And, of course, the obviously high profit margin should
provide an incentive to your store managers.

CONCLUSION
Why should a marine supply dealer consider carrying Teak Cam Cleat Spacers?
This product satisfies two common criteria of sailboat owners today: it enhances the
appearance of any sailboat, and it makes the boat easier to handle. The potential
success of this product is based on its ability to meet these criteria and the following
Links list of benefits with
features and benefits:
their order as presented
in the body of the
▼
1. It is practical, allowing quick, one-handed cleating.

proposal—drives home
advantages of product to 2. It is ideally suited for a variety of sailors, whether they are racing, cruising, or
user and dealer. sailing single-handedly.
3. It is a high-quality, handcrafted product that enhances the appearance of any
sailboat.
4. It is a product that benefits the dealer by making a valuable addition to her or
his product. It complements existing sail accessories and satisfies a customer
need.
5. It is geared toward a sizable potential market. Today there are thousands of
sailboats in the class for which this accessory is designed.
6. It is affordably priced and provides a good profit margin.

Chapter Summary 183
>>> Chapter Summary

Proposals stand out as documents that aim to convince readers.You are writing to convince
someone inside or outside your organization to adopt an idea, a product, or a service.
This chapter includes lists of writing guidelines for informal proposals and formal
proposals. For informal proposals, follow these basic guidelines:
1. Plan well before you write.
2. Use letter or memo format.
3. Make text visually appealing.
4. Use the ABC format for organization.
5. Use the heading “Introductory Summary” for the generic abstract section.
6. Put important details in the body.
7. Use a problem/solution pattern of organization.
8. Focus attention in your conclusion.
9. Use attachments for less important details.
10. Edit carefully.
In formal proposals, abide by the same general format presented in Chapter 7 for for-
mal reports. To be sure, formal proposals have a different tone and substance because of
their more persuasive purpose.Yet they do have the same basic parts, with minor varia-
tions: cover/title page, letter/memo of transmittal, table of contents, list of illustrations,
executive summary, introduction, discussion sections, conclusion, and appendices.
Collaboration at Work Proposing Changes in Security

General Instructions request that five consulting firms visit campus, spend a day
on a field investigation, and then submit a proposal that
lists specific work to be done and the cost of the work. Your
school will choose one firm to do the job.
(1) have been divided into teams of about three to six students,
(2) will use team time inside or outside of class to complete the
case, and (3) will produce an oral or written response. For Team Assignment
guidelines about writing in teams, refer to Chapter 2. Assume your team is one of five consulting firms submit-
ting a proposal. As a preliminary step, team members
Background for Assignment toured the campus, recorded observations, and collected
Assume your school is reviewing all issues related to (1) the initial ideas to propose. After discussing your observations,
safety of students, faculty, and staff and (2) the security of agree on three to five main changes to propose to the
equipment. This review has not been triggered by any par- school’s administration. (As an alternative, your team could
ticular event or problem; it is simply a periodic evaluation of focus on proposing three to five changes in one particular
conditions on campus. One step in the process has been to activity, building, or area of campus.)
Assignments
The assignments in Part 1 and Part 2 can be completed ei- college. Keep the proposal limited to a small change; you
ther as individual projects or as team projects. If your in- may even see a need in the classroom where you attend
structor assigns team projects, review the information in class (audiovisual equipment? lighting? heating or air sys-
Chapter 2 on team writing. tems? aesthetics? soundproofing?). Write the needs section
that would appear in the body of the informal proposal.
Part 1: Short Assignments
These short assignments require either that you write parts 3. Revising a Conclusion
of informal or formal proposals or that you evaluate the ef- Revise the conclusion of the proposal in Figure 8–2 so that it
fectiveness of an informal proposal included here. is in paragraph form. Do you think this is an improvement
over the list in the original? Write a paragraph that explains
1. Analysis of a Request for Proposal (RFP) your preference.
Search the Internet to find an RFP, read, and analyze it. What
organization issued the proposal?
4. Creating Boilerplate
Does the RFP identify a problem to be
Think about organizations to which you belong, and choose
For practice with solved, or is it offering to fund proj-
creating a letter of one that might submit proposals for contracts or grants. You
ects through a grant? What format-
transmittal and an might work for a business that could supply equipment,
abstract, do the ting requirements does it include?
service, or meals to other business or government agencies,
Writing a Public Does it require qualifications such as
Library Grant or you might be a member of a campus organization that
special certifications? In small groups
Proposal Activity. seeks campus activity funds for special projects. Write a one
or as a class, compare your findings.
paragraph description of your organization that could be
used in all of its proposals.
2. Needs Section
As this chapter suggests, informal proposals—especially
those that are unsolicited—must make a special effort to 5. Evaluation—Informal Proposal
establish the need for the product or service being pro- Review the informal proposal that follows, submitted by
posed. Assume that you are writing an informal proposal MainAlert Security Systems. Evaluate the effectiveness of
to suggest a change in procedures or equipment at your every section of the proposal.
200 Roswell Road

Marietta Georgia 30062
(770) 555–2000
September 15, 2011
Mr. Bob Montrose

Operations Manager
Lenyr Restaurant Services
16 Cuisine Way
Atlanta Georgia 30324
Dear Bob,
Thank you for giving MainAlert Security Systems an opportunity to submit a proposal for installation of an alarm system at your
new office. The tour of your nearly completed office in Atlanta last week showed me all I need to know to provide you with burglary and
fire protection. After reading this proposal, I think you will agree with me that my plan for your security system is perfectly suited to your
needs.
This proposal describes the burglary and fire protection system I’ve designed for you. This proposal also describes various fea-
tures of the alarm system that should be of great value. To provide you with a comprehensive description of my plan, I have assembled
this proposal in five main sections:
1. Burglary Protection System

2. Fire Protection System
3. Arm/Disarm Monitoring
4. Installation Schedule
5. Installation and Monitoring Costs
BURGLARY PROTECTION SYSTEM

The burglary protection system would consist of a 46-zone MainAlert alarm control set, perimeter protection devices, and interior
protection devices. The alarm system would have a strobe light and a siren to alert anyone nearby of a burglary in progress. Our sys-
tem also includes a two-line dialer to alert our central station personnel of alarm and trouble conditions.
Alarm Control Set

The MainAlert alarm control set offers many features that make it well suited for your purposes. Some of these features are as
follows:
1. Customer-programmable keypad codes

2. Customer-programmable entry/exit delays
3. Zone bypass option
4. Automatic reset feature
5. Point-to-point annunciation
I would like to explain the point-to-point annunciation feature, because the terminology is not as self-explanatory as the other fea-
tures are. Point-to-point annunciation is a feature that enables the keypad to display the zone number of the point of protection that
caused the alarm. This feature also transmits alarm-point information to our central station. Having alarm-point information available
for you and the police can help prevent an unexpected confrontation with a burglar.
Interior and Perimeter Protection

The alarm system I have designed for you uses both interior and perimeter protection. For the interior protection, I plan to
use motion detectors in the hallways. The perimeter protection will use glass-break detectors on the windows and door contacts
on the doors.
(continued)
There are some good reasons for using both interior and perimeter protection:
1. Interior and perimeter protection used together provide you with two lines of defense against intrusion.
2. A temporarily bypassed point of protection will not leave your office vulnerable to an undetected intrusion.
3. An employee who may be working late can still enjoy the security of the perimeter protection while leaving the interior protec-
tion off.
Although some people select only perimeter protection, it is becoming more common to add interior protection for the reasons I
have given. Interior motion detection, placed at carefully selected locations, is a wise investment.
Local Alarm Signaling

The local alarm-signaling equipment consists of a 40-watt siren and a powerful strobe light. The siren and strobe will get the at-
tention of any passerby and unnerve the most brazen burglar.
Remote Alarm Signaling

Remote alarm signaling is performed by a two-line dialer that alerts our central station to alarm and trouble conditions. The dialer
uses two telephone lines so that a second line is available if one of the lines is out. Any two existing phone lines in your office can be
used for the alarm system. Phone lines dedicated for alarm use are not required.
FIRE PROTECTION SYSTEM

My plan for the fire protection system includes the following equipment:
1. Ten-zone fire alarm panel

2. Eight smoke detectors
3. Water flow switch
4. Water cutoff switch
5. Four Klaxon horns
The ten-zone fire alarm panel will monitor one detection device per zone. Because each smoke detector, the water flow switch,
and the water cutoff switch have a separate zone, the source of a fire alarm can be determined immediately.
To provide adequate local fire alarm signaling, this system is designed with four horns. Remote signaling for the fire alarm sys-
tem is provided by the MainAlert control panel. The fire alarm would report alarm and trouble conditions to the MainAlert control panel.
The MainAlert alarm control panel would, in turn, report fire alarm and fire trouble signals to our central station. The MainAlert alarm
panel would not have to be set to transmit fire alarm and fire trouble signals to our central station.
ARM/DISARM MONITORING
Because 20 of your employees would have alarm codes, it is important to keep track of who enters and leaves the office outside
of office hours. When an employee arms or disarms the alarm system, the alarm sends a closing or opening signal to our central
station. The central station keeps a record of the employee’s identity and the time the signal was received. With the arm/disarm moni-
toring service, our central station sends you opening/closing reports on a semi-monthly basis.
INSTALLATION SCHEDULE
Given the size of your new office, our personnel could install your alarm in three days. We could start the day after we receive ap-
proval from you. The building is now complete enough for us to start anytime. If you would prefer for the construction to be completed
before we start, that would not present any problems for us. To give you an idea of how the alarm system would be laid out, I have in-
cluded an attachment to this proposal showing the locations of the alarm devices.
INSTALLATION AND MONITORING COSTS

Installation and monitoring costs for your burglary and fire alarm systems as I have described them in this proposal are as
follows:
■ $8,200 for installation of all equipment

■ $75 a month for monitoring of burglary, fire, and opening/closing signals under a two-year monitoring agreement
The $8,200 figure covers the installation of all the equipment I have mentioned in this proposal. The $75-a-month monitoring fee
also includes opening/closing reports.
CONCLUSION
The MainAlert control panel, as the heart of your alarm system, is an excellent electronic security value. The MainAlert control
panel is unsurpassed in its ability to report alarm status information to our central station. The perimeter and interior protection offers
complete building coverage that will give you peace of mind.
The fire alarm system monitors both sprinkler flow and smoke conditions. The fire alarm system I have designed for you can pro-
vide sufficient warning to allow the fire department to save your building from catastrophic damage.
The arm/disarm reporting can help you keep track of employees who come and go outside of office hours. It is not always appar-
ent how valuable this service can be until you need the information it can provide.
I’ll call you early next week, Bob, in case you have any questions about this proposal. We will be able to start the installation as
soon as you return a copy of this letter with your signature in the acceptance block.
Sincerely,
Anne Rodriguez Evans
Anne Rodriguez Evans
Commercial Sales
Enc.
ACCEPTED Lenyr Restaurant Services
By: ________________________
Title: ________________________
Date: ________________________
Alarm System Layout for Lenyr Restaurant Services–Atlanta, GA
Part 2: Longer Assignments design of a building, garden, parking lot, shopping area,
school, or other civic property.
For each of these assignments (except number 9), complete
■ Select a topic that is reasonably complex and yet one
a copy of the Planning Form included at the end of the book.
about which you can locate information.
■ Place yourself in the role of an outside consultant, who
6. Informal Proposal
is proposing the change.
■ ■ Choose either an unsolicited or a solicited context.
Select a product or service (1) with which you are rea-
■ Write to an audience that could actually be the read-
sonably familiar (on the basis of your work experience,
research, or other interests) and (2) that could conceiv- ers. Do enough research to identify at least two levels
ably be purchased by a local or national. of audience.
■ Put yourself in the role of someone representing the com-
pany that makes the product or provides the service. Option B: School Related
■ Write an informal sales proposal in which you propose ■ Write a proposal in which you propose a change in
purchase of the product or service by a representative of some feature of a school you attend or have attended.
the company. ■ Choose from topics, such as operating procedures, per-
sonnel, curricula, activities, and physical plant.
7. Formal Proposal ■ Select an audience that would actually make decisions
Choose Option A, B, or C. Make sure that your topic is more on such a proposal.
■ Give yourself the role of an outside consultant.
complex than the one you would choose for the preceding
informal-proposal assignments.
? 9. Ethics Assignment
Option A: Community Related Assume you are an employee of a local nonprofit food
■ Write a formal proposal in which you propose a change pantry. You have learned that a major appliance manufac-
in (1) the services offered by a city or town (e.g., mass turer has a grant program to provide kitchen appliances to
transit, waste management) or (2) the structure or organizations like yours. You and a volunteer, Sally, have
begun working on a proposal for the program. Sally comes ■ Research work habits, learning preferences, social cus-
to you with a copy of a grant proposal that she found on the toms, and other relevant topics concerning the country
Internet—a proposal that was successfully submitted to a where the overseas branch is located.
similar program, but sponsored by a different company. She ■ Write an informal or a formal proposal that reflects your
suggests that you “re-purpose” parts of the proposal for understanding of the topic, your study of the country,
your own proposal. After all, she argues, companies reuse and your grasp of the proposal-writing techniques pre-
boilerplate text in proposals all the time. How do you re- sented in this chapter.
spond? Write a short essay that explains your response. Do
an Internet search using terms like proposals and code of Optional Team Approach: If this assignment is done by
ethics to look for support for your position. teams within your class, assume that members of your team
work for a company proposing training seminars at overseas
10. Informal or Formal Proposal— branches around the world. Each team member has responsi-
International Context bility for a branch in a different country.
■ Assume you are a consultant asked to propose a one- Different sections of the proposal will be written by dif-
week training course to an overseas branch of an organ- ferent team members, who may be proposing the same
ization based in the United States. Most or all seminar seminar for all offices or different seminars. Whatever the
participants are residents native to the country you case, the document as a whole should be unified in struc-
choose—not U.S. citizens working overseas. ture, format, and tone. It will be read by (1) the vice presi-
■ Choose a seminar topic familiar to you—for example, from dent for international operations at the corporate office, (2)
college courses, work experience, or hobbies—or one that the vice president for research and training at the corporate
you are willing to learn about quickly through some study. office, and (3) all overseas branch managers.
Chapter 9 Presentations
>>> Chapter Outline

Presentations and Your Career 190
Chapter Summary 198
Assignments 199
189
190 Chapter 9 Presentations
our career will present you with many oppor- resonant voice, but success at speaking can come to all
Y tunities for oral presentations, both formal and

informal. At the time they arise, however, you
may not consider them to be “opportunities.” They may
speakers, whatever their talent, if they follow the 3 Ps:
Step 1:
Step 2:
Prepare carefully
Practice often
seem to loom on the horizon as stressful obstacles.That
Step 3: Perform with enthusiasm
response is normal. The purpose of this chapter is to
provide the tools that help oral presentations con- These steps form the foundation for all specific guide-
tribute to your career success. The entire chapter is lines that follow. Before presenting these guidelines,
based on one simple principle: Almost anyone can become this chapter examines specific ways that formal and
an excellent speaker. Certainly some people have more informal presentations become part of your profes-
natural talent at thinking on their feet or have a more sional life.
>>> Presentations and Your Career

The following examples present some realistic situations in which the ability to speak well
can lead to success for you and your organization:
■ Getting hired: You may be asked to present information about your accomplish-
ments to a hiring committee or small group of managers.
■ Getting customers: If you are on a proposal team, presentations to potential clients
may be a part of your regular responsibilities.
■ Keeping customers: You may be asked to present findings or even periodic reports
to clients, so that they can ask questions.
■ Contributing to your profession: You may present new procedures that your or-
ganization has developed at professional conferences, such as the Society for Technical
Communication’s annual Summit.
■ Contributing to your community: You may be asked to speak to a community
group or local governing body, as a representative of your company or organization.
■ Getting promoted: As an employee about to be considered for promotion, you
may be evaluated on your ability to present information orally.
As you can see from this list, oral presentations are defined quite broadly.
Throughout your career, you will speak to different-size groups, on diverse topics,
and in varied formats.The next two sections provide some common guidelines on prepa-
ration, delivery, and graphics.
>>> Guidelines for Preparation and Delivery

The goal of most presentations is quite simple:You must present a few basic points, in a
fairly brief time, to an interested but usually impatient audience. If you deliver what you
expect when you hear a speech, then you will give good presentations yourself.
Although the guidelines here apply to any presentation, they relate best to those that
precede or follow a written report, proposal, memo, or letter. With this connection in
mind, note that there are many similarities between the guidelines for good speaking and
those for good writing covered in earlier chapters.
>> Presentation Guideline 1: Know Your Listeners

The following features are common to most listeners:
■ They cannot “rewind the tape” of your presentation, as opposed to the way they can
skip back and forth through the text of a report.
■ They are impatient after the first few minutes, particularly if they do not know where
a speech is going.
■ They will daydream and often must have their attention brought back to the matter at
hand (expect a 30-second attention span).
To respond to these realities, learn as much as possible about your listeners. For
example, you can (1) consider what you already know about your audience, (2) talk with
colleagues who have spoken to the same group, and (3) find out which listeners make the
decisions.
Most important, make sure not to talk over anyone’s head. If there are several levels
of technical expertise represented by the group, decrease the technical level of your pres-
entation accordingly. Remember—decision makers are often the ones without current
technical experience.They may want only highlights; later, they can review written docu-
ments for details or solicit more technical information during the question-and-answer
session after you speak.
>> Presentation Guideline 2: Use the Preacher’s Maxim

The well-known preacher’s maxim goes like this:
First you tell ’em what you’re gonna tell ’em, then you tell ’em, and then you tell
’em what you told ’em.
This plan gives the speech a simple three-part structure that most listeners can grasp
easily.
1. Abstract (beginning of presentation): At the outset, you should (1) get the lis-
teners’ interest (with an anecdote, a statistic, or other technique), (2) state the exact
purpose of the speech, and (3) list the main points you will cover. Do not try the pa-
tience of your audience with an extended introduction—use no more than a minute.
2. Body (middle of presentation): Here you discuss the points mentioned briefly
in the introduction, in the same order that they were mentioned. Provide the kinds
of obvious transitions that help your listeners stay on track.
3. Conclusion (end of presentation): In the conclusion, review the main ideas
covered in the body of the speech and specify actions you want to occur as a result of
your presentation.
This simple three-part plan for all presentations gives listeners the handle they need
to understand your speech. First, there is a clear road map in the introduction so that they
know what lies ahead. Second, there is an organized pattern in the body, with clear transi-
tions between points. And third, there is a strong finish that brings the audience back full
circle to the main thrust of the presentation.
>> Presentation Guideline 3: Stick to a Few Main Points

Our short-term memory holds limited items. It follows that listeners are most attentive
to speeches organized around a few major points. In fact, a good argument can be made
for organizing information in groups of threes whenever possible. Listeners seem to re-
member groups of three items more than they do any other size groupings.
>> Presentation Guideline 4: Put Your Outline on Cards or Paper

The best presentations are extemporaneous, meaning the speaker shows great familiarity with
the material but uses notes for occasional reference.Avoid extremes of reading a speech ver-
batim, which many listeners consider the ultimate insult, or memorizing a speech, which
can make your presentation seem somewhat wooden and artificial.
Ironically, you appear more natural if you refer to notes during a presentation. Such
extemporaneous speaking allows you to make last-minute changes in phrasing and empha-
sis that may improve delivery, rather than locking you into specific phrasing that is memo-
rized or written out word for word.
>> Presentation Guideline 5: Practice, Practice, Practice

Many speakers prepare a well-organized speech but then fail to add the essential ingredi-
ent: practice. Constant practice distinguishes superior presentations from mediocre ones.
It also helps eliminate the nervousness that most speakers feel at one time or another.
In practicing your presentation, make use of four main techniques, listed here from
least to most effective:
■ Practice before a mirror: This old-fashioned approach allows you to hear and see
yourself in action.The drawback, of course, is that it is difficult to evaluate your own
performance while you are speaking.
■ Use of an audio recording: The portability of electronics allows you to practice
almost anywhere. Although recording a presentation does not improve gestures, it
helps you discover and eliminate verbal distractions such as filler words (e.g., uhhhh, um,
ya know).
■ Use of live audience: Groups of your colleagues, friends, or family—simulating a
real audience—can provide the kinds of responses that approximate those of a real
audience. Make certain that observers understand the criteria for a good presentation
and are prepared to give an honest and forthright critique.
■ Use of video recording: This practice technique allows you to see and hear your-
self as others do.Your careful review of the recording can help you identify and elimi-
nate problems with posture, eye contact, vocal patterns, and gestures.
>> Presentation Guideline 6: Speak Vigorously and Deliberately

Vigorously means with enthusiasm; deliberately means with care, attention, and appropriate
emphasis on words and phrases.The importance of this guideline becomes clear when you
think back to how you felt during the last speech you heard. At the very least, you ex-
pected the speaker to show interest in the subject and demonstrate enthusiasm.
>> Presentation Guideline 7: Avoid Filler Words

Avoiding filler words presents a tremendous challenge to most speakers.When they think
about what comes next or encounter a break in the speech, they may tend to fill the gap
with words and phrases, such as “um,” “okay,” or “you know.” To eliminate such distrac-
tions, follow these three steps:
Step 1: Use pauses to your advantage. Short gaps or pauses inform the listener
that you are shifting from one point to another. In signaling a transition, a
pause serves to draw attention to the point you make right after the pause. Do
not fill these strategic pauses with filler words.
Step 2: Practice with a recorder.When you play it back, you become instantly
aware of fillers that occur more than once or twice. Keep a tally sheet of the
fillers you use and their frequency.Your goal is to reduce this frequency with
every practice session.
Step 3: Ask for help from others. After working with audio recorders in step 2,
give your speech to an individual who has been instructed to stop you after
each filler.This technique gives immediate reinforcement.
>> Presentation Guideline 8: Use Rhetorical Questions

Enthusiasm, of course, is your best delivery technique for capturing the attention of the
audience. Another technique is the use of rhetorical questions at pivotal points in your
presentation.
Rhetorical questions are those you ask to get listeners thinking about a topic, not those
that you would expect them to answer out loud.They prod listeners to think about your
point and set up an expectation that important information follows. Also, they break the
monotony of standard declarative sentence patterns.You must make a conscious effort to
insert them at points when it is most important to gain or redirect the attention of the au-
dience.Three effective uses follow:
1. As a grabber at the beginning of a speech: “Have you ever wondered how you
might improve the productivity of your clerical staff?”
2. As a transition between major points: “We’ve seen that a centralized copy cen-
ter can improve the efficiency of report production, but will it simplify report pro-
duction for your staff?”
3. As an attention-getter right before your conclusion: “Now that we’ve ex-
amined the features of a centralized copy center, what’s the next step you should
make at Dark Star Publishing?”
>> Presentation Guideline 9: Maintain Eye Contact

Your main goal is to keep listeners interested in what you are saying. This goal requires
that you maintain control, and frequent eye contact is one good strategy.
The simple truth is that listeners pay closer attention to what you are saying when you
look at them.Think how you react when a speaker makes constant eye contact with you. If
you are like most people, you feel as if the speaker is speaking to you personally—even if
there are 100 people in the audience. Also, you tend to feel more obligated to listen when
you know that the speaker’s eyes will be meeting yours throughout the presentation.
>> Presentation Guideline 10: Use Appropriate Gestures and Posture

Speaking is only one part of giving a speech; another is adopting appropriate posture and
using gestures that reinforce what you are saying. Good presenters do the following:
1. Use their hands and fingers to emphasize major points.
2. Stand straight, without leaning on or gripping the lectern.
3. Step out from behind the lectern on occasion.
4. Point toward visuals on screens or charts, without losing eye contact.
With work on this facet of your presentation, you can avoid problems like keeping
your hands constantly in your pockets, rustling change (remove pocket change and keys
beforehand), tapping a pencil, scratching nervously, slouching over
a lectern, and shifting from foot to foot.
>>> Guidelines for Presentation

Graphics
Listeners expect good graphics during oral presentations. Much
like gestures, graphics transform the words of your presentation
into true communication with the audience. When you display
graphics and text during a presentation, they should illustrate and
clarify your speech.Therefore, we include displayed text in our dis-
cussion of graphics in this section.
>> Graphics Guideline 1: Discover Listener

Preferences
Some professionals prefer simple speech graphics, such as flip
charts or transparencies. Others prefer more sophisticated presen-
tations, such as animations, audio, or video.Your listeners are usu-
ally willing to indicate their preferences when you call on them. Contact the audience
See these guidelines
at work in Model Pre-
ahead of time and make some inquiries.Also ask for information about the room in which
sentation 4: Presen- you will be speaking. If possible, request a setting that allows you to make best use of your
tation to Persuade.
graphics choice.
>> Graphics Guideline 2: Match the Graphics to the Content

Plan graphics while you prepare the text so that the final presentation seems fluid. Re-
member that everything you project on a screen or present on a flip chart should support
and enhance your presentation.
>> Graphics Guideline 3: Keep the Message Simple

When Edward Tufte critiqued PowerPoint slides in The Cognitive Style of PowerPoint, one of
the problems he noted was the use of too many graphic elements on each slide, the equiv-
alent of chartjunk that he had argued against in his earlier studies of graphics1 (see Chapter 3).
Some basic design guidelines apply, whether you are using posters, overhead transparen-
cies, or computer-aided graphics such as PowerPoint. Figure 9–1 is an example of an in-
troductory slide that uses these principles.
■ Use few words, emphasizing just one idea on each frame.
Note: A common PowerPoint mistake is the use of too much text, which the speaker
then reads to the audience.
■ Use more white space, perhaps as much as 60%–70% per frame.
■ Use landscape format more often than portrait, especially because it is the preferred
default setting for most presentation software.
■ Use sans-serif large print, from 14 pt. to 18 pt. minimum for text to 48 pt. for titles.
Your goal is to create graphics that are seen easily from anywhere in the room and that
complement—but do not overpower—your presentation.
■Figure 9–1 ■
Notes view of
By avoiding asbestos contamination, you can presentation slide
1. Prevent health problems

2. Satisfy regulatory requirements
3. Give yourself peace of mind
Three main reasons why building owners should be concerned about asbestos:
1. To prevent future health problems of your tenants.

2. To satisfy regulatory requirements of the government.
3. To give yourself peace of mind for the future.
1
Edward R.Tufte, The Cognitive Style of PowerPoint (Cheshire, CT: Graphics Press, 2003).
You should also use audio and video elements sparingly. Most presentation software pro-
grams include sound effects to accompany slide changes or the appearance of text or images.
These are distracting and annoying, and should be avoided.You should also use video carefully.
>> Graphics Guideline 4: Consider Alternatives to Bulleted Lists

Recently, there has been a move away from the default slide layouts in most presentation
software. One recommendation is to use full-sentence headings on slides to help the audi-
ence understand and remember the information being presented; another is to combine
text with graphics on slides when appropriate.2 Figure 9–2 uses the sentence headline and
image format.
>> Graphics Guideline 5: Use Colors Carefully

Colors can add flair to visuals. Use the following simple guidelines to make colors work
for you:
■ Have a good reason for using color (such as the need to highlight three different bars
on a graph with three distinct colors).
■ Be sure that a color contrasts with its background (e.g., yellow on white does not
work well).
■ Use no more than three or four colors in each graphic (to avoid a confused effect).
Notes view of
presentation slide Prevent future health problems of your tenants.
using sentence
headline-image
format
Most important reason be concerned?
Long term health of your tenants.

Asbestos linked to:
Lung cancer
Colon cancer
Asbestosis (debilitating lung disease)
Connection first documented in 1920s, but only taken seriously in

last few decades.
By this time, asbestos common in buildings.
2
Michael Alley and Kathryn A. Neeley, “Rethinking the Design of Presentations Slides:A Case for Sentences
Headlines and Visual Evidence.” Technical Communication 52, no. 4 (2005): 417–426.
>> Graphics Guideline 6: Leave Graphics Up Long Enough

Because graphics reinforce text, they should be shown only while you address the partic-
ular point at hand. For example, reveal a graph just as you are saying, “As you can see from
the graph, the projected revenue reaches a peak in 2007.”Then pause and leave the graph
up a bit longer for the audience to absorb your point.
>> Graphics Guideline 7: Avoid Handouts

Because timing is so important in your use of speech graphics, handouts are often a bad
idea. Readers move through a handout at their own pace, rather than at the pace the
speaker might prefer. Use them only if (1) no other visual will do, (2) your listener has
requested them, or (3) you distribute them as reference material after you have finished
talking.
>> Graphics Guideline 8: Maintain Eye Contact While Using Graphics

Do not stare at your visuals while you speak. Maintain control of listeners’ responses by
looking back and forth from the visual to faces in the audience.To point to the graphic aid,
use the hand closest to the visual. Using the opposite hand causes you to cross over your
torso, forcing you to turn your neck and head away from the audience.
>> Graphics Guideline 9: Include All Graphics in Your Practice

Sessions
Dry runs before the actual presentation should include every graphic you plan to use, in
its final form.This is a good reason to prepare graphics as you prepare text, rather than as
an afterthought. If you are going to be projecting images from a transparency or computer
program, the projected image may appear different than the original image. By preview-
ing your graphics, you are able to fix them before your presentation.
You should also practice timing your graphics with your speech. Running through a
final practice without graphics would be much like doing a dress rehearsal for a play with-
out costumes and props—you would be leaving out parts that require the greatest degree
of timing and orchestration.
>> Graphics Guideline 10: Plan for Technology to Fail

Murphy’s Law always seems to apply when you use another person’s audiovisual equip-
ment: Whatever can go wrong, will, and at the worst possible moment. For example, a
new bulb burns out and there is no extra bulb in the equipment drawer, an extension cord
is too short, the screen does not stay down, the client’s computer does not read your
file—many speakers have experienced these problems and more. Even if the equipment
works, it often operates differently from what you are used to.The only sure way to put
the odds in your favor is to carry your own equipment and set it up in advance.
If you must rely on someone else’s equipment, following are a few ways to prevent
problems:
■ Find out exactly who is responsible for providing the equipment and contact that per-
son in advance.
■ Have some easy-to-carry backup supplies in your car—an extension cord, a large easel
pad, felt-tip markers, and dry erase markers, for example.
■ Bring handout versions of your visuals to use as a last resort.
In short, you want to avoid putting yourself in the position of having to apologize.
Plan well.
>>> Chapter Summary

Anyone can become a good speaker by preparing well, practicing often, and giving an en-
ergetic performance.Your effort pays off richly by helping you deal effectively with em-
ployers, customers, and professional colleagues.
Ten guidelines for preparation and delivery lead to first-class presentations:
1. Know your listeners.
2. Use the preacher’s maxim.
3. Stick to a few main points.
4. Put your outline on cards or paper.
5. Practice, practice, practice.
6. Speak vigorously and deliberately.
7. Avoid filler words.
8. Use rhetorical questions.
9. Maintain eye contact.
10. Use appropriate gestures and posture.
You should also strive to incorporate illustrations into your speeches by following
these 10 guidelines:
1. Discover listener preferences.
2. Match the graphics to the content.
3. Keep the message simple.
4. Consider alternatives to bulleted lists.
5. Use colors carefully.
6. Leave graphics up long enough.
7. Avoid handouts.
8. Maintain eye contact while using graphics.
9. Include all graphics in your practice sessions.
10. Plan for technology to fail.
Collaboration at Work Speeches You Have Heard

General Instructions you probably have developed preferences for certain fea-
tures in presentations.
Team Assignment
students, (2) will use team time inside or outside of class to In this exercise, you and your fellow team members will do
complete the case, and (3) will produce an oral or written the following:
response. For guidelines about writing in teams, refer to 1. Share anecdotes about good and bad presentations
Chapter 2. you have heard, focusing on criteria, such as content,
organization, delivery, graphics, and gestures.
Background for Assignment 2. Assemble a first list that includes features of speeches
Even if you have little experience as a public speaker, and characteristics of speakers that you consider wor-
and even if you have not read this chapter, you already thy of modeling.
know a lot about what makes a good or bad speech be- 3. Assemble a second list that includes features of
cause you have listened to so many presentations in speeches and characteristics of speakers that you
your life, from informal lectures in a classroom to fa- think should be avoided.
mous speeches by national figures. Every day you see or Create an outline and graphics for a presentation that iden-
hear snippets of presentations in the media, so your ex- tifies these features and explains why they are positive or
posure has been high. Considering all the visual input, negative.
Assignments
1. A 2–3 Minute Presentation Based on Your 3. A 5–6 Minute Presentation Based on
Academic Major Proposal
Give a presentation in which you discuss (a) your major Prepare a presentation based on a proposal assignment at
field, (b) reasons for your interest in this major field, and the end of Chapter 8. Assume that your audience wants
(c) specific career paths you may pursue. Assume your audi- highlights of your written proposal, which they have read.
ence is a group of students, with undecided majors, who
may want to select your major. 5. A 10–12 Minute Presentation Based on
Formal Report
2. A 5–6 Minute Presentation Based on Short Prepare a presentation based on any of the long-report as-
Report signments at the end of Chapter 7. Assume that your audi-
Select any of the short written assignments in chapters that ence has read or skimmed the report. Your main objective is
you have already completed. Prepare a presentation based to present highlights along with some important supporting
on the report you have chosen. Assume that your main ob- details. Use at least three visual aids.
jective is to present the audience with the major highlights
of the written report, which they have all read. Use at least
one visual aid.
6. Team Presentation aware of the fact that Action Home’s has an ongoing court
battle with SprawlStopper concerning Action Homes’ desire
Prepare a team presentation in the size teams indicated by
to develop a large site adjacent to a Civil War national park
your instructor. It may be related to a collaborative writing
north of Atlanta. Although EEE is not now involved in the
assignment in an earlier chapter, or it may be done as a sep-
suit, Paul is worried that if Action Homes sees the name of
arate project. Review the Chapter 2 guidelines for collabora-
an EEE scientist associated with an event sponsored by
tive work. Although related to
SprawlStopper, Action Homes may have second thoughts
writing, some of these suggestions
about having chosen EEE for its site work.
apply to any team work.
Compare Presenta- Do you think Paul should say something to Suzanne? If
tion 2: Indian Your instructor will set time
so, what should he say, and why should he say it? If not, why
Stereotypes and limits for the entire presentation
Presentation 3: not? If you were in Suzanne’s place, how would you respond
and perhaps for individual presen-
Status of the Orga- to a suggestion by Paul that her speech might be inappropri-
nization. Which one tations. Make sure that your team
ate? Are there any similarities between the situation de-
more closely follows members move smoothly from one
the Guidelines for scribed here and the one characterized in this chapter’s
speech to the next; the individual
Presentation Graph- “Communication Challenge”?
ics in this chapter? presentations should work together
for a unified effect.
? 7. Ethics Assignment Assignment
Suzanne Anthony, a prominent ecologist with Earhart Envi- Prepare a team presentation which results from research
ronmental Engineering (EEE), has been asked to make a 30- your team does on the Internet concerning speech commu-
minute speech to a public workshop on environmentalism, nication in a country outside the United States.
sponsored by SprawlStopper, a regional environmental ac-
tion organization. She agrees to give the talk—for which Option A: Retrieve information about one or more busi-
she will receive an honorarium of $500—on her area of ex- nesses or careers in a particular country. Once
pertise: the effects of unplanned growth on biological di- you have split up the team’s initial tasks, con-
versity of plant and animal species. Suzanne views the talk duct some of your business by e-mail, and
as a public service and has no knowledge of the sponsoring then present the results of your investigation
organization. in a panel presentation to the class. For exam-
A few weeks before the speech, Suzanne’s boss, Paul ple, your topic could be the computer software
Finn, gets heartburn over his morning coffee as he reads an industry in England, the tourist industry in
announcement about Suzanne’s speech in the “Community Costa Rica, or the textile industry in Malaysia.
Events” column of the local paper. Just yesterday, a large Option B: Retrieve information on subjects related to
local builder, Action Homes, accepted his proposal for EEE to this chapter—for example, features of public
complete environmental site assessments on all of Action speaking, business presentations, presenta-
Homes’ construction sites for the next three years. Paul is tion graphics, and meeting management.
Chapter 10 The Job Search
>>> Chapter Outline

Job Letters 205
Resumes 208
Job Interviews 215
Preparation 215
Performance 217
Follow-Up Letters 218
Chapter Summary 219
Assignments 220
201
202 Chapter 10 The Job Search
n applying for a job, you must assess your abili- This chapter offers suggestions on these main activities:
I ties, find an appropriate job match, and persuade

a potential employer that you are the right one
for the job.
■ Researching occupations and companies
■ Writing job letters and resumes
■ Succeeding in job interviews
>>> Researching Occupations

and Companies
Before writing a job letter and resume, you will need information about (1) career
fields that interest you, (2) specific companies that hire graduates in your field,
and, (3) specific jobs that are available. Following are some pointers for finding such
information.
>> Do Basic Research in Your College Library or Placement Office

Libraries and placement centers offer one starting point for getting information about
professions. Following are a few well-known handbooks and bibliographies found in refer-
ence collections. They either give information about occupations or provide names of
other books that supply such information:
Career Choices Encyclopedia: Guide to Entry-Level Jobs
Directory of Career Training and Development Programs
High-Technology Careers
Occupational Outlook Handbook
Professional Careers Sourcebook:An Information Guide for Career
Planning
You can also check online sources, such as www.careeroverview.
com.
>> Interview Someone in Your Field of Interest

To get the most current information, arrange an interview with
someone working in an occupation that interests you. This source
often goes untapped by college students, who mistakenly think
such interviews are difficult to arrange. In fact, you can usually lo-
cate people to interview through (1) your college placement of-
fice, (2) your college alumni association, or (3) your own network
of family and friends. Another possibility is to call a reputable firm
in the field and explain that you wish to interview someone in a
certain occupation.
Once you set up the interview, prepare well by listing your questions in a notebook or
on a clipboard that you take with you to the interview.This preparation keeps you on track
and shows those being interviewed that you value their time and information. Following
are some questions to ask:
■ How did you prepare for the career or position you now have?
■ What college course work or other training was most useful?
■ What types of activities fill your typical working day?
■ What features of your career do you like the most? What features of your career do
you like the least?
■ What personality characteristics are most useful to someone in your career?
■ How would you describe the long-term outlook of your field?
■ Do you know any books, periodicals, or online sources that might help me find out
more about your field?
■ Do you know any individuals who, like you, might permit themselves to be inter-
viewed about their choice of a profession?
Although this interview may lead to a discussion about job openings in the inter-
viewer’s organization, the main purpose of the conversation is to retrieve information
about an occupation.
>> Find Information on Companies in Your Field

With your focus on a profession, you can begin screening companies that employ peo-
ple in the field chosen. Determine the types of information you want to find; examples
include location, net worth, number of employees, number of workers in your specific
field, number of divisions, types of products or services, financial rating, and names and
titles of company officers. The following are some sources that might include such in-
formation.They can be found in the reference sections of libraries and in college place-
ment centers.
The Career Guide gives overviews of many American companies and includes
information, such as types of employees hired, training opportunities, and fringe
benefits.
Corporate Technology Directory profiles high-tech firms and covers topics, such as sales
figures, number of employees, locations, and names of executives.
Facts on File Directory of Major Public Corporations gives essential information on 5,700 of
the largest U.S. companies listed on major stock exchanges.
Job Choices in Science and Engineering, an annual magazine published by the College
Placement Council, includes helpful articles and information about hundreds of com-
panies that hire technical graduates.
Peterson’s Business and Management Jobs provides background on employers of business,
management, and liberal-arts graduates.
Peterson’s Engineering, Science, and Computer Jobs provides background information on

employers of technical graduates.
Standard & Poor’s Register of Corporations, Directors, and Executives lists names and titles of
officials at 55,000 public and private U.S. corporations.
>> Do Intensive Research on a Selected List of Potential Employers

The previous steps get you started finding information on occupations and firms. Ulti-
mately, you will develop a selected list of firms that interest you.Your research may have
led you to these companies, or your college placement office may have told you that there
are job openings. Now you must conduct an intensive search to learn as much as you can
about the firms. Following are a few sources of information, along with the kinds of ques-
tions each source helps answer:
■ Annual reports (often available at company Web sites and in your library or place-
ment office): How does the firm describe its year’s activities to stockholders? What
are its products or services?
■ Web sites or media kits (available online or from public relations offices): How
does the firm portray itself to the public? Is this firm “Internet-savvy”? What can you
infer about the firm’s corporate culture?
■ Personnel manuals and other policy guidelines: What are features of the firm’s
corporate culture? How committed is the firm to training? What are the benefits and re-
tirement programs? Where are its branches? What are its customary career paths?
■ Graduates of your college or university now working for the firm: What
sort of reputation does your school have among decision makers at the firm?
■ Company newsletters and in-house magazines: How open and informative is
the firm’s internal communication?
■ Business sections of newspapers and magazines: What kind of news gets gen-
erated about the firm?
■ Professional organizations or associations: Is the firm active within its profession?
■ Stock reports: Is the firm making money? How has it done in the past five years?
■ Accrediting agencies or organizations: How has the firm fared during peer
evaluations?
■ Former employees of the company: Why have people left the firm?
■ Current employees of the company: What do employees like, or dislike, about

the company? Why do they stay?
In other words, you should thoroughly examine an organization from the outside.The
information you gather helps you decide where to apply and, if you later receive a job
offer, where to begin or continue your career.
>> Use Your Computer to Gather Data

Today, many applicants go directly to the computer to find information about professions,
organizations, graduate schools, and job openings. No doubt between the time this book
is written and then published, the names and number of online resources will change dra-
matically. Generally, some of the information available includes the following:
■ College and university catalogs
■ Web sites for companies, organizations, and schools
■ Employment listings from local and national sources
■ Online discussion forums involving recent graduates of colleges and universities
There are a number of job search sites available on the Internet.

At many of these sites, you can
1. Get tips on writing your resume and searching for jobs
2. Post your resume at the site, in multiple forms for varied employers
3. Peruse lists of job openings
4. Receive advice from professionals who are in careers you wish to pursue
5. Read in-depth reports on particular companies
6. Share comments with other job seekers Career Letter 3:
Application shows
that the writer has
In other words, the Internet helps you locate a variety of information during your job researched the com-
search. Moreover, you can use your computer to search for openings and respond to job pany to which she is
applying.
advertisements, as mentioned in the next section.
>>> Job Correspondence

Job letters and resumes must grab the attention of busy readers, who may spend less than
60 seconds deciding whether to consider you further. This section gives you the tools to
write a successful letter and resume. Successful, of course, means a letter and resume that
get you an interview.
Many job letters and resumes still get sent through the mail. However, a growing number
of companies accept applications through the Internet. For example, online services place re-
sumes into a database used by hundreds and perhaps thousands of companies.The resumes are
scanned with software that searches for key words that reflect abilities needed for specific jobs.
The program then sends selected resumes to companies. If you use this kind of service, do not
expect the level of confidentiality and security that you have with personal mail.
Whether you use online techniques like e-mail and resume services or stick with the
traditional approach, the same basic writing guidelines apply.Your letter, usually no longer
than one page, should be specific about the job you seek and your main selling points.Then
the resume—usually no more than one or two pages—should highlight your background.
Job Letters
A job letter is just another type of sales letter—except that you are selling yourself, not a
product or service (see Figure 10–1). In preparing to write one, take the point of view of
the persons to whom you are writing.What criteria do they use to evaluate your credentials?
1523 River Lane

Worthville OH 43804
April 6, 2011
Mr Willard Yancy
Director
Automotive Systems
XYZ Motor Company
Product Development Division
Charlotte NC 28202
Dear Mr. Yancy:
Recently I have been researching the leading national companies in

automotive computer systems. Your position announcement in the April 6
National Business Employment Weekly caught my eye because of XYZ’s
innovations in computer-controlled safety systems. I would like to apply for
the automotive computer engineer opening.
Your advertisement notes that experience in computer systems for

machinery or robotic systems would be a plus. I have had extensive
experience in the military with computer systems, ranging from a digital
communications computer to an air traffic control training simulator. In
addition, my college experience includes courses in computer engineering
that have broadened my experience. I am eager to apply what I have
learned to your company.
My mechanical knowledge was gained from growing up on my family’s

dairy farm. After watching and learning from my father, I learned to repair
internal combustion engines, diesel engines, and hydraulic systems. Then
for five years I managed the entire dairy operation.
With my training and hands-on experience, I believe I can contribute to

your company. Please contact me at 614/555-2731 if you wish to arrange
an interview.
Sincerely,
James M. Sistrunk
Enclosure: Resume
■ Figure 10–1 ■ Job application letter (block style)

How much or how little do they want in the letter? What main points are they hunting for
as they scan your resume? This section examines the needs of these readers and gives
guidelines for you, the writer.
The Readers’ Needs

You probably will not know personally the readers of your job letter, so you must think
hard about what they may want.Your task is complicated by the fact that often there are
several readers of your letter and resume who may have quite different backgrounds.
One possible scenario follows:
Step 1: The letter may go first to the personnel office, where a staff member specializ-
ing in employment selects letters and resumes that meet the criteria stated in
the position announcement. (In some large employers, letters and resumes
may even be stored in a computer, where they are scanned for key words that
relate to specific jobs.)
Step 2: Applications that pass this screening are sent to the department manager who
supervises the employee that is hired.The manager may then select a group to
be interviewed.This manager interviews applicants and ultimately hires the
employee.
One variation of this process has the human resources department doing an interview
as well as screening letters and resumes—before the department manager even hears
about any applications. Another variation, as noted earlier, has the employer relying on an
online resume service for the initial screening.
Yet sooner or later, a supervisor or manager reads your letter and resume. And most
readers, whatever their professional background, have the following five characteristics in
common:
>> Feature 1: They Read Job Letters in Stacks

Most search-and-screen processes are such that letters get filed until there are many to
evaluate.Your reader faces this intimidating pile of paper.
>> Feature 2: They Are Tired

Some employment specialists save job letters for later reading, but many people who do
hiring get to job letters at the end of a busy day, so they have even less patience than usual
for flowery wording or hard-to-read typefaces.
>> Feature 3: They Are Impatient

Your readers expect major points to jump right out at them. Usually they will not dig for
information that cannot be found quickly.
>> Feature 4: They Become Picky Grammarians

Readers of all backgrounds expect good writing when they read job letters.There is an as-
sumption that a letter asking for a job should reflect solid use of the language. If the letter
does contain a typo or grammar error, the reader may wonder about the quality of writ-
ing you will produce on the job.
>> Feature 5: They Want Attention Grabbers but Not Slickness

You want the content of your letter and resume to stand out without the use of gimmicks.
For example, white or off-white stationery is still the standard, along with traditional
fonts with lots of white space for easy reading.
Of course, likes and dislikes vary.An advertising director, who works all day with graph-
ics, may want a bolder format design than an engineering manager, who works with docu-
ments that are less flashy. If you cannot decide, it is best to use a conservative format and style.
The Letter’s Organization

Your one goal is to tantalize the reader enough to want to interview you—that is all.With
that goal and the reader’s needs in mind, your job letter should follow the ABC format on
the left.
This pattern gives you a starting point, but it is not the whole story.There is one fea-
Career Letter 5: ture of application letters that cannot be placed easily in a formula.Work hard with your
Inquiry displays
effective strategies draft to develop a unity and flow that, by itself, sets you apart from the crowd.Your atten-
for an unsolicited tion grabber engages interest, but the clarity of your prose persuades readers that you are
application.
an applicant to be interviewed.
ABC Format: Job Letters
Resumes
■ ABSTRACT: Apply for a specific job
• Refer to advertisement, mutual friend, or other source of Resumes usually accompany application letters.
information about the job Three points make writing resumes a challenge:
• Briefly state what makes you and outstanding candidate
who can uniquely meet the main need of your potential 1. Emphasis:You should select just a few major
employer points of emphasis from your academic and pro-
■ BODY: Specify your understanding of the reader’s main fessional life.
needs
2. Length:You often should use only one page.
• Provide main qualifications that satisfy these needs
(but only highlight points from the resume—do not
For individuals with extensive experience, a
simply repeat all of the resume information) two-page or more resume is acceptable.
• Address specific qualifications mentioned in a job 3. Arrangement:You should arrange informa-
announcement
tion so that it is pleasing to the eye and easy to
• Avoid mentioning weak points or deficiencies
scan. Prospective employers spend less than a
• Keep body paragraphs to six or fewer lines
minute assessing your application.They may
• Use a bulleted or numbered list if it helps draw atten-
even use computers to scan resumes, taking
tion to three or four main points
even less time.
• Maintain the “you” attitude throughout
■ CONCLUSION: Tie the letter together with one main Computers pose a special challenge to a resume
theme or selling point, as you would a sales letter
writer because they fail to appreciate some of the
• Refer to your resume
elegant variations sometimes used to get attention.
• Explain how and when the reader can contact you for
an interview
If you are writing a resume that may be read by a
computer, you may want to (1) use white or very
light-colored paper; (2) focus on key words—especially job skills—that might be picked
up by the computer scan; and (3) avoid design features that might present obstacles to
the scan, such as italics, fancy typefaces, and graphics.You may also need to format a re-
sume that can be copied and pasted into forms for online applications. Such resumes
should be saved as text files (.txt). It is a good idea to create this kind of resume in
Notepad or a similar program on your computer. Avoid using tabs, italics, bolding, bul-
lets, or other special characters, as these do not translate to the text file. (For an exam-
ple of a resume formatted to be submitted online, see Figure 10–2.)
This section distills the best qualities of many formats into two basic patterns:
1. The chronological resume, which emphasizes employment history.
2. The functional resume, which emphasizes the skills you have developed.
The following paragraphs describe the main parts of the resume. The “Experience”
section explains the differences between chronological, functional, and combined
resumes.
Objective
Human resource directors, other people in the employment cycle, and even computers
may sort resumes by the Objective statement.Writing a good objective is hard work, es-
pecially for new graduates, who often just want a chance to start working at a firm at any
level. Do not make the mistake of writing an all-encompassing statement such as: “Seek-
ing challenging position in innovative firm in civil-engineering field.” It gives the impres-
sion that you have not set clear professional goals.
Most objectives should be one sentence.They should be detailed enough to show that
you are interested in a specific career, yet open-ended enough to reflect a degree of flexi-
bility. If you have several quite different career options, you might want to design a differ-
ent resume for each job description, rather than trying to write a job objective that takes
in too much territory.
Education
Whether you follow the objective with the “Education” or “Experience” section depends
on the answer to one question:Which topic is most important to the reader? Most recent
college graduates lead off with “Education,” particularly if the completion of the degree
prompted the job search.
Obligatory information includes your school, school location, degree, and date of
graduation. It is what you include beyond the bare details, however, that most interests
employers. Following are some possibilities:
■ Grade point average: Include it if you are proud of it; do not if it fails to help your
case.
■ Honors: List anything that sets you apart from the crowd—such as dean’s list or in-
dividual awards in your major department. If you have many, include a separate
“Recognitions” heading toward the end of the resume.
JAMES M SISTRUNK
1523 River Lane
Worthville OH 43804
(614) 555-2731
EMAIL
jmsistrunk@tmail.com
OBJECTIVE
To contribute to the research, design, and development of
automotive computer control systems
EDUCATION
Bachelor of Science in Computer Engineering
Northern College of Technology
Shipley
PA June 2011
3.5 GPA (out of 4.0 scale)
Computer Repair Technician Certification Training
U.S. Air Force Technical Training Center
Keesler Air Force Base
Biloxi
MS 2002–2003
SKILLS AND EXPERIENCE
Leadership
* Supervised processing and orientation for new students from
basic training
* Responsible for dairy operations on 500-acre farm Computers
and software
* Expert in C++ and Object Oriented Languages
* Three years experience in diagnostics and troubleshooting of
mainframe computer systems
Languages
* Fluent in German
ACTIVITIES AND HONORS
Association of Computing Machinery (ACM)
Dean’s List
8 quarters
Award of an Air Force Specialty Code “5” skill level
Coached middle school teams in U.S. RobotOlympics
EMPLOYMENT HISTORY
2002-2007 Computer Repair Technician U.S. Air Force
1997-2002 Assistant Manager Spring Farm Wootan
Ohio
REFERENCES
Available on request
■ Figure 10–2 ■ Resume formatted for online submission

■ Minors: Highlight any minors or degree options, whether they are inside or outside
your major field. Employers place value on this specialized training, even if (and some-
times especially if) it is outside your major field.
■ Key courses: When there is room, provide a short list of courses you consider most
appropriate for the kind of position you are seeking. Because the employer probably
will not look at your transcripts until a later stage of the hiring process, use this brief
listing as an attention grabber.
Activities, Recognitions, Interests

Most resumes use one or two of these headings to provide the reader with additional
background information.The choice of which, if any, to use depends on which you think
best support your job objective. Following are some possibilities:
■ Activities: Selected items that show your involvement in your college or your com-
munity or both.
■ Recognitions: Awards and other specific honors that set you apart from other appli-
cants. (Do not include awards that might appear obscure, meaningless, or dated to the
reader, such as most high-school honors.)
■ Interests: Hobbies or other interests that give the reader a brief look at the “other”
you.
However you handle these sections, they should be brief and not detract from the longer
and more significant sections described previously.
Experience
This section poses a problem for many applicants just graduating from college. De-
pending on the amount of work experience you have gained, consider three options
for completing this section of the resume: (1) emphasize specific positions you have
held (chronological resume), (2) emphasize specific skills you have developed in your
experience (functional resume), or (3) emphasize both experience and skills (com-
bined resume).
>> Option 1: Chronological Format

This option works best if your job experience has led logically toward the job you
now seek. Figure 10–3 is an example of a chronological resume that meets these
guidelines:
■ List relevant full-time or part-time experience, including internships, in reverse
chronological order.
■ Be specific about your job responsibilities while still being brief.
■ Be selective if you have had more jobs than can fit on a one-page resume.
James M. Sistrunk
1523 River Lane
Worthville OH 43804
(614) 555-2731
OBJECTIVE: To contribute to the research, design, and development of

automotive computer control systems
EDUCATION: Bachelor of Science in Computer Engineering

(expected June 2011)
Shipley
PA
Computer Repair Technician Certification Training, 2002–2003
Biloxi
MS
Major Courses:
Semiconductor Circuits & Devices Artificial Machine Intelligence
Robotic Systems Communication Control Systems
Microprocessor Control Microcomputer Applications
Microcomputer Systems Digital Control Systems
Related Courses:
C++ Programming Languages
Business Communication Engineering Economy
Industrial Psychology Technical Communication
Other Skills: Fluent in German
ACTIVITIES AND Association of Computing Machinery (ACM)

HONORS: Coached middle school teams in U.S. RobotOlympics
Dean’s List
8 quarters
U.S. Air Force Secret Clearance
EMPLOYMENT:
2002–2007 Computer Repair Technician
U.S. Air Force
1997–2002 Assistant Manager
Spring Farm
Wootan
Ohio
REFERENCES: Available upon request
■ Figure 10–3 ■ Chronological resume emphasizing education

■ Include nonprofessional tasks (such as working on the campus custodial staff) if it helps
your case (e.g., the employer might want to know that you worked your way through
college).
■ Remember that if you leave out some jobs, the interview will give you the chance to
elaborate on your work experience.
■ Select a readable format with appropriate white space.
■ Use action verbs and lists to emphasize what you did or what you learned at jobs—for
Model Resume 2 is
example, “Provided telephone support to users of System/23.” Use parallel form in another example of a
chronological resume.
each list.
>> Option 2: Functional Format

This approach works best if (1) you wish to emphasize the skills and strengths you have
developed in your career rather than specific jobs you have had or (2) you have had
“gaps” in your work history that would be obvious if you used the chronological for-
mat. Sometimes your skills built up over time may be the best argument for your being
considered for a position, even if your job experience also is strong. For example, you
may have five years’ experience in responsible positions at four different retailers.You
then decide to write a functional resume focusing on the three skill areas you devel-
oped: sales, inventory control, and management. Figure 10–4 is an example of a func-
tional resume.
If you write a functional resume that stresses skills, you may want to follow this sec-
tion with a brief employment history. Most employers want to know where and when you Model Resume 1 is
worked, even though this issue is not a high priority. Note: If you decide to leave out the another example of a
functional resume.
history, bring it with you to the interview on a separate sheet.
References
Your resume opens the door to the job interview and later stages of the job process, when
references will be called. There are two main approaches to the reference section of the
resume:
1. Writing “Available upon request” at the end of the page
2. Listing names, addresses, and phone numbers at the end of the resume or on a sepa-
rate page
The first assumes the reader prefers contacting you before references are solicited.
The second assumes the reader prefers to call or write references directly, without
having to contact you first. Use the format most likely to meet the needs of a particular
employer.
Your goal is to write an honest resume that emphasizes your good points and mini-
mizes your deficiencies.To repeat a point made at the outset, you want your resume and
job letter to open the door for later stages of the application process. Indeed, they repre-
sent a personal sales letter, for what you are selling is the potential you offer to change an
organization and, perhaps, the world as well. Considering such heady possibilities, make
sure to spend the time necessary to produce first-rate results.
James M. Sistrunk
1523 River Lane
Worthville OH 43804
(614) 555-2731
Professional Objective:
To contribute to the research, design, and development of automotive
computer control systems
Education:
B.S., Computer Engineering, (expected June 2011)
Shipley
PA
Computer Repair Technician Certification Training, 2002–2003
Biloxi
MS
Certifications and Awards:

Dean’s List
8 quarters
Computer Repair Technician Certification Training
U.S. Air Force Secret Clearance
Skills and Experience:

Management Responsible for dairy operations on 500-acre farm
Training Supervised processing and orientation for new
students from basic training
Computers and software Expert in C++ and Object Oriented Languages
Three years experience in diagnostics and trou-
bleshooting of mainframe computer systems
Robotics Coached middle school teams in U.S. Robot-
Olympics. Team placed Second in 2008.
Mechanical skills Conducted preventative maintenance inspections
Repaired sophisticated farm equipment
Other skills Fluent in German
References:
Available upon request
■ Figure 10–4 ■ Functional resume emphasizing skills and experience

Job Interviews 215
>>> Job Interviews

Your job letter and resume have only one purpose: to secure a per-
sonal interview. Much has been written about job interviews. Most
of the good advice about interviewing goes back to just plain com-
mon sense about dealing with people. Following are some sugges-
tions to show you how to prepare for a job interview, perform at
your best, and send a follow-up letter.
Preparation
>> Do Your Homework on the Organization
Once you have been selected for an interview, review whatever in-
formation you have already gathered about the employer. Then go
one step further by searching for current information.Your last source may be someone
you know at the organization, or a friend of a friend.
When you do not have personal contacts, use your research skills again. For large
firms, locate recent periodical or newspaper articles by consulting general indexes—such
as the Business Periodicals Index,Wall Street Journal Index, Readers’ Guide to Periodicals, New York
Times Index, or the index for any newspaper in a large metropolitan area. For smaller
firms, consult recent issues of local newspapers for announcements about the company.
As noted earlier, the company’s Web site can also be a good source of current information
about an organization.
>> Write Out Answers to the Questions You Consider Likely

Although you obviously would not take written answers with you to the interview, writ-
ing them out for your review ahead of time will give you a level of confidence unmatched
by candidates who only ponder questions that might come their way.
There are few original questions asked in job interviews. Most interviewers simply
select from some standard questions to help them find out more about you and your back-
ground. Following are some typical questions, along with tips for responses:
1. Tell me a little about yourself. Keep your answer brief and relate it to the posi-
tion and company—do not wander off into unrelated issues, like hobbies, unless
asked to do so.
2. Why did you choose your college or university? Be sure your main reasons
relate to academics—for example, the academic standing of the department, the
reputation of the faculty, or the job placement statistics in your field.
3. What are your strengths? Focus on two or three qualities that would directly or
indirectly lead to success in the position for which you are applying.
4. What are your weaknesses? Choose weaknesses that if viewed from another
perspective, could be considered strengths—for example, your perfectionism or
overattention to detail.
5. Why do you think you would fit into this company? Using your research on
the firm, cite several points about the company that correspond to your own profes-
sional interests—for example, the firm may offer services in three fields that relate
to your academic or work experience.
6. What jobs have you held? Use this question as a way to show that each previous
position, no matter how modest, has helped prepare you for this position—for
example, part-time employment in a fast-food restaurant developed teamwork and
interpersonal skills.
7. What are your long-term goals? Be ready to give a 5- or 10-year plan that,
preferably, fits within the corporate goals and structure of the firm to which you
are applying—for example, you may want to move from the position of techni-
cal field engineer into the role of a project manager, developing your manage-
ment skills.
8. What salary range are you considering? Avoid discussing salary if you can. In-
stead, note that you are most interested in criteria, such as job satisfaction and pro-
fessional growth. If pushed, give a salary range that is in line with the research you
did on the career field in general and the company in particular; see the section in
this chapter regarding negotiating.
9. Do you like working in teams or prefer working alone? Most employers
want to know that you have interest and experience in teamwork—whether in col-
lege courses or previous jobs, but they also admire and reward individual accom-
plishment. In deciding what part of your background to emphasize, consider the
corporate culture of the organization interviewing you.
10. Do you have any questions for me? Always be ready with questions that rein-
force your interest in the organization and your knowledge of the position—for
example, “Given the recent opening of your Tucson warehouse, do you plan other
expansions in the Southwest?” or “What types of in-house or off-site training do you
offer new engineers who are moving toward project management?” Other questions
can concern issues, such as (a) benefits, (b) promotions, (c) type of computer net-
work, and (d) travel requirements.
>> Do Mock Interviews

You improve your chances by practicing for job interviews. One of the best tech-
niques is role-playing. Ask a friend to serve as the interviewer and give him or her a
list of questions from which to choose. Also, inform that person about the company
so that he or she can improvise during the session. This way, you are prepared for the
real thing.
You can get additional feedback about your interviewing abilities by videotaping your
role-playing session. Reviewing the videotape helps you highlight questions that pose spe-
cial problems for you and mannerisms that need correction. This technique is especially
useful if you are one of the growing number of applicants who take part in a video inter-
view with a recruiter.
Job Interviews 217
>> Be Physically Prepared for the Interview

Like oral presentations, job interviews work best when you are physically at your best:
■ Get a good night’s rest before the interview.
■ Avoid caffeine or other stimulants.
■ Eat about an hour beforehand so that you are not distracted by hunger pangs during
the session.
■ Take a brisk walk to dispel nervous energy.
Performance
Good planning is your best assurance of a successful interview. Of course, there are al-
ways surprises that may catch you. Remember, however, that most interviewers are se-
riously interested in your application and want you to succeed. Help them by selling
yourself and thus giving them a reason to hire you. Following are some guidelines for
the interview.
>> Dress Appropriately

Some practical suggestions for interview attire include the following:
■ Dress conservatively and avoid drawing attention to your clothing—for example, do
not use the interview to break in a garment in the newest style.
■ Consider the organization—for example, a brokerage-firm interview may require a
dark suit for a man and a tailored suit for a woman, whereas other interviews may re-
quire less formal attire.
■ Avoid excessive jewelry.
■ Pay attention to the fine points—for example, wear shined shoes and carry a tasteful
briefcase or notebook.
>> Take an Assertive Approach

Be positive, direct, and unflappable. Use every question as a springboard to show your ca-
pabilities and interest.To be sure, the degree to which you assert yourself partly depends
on your interpretations of the interviewer’s preference and style. Although you do not
want to appear pushy, you should take the right opportunities to sell yourself and your
abilities.
>> Use the First Few Minutes to Set the Tone

What you have heard about first impressions is true: Interviewers draw conclusions
quickly. Having given many interviews, they are looking for an applicant who injects vital-
ity into the interview.Within a minute or two, establish the themes and the tone that will
be reinforced throughout the conversation. In this sense, the interview subscribes to the
Preacher’s Maxim mentioned in Chapter 9: “First you tell ’em what you’re gonna tell
’em, then you tell ’em, and then you tell ’em what you told ’em.”
>> Maintain Eye Contact While You Speak

Although you may want to look away occasionally, much of the time your eyes should re-
main fixed on the person interviewing you. If you are being interviewed by several peo-
ple, make eye contact with all of them throughout the interview. You are never quite
certain exactly who may be the decision maker in your case.
>> Be Specific in the Body of the Interview

In every question, find the opportunity to say something specific about you and your
background. For example, rather than simply stating that your degree program in com-
puter science prepared you for the open position, cite three specific courses and summa-
rize their relevance to the job.
>> Do Not Hesitate

A job interview is no time to hesitate, unless you are convinced the job is not for you.The
question is this: Do you want the job or not? If you do, then accept the requirements of
the position and show excitement about the possibilities.You can always turn down the
job if you receive an offer and decide later that some restrictions, like travel, are too de-
manding.
>> Reinforce Main Points

Orchestrate the end of the interview so that you have the chance to summarize your inter-
est in the position and your qualifications. Here is your chance to follow through on the
“Tell ’em what you told ’em” part of the Preacher’s Maxim.
Follow-Up Letters
Follow every personal contact with a letter or e-mail to the person with whom you spoke.
Send it within 24 hours so that it immediately reinforces the person’s recollection of you.
This simple strategy gives you a powerful tool for showing interest in a job. Follow-up let-
ters abide by the same basic letter pattern discussed in Chapter 4.
■ Write no more than one page.
■ Use a short first paragraph to express appreciation for the interview.
■ Use the middle paragraph(s) to (a) reinforce a few reasons why you would be the
right choice for the position or (b) express interest in something specific about the
organization.
■ Use a short last paragraph to restate your interest in the job and to provide a hopeful
closing.
See Chapter 4 for the various formats appropriate for all types of business letters.
Career Letter 7 is an
example of a thank
When your audience might appreciate a less formal response, consider writing your
you note that is sent interviewer a personal note instead of a typed letter.This sort of note is most appropriate
after an interview.
when you plan a short message.
Chapter Summary 219
>>> Chapter Summary

This chapter surveys the entire process of searching for jobs. As a first step in the
process, learn about occupations and specific employers that interest you. Second, write
letters and resumes that get attention and respond to specific needs of employers.You
can choose from chronological, functional, or combined resume formats, using the pat-
terns of organization and style that best highlight your background.Third, prepare care-
fully for your job interview, especially in anticipating the questions that may be asked.
Then perform with confidence. Also, do not forget to send a thank-you letter or e-mail
soon after the interview.
Collaboration at Work Planning for Success

General Instructions Team Assignment
Each Collaboration at Work exercise applies strategies for For this exercise, you and your team members must brain-
working in teams to chapter topics. The exercise assumes storm about a strategy for getting a particular job or enter-
you (1) have been divided into teams of about three to six ing a particular career desired by one of your team’s
students, (2) will use team time inside or outside of class to members. (You can do the exercise for several careers, if you
complete the case, and (3) will produce an oral or written re- have time.) Following are the three steps:
1. Share information about the ideal jobs of all team
Chapter 2.
members.
2. Choose one position or career that best fits the assign-
ment (i.e., one that lends itself to being achieved in an
Some students attend college for its own sake because they incremental process that is doable).
love learning; others may like to learn but mainly view col- 3. Generate a list of specific steps for getting the position
lege as a stepping-stone to a career. Because most students or entering the career (include deadlines and criteria
are in the second group, they give a good deal of thought to for success at each stage).
what they will do with their working lives. If they do not, they
should. Achieving success in a career starts with establishing If you have time to conduct some research and have
a careful plan for getting from here to there. It is a process access to the Internet, go to one of the Web sites listed on
that involves considerably more than gaining a degree. page 204 in this chapter for assistance in your research.
Assignments
■
1. Chronological Resume How does the firm describe its year’s activities to stock-
holders? What are its products or services?
Using the guidelines on pages
For more practice ■ How does the firm portray itself to the public? Is this
with chronological 211–213, create a chronological re-
resumes, do the Re- firm “Internet-savvy”? What can you infer about the
sume which you could use to apply
vising a Chronologi- firm’s corporate culture?
for an internship or full time position.
cal Resume Activity. ■ What are features of the firm’s corporate culture? How
committed is the firm to training? What are the benefits
2. Functional Resume
and retirement programs? Where are its branches?
Using the guidelines on pages
For more practice What are its customary career paths?
with functional 213–214, create a functional resume ■ What sort of reputation does your school have among
resumes, do the which you could use to apply for an
Writing a Functional decision makers at the firm?
internship or full time position. ■
Resume Activity. How open and informative is the firm’s internal
communication?
3. Resume Formatted for Online Submission ■ What kind of news gets generated about the firm?
Start with the resume you created for Assignment 1 or Assign- ■ Is the firm active within its profession?
ment 2, and format it for submission online, using the ■ Is the firm making money? How has it done in the past
guidelines on page 204. five years?
■ How has the firm fared during peer evaluations?
4. Research on a potential employer ■ Why have people left the firm?
■ What do employees like, or dislike, about the company?
Identify an organization to which you could submit a job
application. Use as many of the resources listed on pages Why do they stay?
213–214 to answer these questions:
5. Job Letter to be overly modest. With the goal of supportable self-pro-

motion in mind, evaluate the degree to which the follow-
Find a job advertisement in the newspaper, on the Internet,
ing resume entries are accurate representations of the
or at your college placement office. The advertisement
facts that follow them.
should match either qualifications you have now or those
you plan to have after you complete the academic program
1. Resume Entry: June–September 2008—Served as ap-
on which you are now working. Write a job letter that re-
prentice reporter for a Detroit area weekly newspaper.
sponds to the advertisement. Submit the letter and written
Reality: Worked for a little over three months as a fact-
advertisement to your instructor.
checker for a group of reporters. Was let go when the
If useful for this assignment and if permitted by your
assistant editor decided to offer the apprentice posi-
instructor, you may fictionalize part of your resume so
tion to another, more-promising individual with more
that it lists a completed degree program and other experi-
journalistic experience.
ence not yet acquired. This way, the letter and resume re-
2. Resume Entry: July 2007—Participated in university-
flect the background you would have if you were applying
sponsored trip to Germany.
for the job. Choose the resume format that best fits your
Reality: Flew to Germany with two fraternity brothers
credentials.
for a two-day fraternity convention in Munich, after
As an alternative, write a letter and resume to apply for
which the three of you toured Bavaria for a week in a
an internship in your major field. To find out about intern-
rental car.
ships, contact your department or campus internship director,
3. Resume Entry: Summer 2007, 2008, 2009—Worked for
or ask about internships at your college placement office.
Berea Pharmacy as a stock clerk, salesperson, and ac-
countant.
6. Job Interview Reality: Helped off and on with the family business,
Pair up with another classmate for this assignment. First, ex- Berea Pharmacy, during three summers while in col-
change the letters, resumes, and job advertisements referred lege—placing merchandise on shelves, working on the
to in Assignment 1. Discuss the job advertisements so that cash register, and tallying sales at the end of the day.
you are familiar with the job being sought by your counter- Your father had regular help so you were able to spend
part, and vice versa. Then perform a role-playing exercise at least half of each summer camping with friends,
during which you act out the two interviews, one person as playing in a softball league, and retaking a couple of
applicant and the other as interviewer. college courses.
Option: Include a third member in your team. Have
this person serve as a recorder, providing an oral critique 9. International Communication
of each interview at the end of the exercise. Then collabo- Assignment
rate among the three of you in producing a written
There are many opportunities to work abroad, whether in
critique of the role-playing exercise. Specifically, explain
internships, through a contracting firm, or through direct
what the exercise taught you about the main challenges of
hiring. Using a Web site for a professional organization in
the job interview.
your major field or a Web site such as www.internabroad.
com, find an overseas internship or employment opportu-
7. Follow-Up Thank You Letter nity that interests you. Research and write a report on the
Write a follow-up letter to the interview that resulted from cultural practices of the country in which the internship or
Assignment 2. employment is located. Your instructor will indicate
whether your report will be oral or written. Information can
? 8. Ethics Assignment be acquired from sources such as the following:
Searching for employment presents job seekers with some ■ Faculty and students who have visited the country
ethical challenges. A few “ethically challenged” individuals ■ Internet sites on other nations and on international
paint the portrait in their resume of someone who only re- communication
motely resembles the real thing. Certainly, lying and de- ■ Friends and colleagues familiar with the country you
ception occur, but most writers simply want to present have chosen
what they have accomplished and learned in the best pos- ■ Books and articles on international communication and
sible light. As this chapter suggests, the resume is no time working overseas
Chapter 11 Style in
Technical
Writing
>>> Chapter Outline

Definition of Style 223
Importance of Tone 223
Sentence Terms 224
Guidelines for Sentence Style 225
Being Concise 226
Being Accurate in Wording 230
What Do Active and Passive Mean? 231
When Should Active and Passive Voices Be Used? 232
Sexism and Language 233
Techniques for Nonsexist Language 233
Plain English 236
Simplified English 236
Chapter Summary 237
Assignments 238
222
his chapter, as well as the Handbook (Appen- After defining style and its importance, this chap-
T dix A), focuses on the final stage of the writing

process—revising. As you may already have dis-
covered, revision sometimes gets short shrift during the
ter gives suggestions for achieving five main stylistic
goals:
■ Writing clear sentences

rush to finish documents on time. That is a big mistake.
■ Being concise
Your writing must be clear, concise, and correct if you
expect the reader to pay attention to your message. ■ Being accurate in wording
Toward that end, this chapter offers a few basic guide- ■ Using the active voice
lines on style. The Handbook contains alphabetized ■ Using nonsexist language

entries on grammar, mechanics, and usage.
>>> Overview of Style

This section (1) provides an overview of style as it applies to technical writing and (2) defines
one particularly important aspect of style—called tone—that relates to every guideline in
this chapter.
Definition of Style
Just as all writers have distinct personalities, they also display distinct features in their
writing.Writing style can be defined as follows:
Style: The features of one’s writing that show its individuality, separating it from
the writing of others and shaping it to fit the needs of particular situations. Style
results from the conscious and subconscious decisions each writer makes in
matters like word choice, word order, sentence length, and active and passive
voice. These decisions are different from the “right and wrong” matters of
grammar and mechanics (see the Handbook). Instead, they are composed of
choices writers make in deciding how to transmit ideas.
Style is usually a series of personal decisions you make when you write. As noted in
Chapter 2, however, much writing is being done these days by teams of writers. Collabo-
rative writing requires individual writers to combine their efforts to produce a consensus
style, usually a compromise of stylistic preferences of the individuals involved.Thus, per-
sonal style becomes absorbed into a jointly produced product. Similarly, many companies
tend to develop a company style in documents like reports and proposals.
Importance of Tone
Tone is a major component of style and thus deserves special mention here.Through tone,
you express an attitude in your writing—for example, neutral objectivity on the one
hand, or unbridled enthusiasm on the other.The attitude evident in your tone exerts great
influence over the reader. Indeed, it can determine whether your document achieves its
224 Chapter 11 Style in Technical Writing
objectives. Much like the broader term style, tone refers to the way you say something
rather than what you say.
The following adjectives show a few examples of the types of tone or attitude that can
be reflected in your writing. Here they are correlated with specific examples of documents:
1. Casual tone: E-mail to three colleagues working with you on a project.
2. Objective tone: Formal report to a client in which you present data comparing
cost information for replacing the company’s computer infrastructure.
3. Persuasive tone: Formal proposal to a client in hopes of winning a contract for
goods or services.
4. Enthusiastic tone: Recommendation letter to a university to accept one of your
employees in a master’s program.
5. Serious tone: Memorandum to employees about the need to reduce the workforce
and close an office.
6. Authoritative tone: Memo to an employee in which you reprimand him or her
for violations of a policy about documenting absences.
7. Friendly tone: Letter to long-term clients inviting them to an open house at your
new plant location.
Although there are almost as many variations in tone as there are occasions to write
documents, one guideline always applies: Be as positive as you can possibly be, consider-
ing the context. Negative writing has little place in technical communication. In particu-
lar, a condescending or sarcastic tone should be avoided at all costs. It is the kind of
writing you will regret. When you stress the positive, you stand the best chance of
accomplishing your purpose and gaining the reaction you want from the reader.
Despite the need to make style conform to team or company guidelines, each individ-
ual remains the final arbiter of her or his own style in technical writing. Most of us will be
our own stylists, even in firms in which in-house editors help clean up writing errors.This
chapter helps such writers deal with everyday decisions of sentence arrangement, word
choice, and the like. However, although style is a personal statement, you should not pre-
sume that anything goes. Certain fundamentals are part of all good technical style in the
professional world. Let us take a look at these basics.
>>> Writing Clear Sentences

Each writer has his or her own approach to sentence style; yet, everyone has the same
tools with which to work: words, phrases, and clauses.This section defines some basic ter-
minology in sentence structure, and then it provides simple stylistic guidelines for writing
clear sentences.
Sentence Terms
The most important sentence parts are the subject and verb.The subject names the per-
son doing the action or the thing being discussed (e.g., He completed the study/The
figure shows that); the verb conveys action or state of being (e.g., She visited the site/He
was the manager).
Whether they are subjects, verbs, or other parts of speech, words are used in two
main units: phrases and clauses. A phrase lacks a subject or verb or both and it thus must
always relate to or modify another part of the sentence (She relaxed after finishing her pres-
entation./As project manager, he had to write the report). A clause, however, has both a
subject and a verb. Either it stands by itself as a main clause (He talked to the team) or it relies
on another part of the sentence for its meaning and is thus a dependent clause (After she left
the site, she went home).
Beyond these basic terms for sentence parts, you also should know the four main
types of sentences:
■ A simple sentence contains one main clause (He completed his work).
■ A compound sentence contains two or more main clauses connected by conjunctions
(He completed his work, but she stayed at the office to begin another job).
■ A complex sentence includes one main clause and at least one dependent clause (After he
finished the project, he headed for home).
■ A compound–complex sentence contains at least two main clauses and at least one depend-
ent clause (After they studied the maps, they left the fault line, but they were unable to travel
much farther that night).
Guidelines for Sentence Style

Knowing the basic terms of sentence structure makes it easier to apply stylistic guidelines.
Following are a few fundamental guidelines that form the underpinnings for good techni-
cal writing.As you review and edit your own writing or that of others, put these principles
into practice.
>> Guideline 1: Place the Main Point Near the Beginning

One way to satisfy this criterion for good style is to avoid excessive use of the passive
voice (see “Using the Active Voice” on pp. 231–232); another way is to avoid lengthy
phrases or clauses at the beginnings of sentences. Remember that the reader usually wants
the most important information first.
Original: “After reviewing the growth of the Cleveland office, it was decided by the
corporate staff that an additional lab should be constructed at the Cleveland location.”
Revision: “The corporate staff decided to build a new lab in Cleveland after review-
ing the growth of the office there.”
>> Guideline 2: Focus on One Main Clause in Each Sentence

When you string together too many clauses with and or but, you dilute the meaning of
your text. However, an occasional compound or compound–complex sentence is accept-
able, just for variety.
Original: “The hiring committee planned to interview Jim Steinway today, but bad
weather delayed his plane departure, and the committee had to reschedule the inter-
view for tomorrow.”
Revision: “The hiring committee had to change Jim Steinway’s interview from today
to tomorrow because bad weather delayed his flight.”
>> Guideline 3: Vary Sentence Length, but Seek

an Average Length of 15–20 Words
Of course, do not inhibit your writing process by counting words while you write.
Instead, analyze one of your previous reports to see how you fare. If your sentences are
too long, make an effort to shorten them, such as by making two sentences out of one
compound sentence connected by and or but.
You should also vary the length of sentences. Such variety keeps your reader’s atten-
tion engaged. Make an effort to place important points in short but emphatic sentences.
Reserve longer sentences for supporting main points.
Original: “Our field trip for the project required that we conduct research on Cum-
berland Island, a national wilderness area off the Georgia Coast, where we observed a
number of species that we had not seen on previous field trips.Armadillos were com-
mon in the campgrounds, along with raccoons that were so aggressive that they would
come out toward the campfire for a handout while we were still eating. We saw the
wild horses that are fairly common on the island and were introduced there by
explorers centuries ago, as well as a few bobcats that were introduced fairly recently
in hopes of checking the expanding population of armadillos.”
Revision: “Our field trip required that we complete research on Cumberland Island,
a wilderness area off the Georgia Coast.There we observed many species we had not
seen on previous field trips. Both armadillos and raccoons were common in the
campgrounds.Whereas the armadillos were docile, the raccoons were quite aggres-
sive.They approached the campfire for a handout while we were still eating.We also
encountered Cumberland’s famous wild horses, introduced centuries ago by explor-
ers. Another interesting sighting was a pair of bobcats. They were brought to the
island recently to check the expanding armadillo population.”
>>> Being Concise

Some experts believe that careful attention to conciseness could shorten technical docu-
ments by 10% to 15%.As a result, reports and proposals would take less time to read and
cost less to produce. This section on conciseness offers several techniques for reducing
verbiage without changing meaning.
>> Guideline 1: Put Actions in Verbs

Concise writing depends more on verbs than it does on nouns. Sentences that contain
abstract nouns that hide actions can be shortened by putting the action in strong verbs
Being Concise 227
instead. By converting abstract nouns to action verbs, you can eliminate wordiness, as the
following sentences illustrate:
Wordy: “The acquisition of the property was accomplished through long and hard
negotiations.”
Concise: “The property was acquired through long and hard negotiations.”
Wordy: “Confirmation of the contract occurred yesterday.”
Concise: “The contract was confirmed yesterday.”
Wordy: “Exploration of the region had to be effected before the end of the year.”
Concise: “The region had to be explored before the end of the year.”
As the examples show, abstract nouns often end with -tion or -ment and are often fol-
lowed by the preposition of.These words are not always “bad” words; they cause problems
only when they replace action verbs from which they are derived.The following examples
show some noun phrases along with the preferred verb substitutes:
assessment of assess
classification of classify
computation of compute
delegation of delegate
development of develop
disbursement of disburse
documentation of document
elimination of eliminate
establishment of establish
negotiation of negotiate
observation of observe
requirement of require
verification of verify
>> Guideline 2: Shorten Wordy Phrases

Many wordy phrases have become common in business and technical writing. Weighty
expressions add unnecessary words and rob prose of clarity. Following are some of the
culprits, along with their concise substitutes:
afford an opportunity to permit
along the lines of like
an additional another
at a later date later
at this point in time now
by means of by
come to an end end

due to the fact that because
during the course of during
for the purpose of for
give consideration to consider
in advance of before
in the amount of of
in the event that if
in the final analysis finally
in the proximity of near
prior to before
subsequent to after
with regard to about
>> Guideline 3: Replace Long Words with Short Ones

In grade school, most students are taught to experiment with long words. Although this
effort helps build vocabularies, it also can lead to a lifelong tendency to use long words
when short ones will do. Of course, sometimes you want to use longer words just for
variety—for example, using an occasional approximately for the preferred about. As a rule,
however, the following long words (in the left column) should routinely be replaced by
the short words (in the right column):
advantageous helpful
alleviate lessen, lighten
approximately about
cognizant aware
commence start, begin
demonstrate show
discontinue end, stop
endeavor try
finalize end, complete
implement carry out
initiate start, begin
inquire ask
modification change
prioritize rank, rate
procure buy
terminate end, fire
Being Concise 229
transport move
undertake try, attempt
utilize use
>> Guideline 4: Leave Out Clichés

Clichés are worn-out expressions that add words to your writing.Although they once were
fresh phrases, they became clichés when they no longer conveyed their original meaning.
You can make writing more concise by replacing clichés with a good adjective or two. Fol-
lowing are some clichés to avoid:
ballpark figure
efficient and effective
last but not least
needless to say
reinvent the wheel
skyrocketing costs
>> Guideline 5: Make Writing More Direct by Reading It Aloud

Much wordiness results from talking around a topic. Sometimes called circumlocution, this
stylistic flaw arises from a tendency to write indirectly. It can be avoided by reading pas-
sages aloud. Hearing the sound of the words makes problems of wordiness quite apparent.
It helps condense all kinds of inflated language, including the wordy expressions men-
tioned earlier. Remember, however, that direct writing must also retain a tactful and
diplomatic tone when it conveys negative or sensitive information.
Indirect: “At the close of the last phase of the project, a bill for your services should be
expedited to our central office for payment.”
Direct: “After the project ends, please send your bill immediately to our central
office.”
Indirect: “It is possible that the well-water samples collected during our investigation
of the well on the site of the subdivision could possibly contain some chemicals in
concentrations higher than is allowable according to the state laws now in effect.”
Direct: “Our samples from the subdivision’s well might contain chemical concentra-
tions beyond those permitted by the state.”
>> Guideline 6: Avoid There Are, It Is, and Similar Constructions

There are and it is should not be substituted for concrete subjects and action verbs, which
are preferable in good writing. Such constructions delay the delivery of information about
who or what is doing something. They tend to make your writing lifeless and abstract.
Avoid them by creating (1) main subjects that are concrete nouns and (2) main verbs that
are action words. Note that the following revised passages give readers a clear idea of who
is doing what in the subject and verb positions.
Original: “It is clear to the hiring committee that writing skills are an important cri-
terion for every technical position.”
Revision: “The hiring committee believes that writing skills are an important criterion
for every technical position.”
Original: “There were 15 people who attended the meeting at the client’s office in
Charlotte.”
Revision: “Fifteen people attended the meeting at the client’s office in Charlotte.”
>> Guideline 7: Cut Out Extra Words

This guideline covers all wordiness errors not mentioned earlier.You must keep a vigilant
eye for any extra words or redundant phrasing. Sometimes the problem comes in the form
of needless connecting words, like to be or that. Other times it appears as redundant
points—that is, those that have been made earlier in a sentence, paragraph, or section and
do not need repeating.
Delete extra words when their use (1) does not add a necessary transition between
ideas or (2) does not provide new information to the reader. (One important exception is
the intentional repetition of main points for emphasis, as in repeating important conclu-
sions in different parts of a report.)
>>> Being Accurate in Wording

Good technical writing also demands accuracy in phrasing.Technical professionals place their
reputations and financial futures on the line with every document that goes out the door.
That fact shows the importance of taking your time on editing that deals with the accuracy
of phrasing. Accuracy often demands more words, not fewer.The main rule is:
Never sacrifice clarity for conciseness.
Careful writing helps to limit liability that your organization may incur.Your goal is
very simple: Make sure words convey the meaning you intend—no more, no less. Some
basic guidelines to follow include:
>> Guideline 1: Distinguish Facts from Opinions

In practice, this guideline means you must identify opinions and judgments as such by
using phrases like we recommend, we believe, we suggest, or in our opinion.
Example: “In our opinion, spread footings would be an acceptable foundation for the
building you plan at the site.”
If you want to avoid repetitious use of such phrases, group your opinions into listings or
report sections. Thus, a single lead-in can show the reader that opinions, not facts, are
forthcoming.
Example: “On the basis of our site visit and our experience at similar sites, we believe
that (1) ___________, (2) ___________, and (3) ___________.”
>> Guideline 2: Include Obvious Qualifying Statements

When Needed
This guideline does not mean you must be overly defensive in every part of the report; it
means that you must be wary of possible misinterpretations.
Example: “Our summary of soil conditions is based only on information obtained dur-
ing a brief visit to the site.We did not drill any soil borings.”
>> Guideline 3: Use Absolute Words Carefully

Avoid words that convey an absolute meaning or that convey a stronger meaning than you
intend. One notable example is minimize, which means to reduce to the lowest possible
level or amount. If a report claims that a piece of equipment will minimize breakdowns on
the assembly line, the passage could be interpreted as an absolute commitment. The
reader could consider any breakdown at all to be a violation of the report’s implications. If
instead the writer had used the verb limit or reduce, the wording would have been more
accurate and less open to misunderstanding.
>>> Using the Active Voice

Striving to use the active voice can greatly improve your technical writing style. This
section defines the active and passive voices and then gives examples of each. It also lists
some practical guidelines for using both voices.
What Do Active and Passive Mean?

Active-voice sentences emphasize the person (or thing) performing the action—that is,
somebody (or something) does something (“Matt completed the field study yesterday”).
Passive-voice sentences emphasize the recipient of the action itself—that is, something is
being done to something by somebody (“The field study was completed [by Matt] yester-
day”). Following are some other examples of the same thoughts being expressed in first
the active and then the passive voice:
■ Examples: Active-Voice Sentences:
1. “We reviewed aerial photographs in our initial assessment of possible fault activity at
the site.”
2. “The study revealed that three underground storage tanks had leaked unleaded gaso-
line into the soil.”
3. “We recommend that you use a minimum concrete thickness of 6 in. for residential
subdivision streets.”
■ Examples: Passive-Voice Sentences:
1. “Aerial photographs were reviewed [by us] in our initial assessment of possible fault
activity at the site.”
2. “The fact that three underground storage tanks had been leaking unleaded gasoline
into the soil was revealed in the study.”
3. “It is recommended that you use a minimum concrete thickness of 6 in. for residential
subdivision streets.”
Just reading through these examples gives the sense that passive constructions are
wordier than active ones. Also, passive voices tend to leave out the person or thing doing
the action. Although occasionally this impersonal approach is appropriate, the reader can
become frustrated by writing that fails to say who or what is doing something.
When Should Active and Passive Voices Be Used?

Both the active and passive voices have a place in your writing. Knowing when to use each
is the key. Following are a few guidelines that will help:
■ Use the active voice when you want to:
1. Emphasize who is responsible for an action (“We recommend that you consider....”)
2. Stress the name of a company, whether yours or the reader’s (“PineBluff Contracting
expressed interest in receiving bids to perform work at....”)
3. Rewrite a top-heavy sentence so that the person or thing doing the action is up
front (“Figure 1 shows the approximate locations of....”)
4. Pare down the verbiage in your writing, because the active voice is usually a shorter
construction.
■ Use the passive voice when you want to:
1. Emphasize the object of the action or the action itself rather than the person per-
forming the action (“Samples will be sent directly from the site to our laboratory in
Sacramento”).
2. Avoid the kind of egocentric tone that results from repetitious use of I, we, and the
name of your company (“The project will be directed by two programmers from our
Boston office”).
3. Break the monotony of writing that relies too heavily on active-voice sentences.
Although the passive voice has its place, it is far too common in business and technical
writing.This stylistic error results from the common misperception that passive writing is
more objective. In fact, excessive use of the passive voice only makes writing more tedious
to read. In modern business and technical writing, strive to use the active voice.
>>> Using Nonsexist Language

Language usually follows changes in culture rather than anticipating such changes. An ex-
ample is today’s shift away from sexist language in business and technical writing—indeed,
in all writing and speaking.The change reflects the increasing number of women entering
previously male-dominated professions, such as engineering, management, medicine,
and law. It also reflects the fact that many men have taken previously female-dominated
positions as nurses and flight attendants.
This section on style defines sexist and nonsexist language. Then it suggests ways to
avoid using gender-offensive language in your writing.
Sexism and Language

Sexist language is the use of wording, especially masculine pronouns like he or him, to rep-
resent positions or individuals who could be either men or women. For many years, it was
perfectly appropriate to use he, his, him, or other masculine words in sentences such as the
following:
■ “The operations specialist should check page 5 of his manual before flipping the switch.”
■ “Every physician was asked to renew his membership in the medical association before
next month.”
■ “Each new student at the military academy was asked to leave most of his personal pos-
sessions in the front hallway of the administration building.”
The masculine pronoun was understood to represent any person—male or female.
Such usage came under attack for several reasons:
1. As previously mentioned, the entry of many more women into male-dominated pro-
fessions has called attention to the inappropriate generic use of masculine pronouns.
2. Many people believe the use of masculine pronouns in a context that could include both
genders constrains women from achieving equal status in the professions and in the cul-
ture—that is, the use of masculine pronouns encourages sexism in society as a whole.
Either point supplies a good enough reason to avoid sexist language. Many women in
positions of responsibility may read your on-the-job writing. If you fail to rid your writing
of sexism, you risk drawing attention toward sexist language and away from your ideas.
Common sense argues for following some basic style techniques to avoid this problem.
Techniques for Nonsexist Language

This section offers techniques for shifting from sexist to nonsexist language.When shifting
to nonsexist language, many writers have problems with subject–verb agreement. (The
engineer recorded their data.) The strategies that follow help you avoid this problem. Not
all these strategies will suit your taste in writing style; use the ones that work for you.
>> Technique 1: Avoid Personal Pronouns Altogether

One easy way to avoid sexist language is to delete or replace unnecessary pronouns:
Example:
Sexist Language: “During his first day on the job, any new employee in the toxic-
waste laboratory must report to the company doctor for his
employment physical.”
Nonsexist Language: “During the first day on the job, each new employee in the
toxic-waste laboratory must report to the company doctor for
a physical.”
>> Technique 2: Use Plural Pronouns Instead of Singular

In most contexts you can shift from singular to plural pronouns without altering meaning.
The plural usage avoids the problem of using masculine pronouns.
Example:
Sexist Language: “Each geologist should submit his time sheet by noon on the
Thursday before checks are issued.”
Nonsexist Language: “All geologists should submit their time sheets on the Thursday
before checks are issued.”
Interestingly, you may encounter sexist language that uses generic female pronouns
inappropriately. For example, “Each nurse should make every effort to complete her
rounds each hour.” As in the preceding case, a shift to plural pronouns is appropriate:
“Nurses should make every effort to complete their rounds each hour.”
>> Technique 3: Alternate Masculine and Feminine Pronouns

Writers who prefer singular pronouns can avoid sexist use by alternating he and him with
she and her. When using this technique, writers should avoid the unsettling practice of
switching pronoun use within too brief a passage, such as a paragraph or page. Instead,
writers may switch every few pages, or every section or chapter.
Although this technique is not yet in common use, its appeal is growing. It gives
writers the linguistic flexibility to continue to use masculine and feminine pronouns
in a generic fashion. However, one problem is that the alternating use of masculine
and feminine pronouns tends to draw attention to itself. Also, the writer must work
to balance the use of masculine and feminine pronouns, in a sense to give equal
treatment.
>> Technique 4: Use Forms Like He or She, Hers or His, and Him or Her
This solution requires the writer to include pronouns for both genders.
Example:
Sexist Language: “The president made it clear that each branch manager will be
responsible for the balance sheet of his respective office.”
Nonsexist Language: “The president made it clear that each branch manager will
be responsible for the balance sheet of his or her respective
office.”
This stylistic correction of sexist language may bother some readers.They believe that
the doublet structure of her or his, is wordy and awkward. Many readers are bothered even
more by the slash formations of he/she, his/her, and her/him. Avoid using these.
>> Technique 5: Shift to Second-Person Pronouns

Consider shifting to the use of you and your, words without any sexual bias.This technique
is effective only with documents in which it is appropriate to use an instructions-related
command tone associated with the use of you.
Example:
Sexist Language: “After selecting her insurance option in the benefit plan, each
new nurse should submit her paperwork to the Human Resources
Department.”
Nonsexist Language: “Submit your paperwork to the Human Resources Department
after selecting your insurance option in the benefit plan.”
>> Technique 6: Be Especially Careful of Titles and Letter Salutations

Today, most women in business and industry are comfortable being addressed as Ms. If you
know that the recipient prefers Miss or Mrs., use that in your salutation. If a person’s gender
is not obvious from the name, call the person’s employer and ask how the person prefers to
be addressed. (When calling, also check on the correct spelling of the person’s name and the
person’s current job title.) Receptionists and secretaries expect to receive such inquiries.
When you do not know who will read your letter, never use Dear Sir or Gentlemen as a
generic greeting. Such a mistake may offend women reading the letter and may even cost
you some business. Dear Sir or Madam is also inappropriate. It shows you do not know your
audience, and it includes the archaic form Madam. Instead, call the organization for the
name of a particular person to whom you can direct your letter. If you must write to a
group of people, replace the generic greeting with an Attention line that denotes the name
of the group.
Examples:
Sexist Language: Dear Miss Finnegan: [to a single woman for whom you can de-
termine no title preference]
Nonsexist Language: Dear Ms. Finnegan:
Sexist Language: Dear Sir: or Gentlemen:
Nonsexist Language: Attention: Admissions Committee
No doubt the coming years will bring additional suggestions for solving the problem
of sexist language. Whatever the culture finally settles on, it is clear that good technical
writing style no longer tolerates the use of such language.
>>> Plain English and Simplified English

When you are writing technical or business documents, you may be asked to use one of
two important styles of workplace writing: Plain English or Simplified English. Both of
these styles include specific recommendations about sentence structure and word choice,
but they are designed for particular audiences and purposes.
Plain English
Plain English is a specific style recommended for the U.S. government documents and for
documents, such as proposals and reports that are submitted to federal agencies.Although
people had been discussing clearer government documents for years, the Plain Language
movement gained strong support during the mid-1990s. In 1995, a group of people began
creating standards for Plain English in government writing. This group became the Plain
Language Action and Information Network (PLAIN).
Plain English guidelines include many of the elements of clear technical communica-
tion: audience awareness, good document design, effective use of headings, and clear
organization. However, Plain English is most clearly defined by its style recommenda-
tions, which include the following:
■ Use active voice
■ Put actions in strong verbs
■ Use you to speak directly to the reader
■ Use short sentences (no longer than about 20 words)
■ Use concrete words
■ Use simple and compound sentences with a subject–verb structure
■ Make sure that modifiers are clear
■ Use parallel structure for parallel ideas
■ Avoid wordiness
The Plain Language Web site at http://www.plainlanguage.gov includes a complete

discussion of Plain English with examples and links to other resources.
Simplified English
Simplified English includes many of the same recommendations as Plain English, and it is
sometimes confused with Plain English. However, it serves a different purpose and is de-
signed for a different audience. Simplified English, sometimes called Controlled English or
Internationalized English, is designed for the global economy. It is designed for an audience
for whom English is a second language, to be easily translatable from English into other
languages.A leading organization for the development of Simplified English is the European
Association of Aerospace Manufacturers (AECMA), which created the original standard
in the 1980s.
Simplified English is designed to be clear and unambiguous, so it recommends specific
sentence structures and limited vocabulary. Simplified English includes the following:
■ Use only approved words
■ Use one word for each meaning (avoid synonyms)
■ Use only one meaning for each word (e.g., close is used only as a verb)
■ Use active voice

Chapter Summary 237
■ Use strong verbs

■ Use articles (a, an, the) or demonstrative adjectives (this, that, these, those) for clarity
■ Avoid strings of more than three nouns
■ Use short sentences (less than 20 words)
More information about Simplified English standards is available at http://www.asd-

ste100.org, and an overview of Simplified English is available at http://www.userlab.com/
SE.html, which also includes a sample list of approved words at http://www.userlab.
com/Downloads/SE.pdf. Because the standards were developed for the aerospace indus-
try, the word lists are specialized for that industry. Other industries are developing
their own word lists.A more general word list can be downloaded from the Publications/
Documents section of Intecom’s Web site at http://www.intecom.org.
>>> Chapter Summary

Style is an important part of technical writing. During the editing process, writers make
the kinds of changes that place their personal stamp on a document. Style can also be
shaped (1) by a team, in that writing done collaboratively can acquire features of its di-
verse contributors or (2) by an organization, in that an organization may require writers
to adopt a particular writing style.Yet the decision-making process of individual writers
remains the most important influence on the style of technical documents.
This chapter offers five basic suggestions for achieving good technical writing style.
First, sentences should be clear, with main ideas at the beginning and with one main clause
in most sentences. Although sentences should average only 15 to 20 words, you should
vary sentence patterns in every document. Second, technical writing should be concise.
You can achieve this goal by reading prose aloud as you rewrite and edit.Third, wording
should be accurate. Fourth, the active voice should be dominant, although the passive
voice also has a place in good technical writing. And fifth, the language of technical docu-
ments should be free of sexual bias.
Although clarity and conciseness are important to all workplace writing, you may be
asked to follow a specific style sheet. Many organizations create their own in-house style
guides, and some styles, such as Plain English and Simplified English are used for indus-
tries or to clarify cross-cultural communication.
Collaboration at Work Describing Style

General Instructions three passages that express the same idea in three differ-
ent ways:
working in teams to chapter topics. The exercise assumes you 1. The results of the experiment strongly suggest to the
(1) have been divided into teams of about three to six students, team conducting the study that the hypothesis is
(2) will use team time inside or outside of class to complete the valid.
case, and (3) will produce an oral or written response. For 2. After evaluating the results of the experiment, we con-
guidelines about writing in teams, refer to Chapter 2. cluded that the hypothesis is valid.
3. We believe the experiment worked.
As this chapter points out, the term style refers to the Team Assignment
way you choose to express an idea, as opposed to the Describe how the previous three passages convey informa-
content of the idea itself. The definition of style early in tion differently to the reader. Can you describe the differ-
this chapter makes it clear that writers adopt particular ences in style? When is one passage more appropriate to
styles for different contexts. For example, following are use than another?
Assignments
1. Conciseness—Abstract Words b. Endeavoring to complete the study on time, Sheila
Make the following sentences more concise by replacing transported the supplies immediately from the field
abstract nouns with verbs. Other minor changes in wording location to the lab.
may be necessary. c. During the course of his career, he planned to utilize the
experience he had gained in the ambulance business.
a. The inspectors indicated that observation of the site d. His work with the firm terminated due to the fact that
occurred on July 16, 2011.
he took a job with another competing firm.
b. After three hours of discussion, the branch managers e. Subsequent to the announcement he made, he held a
agreed that establishment of a new mission statement news conference for approximately one hour of time.
should take place in the next fiscal year.
3. Conciseness—Clichés and There Are/It Is
c. Assessment of the firm’s progress will happen during
Constructions
the annual meeting of the Board of Directors.
Rewrite the following sentences by eliminating clichés and
d. Documentation of the results of the lab test appeared in
the wordy constructions there are and it is.
the final report.
e. The financial statement showed that computation of a. There are many examples of skyrocketing equipment
the annual revenues had been done properly. costs affecting the final budget for a project.
b. She explained to her staff that it was as plain as day

that they would have to decrease their labor costs.
2. Conciseness—Wordy Phrases and Long
Words c. The prospective client asked for a ballpark figure of the
project costs.
Condense the following sentences by replacing long phrases
and words with shorter substitutes.
d. Last but not least, there was the issue of quality control
that he wanted to emphasize in his speech.
a. In the final analysis, we decided to place the new pump- e. It is a fact that our boss ended the meeting about a loss
ing station in the proximity of the old one. of profits by noting that we are all in the same boat.
4. Sentence Clarity e. Dirt brought to the site should be evaluated by the engi-
Improve the clarity of the following sentences by changing neer on-site before it is placed in the foundation.
sentence structures or by splitting long sentences into sev-
eral shorter ones.
6. Sexist Language
Revise the following sentences to eliminate sexist language.
a. Therefore, to collect a sample from above the water
table, and thus to follow the directions provided by the a. Although each manager was responsible for his own
client, the initial boring was abandoned and the drill rig budget, some managers obviously had better accounting
was repositioned about two feet away and a new boring skills than others.
was drilled.
b. Each flight attendant is required to meet special work
b. Percolation test #1 was performed approximately 40 feet standards as long as she is employed by an interna-
east of the existing pump house and percolation test #2 tional airline.
was performed near the base of the slope approximately c. Typically, a new engineer at Blue Sky receives his first
65 feet west of the pump house, and then the results promotion after about a year.
were submitted to the builder.
d. Every worker wonders whether he is saving enough for
c. All of the earth materials encountered in our explo- retirement.
ration can be used for trench backfill above manhole
e. If a pilot senses danger, she should abort the takeoff.
and pipe bedding, provided they are free of organic ma-
terial, debris, and other deleterious materials, and they
7. Advanced Exercise—Conciseness
are screened to remove particles greater than six inches
in diameter. The following sentences contain more words than neces-
sary. Rewrite each passage more concisely but without
d. The properties consist of approximately 5,000 acres,
changing the meaning. If appropriate, make two sentences
including those parcels of Heron Ranch owned by
out of one.
American Axis Insurance Company, the unsold Jones
Ranch parcels, the village commercial area, the mobile a. The disbursement of the funds from the estate will
home subdivisions, two condominium complexes, a occur on the day that the proceedings concerning the
contractor’s storage area, an RV storage area, a sales estate are finalized in court.
office, a gatehouse, open space parcels, and the undevel-
oped areas for future Buildings 1666, 1503, 1990, and 1910. b. At a later date we plan to begin the process of prioritiz-
ing our responsibilities on the project so that we will
e. Having already requested permits for the construction
have a clear idea of which activities deserve the most
of the bathhouse, medical center, maintenance building,
attention from the project personnel.
boat dock, swimming pool, community building, and an
addition to the community building, we still need to c. Needless to say, we do not plan to add our participation
apply for the storeroom permit. to the project if we conclude that the skyrocketing costs
of the project will prohibit our earning what could be
considered to be a fair profit from the venture.
5. Active and Passive Voice Verbs
d. For us to supply the additional supplies that the client
Make changes in active and passive voice verbs, where
wishes to procure from us, the client will have to initiate
appropriate. Refer to the guidelines in the chapter. Be able to
a change order that permits additional funds to be
supply a rationale for any change you make.
transferred into the project account.
a. It was recommended by the personnel committee that e. Prior to the implementation of the state law with regard
you consider changing the requirements for promotion. to the use of asbestos as a building material, it was com-
mon practice to utilize this naturally occurring mineral
b. No formal report about assets was reported by the cor-
in all kinds of facilities, some of which became health
poration before it announced the merger.
hazards subsequently.
c. It has been noted by the Department of Environmental
Services that the laundry business was storing toxic 8. Advanced Exercise—General Style Rules
chemicals in an unsafe location.
Revise the following sentences by applying all the guide-
d. The violation of ethical guidelines was reported by the lines mentioned in this chapter. When you change pas-
commissioner to the president of the association. sive verbs to active, it may be necessary to make some
assumptions about the agent of the action, because the f. Shortly after the last change in leadership, and during
sentences are taken out of context. the time that the board of directors was expressing
strong views about the direction that the company was
a. Based on our review of the available records, conversa-
taking, it became clear to me and other members of the
tions with the various agencies involved, including the
senior staff that the company was in trouble.
Fire Department and the Police Department, and a thor-
ough survey of the site where the spill occurred, it was g. Each manager should complete and submit his monthly
determined that the site contained chemicals that were report by the second Tuesday of every month.
hazardous to human health.
9. Editing Paper of Classmate
b. It is recommended by us that your mainframe computer
For this assignment, exchange papers with a member of
system be replaced immediately by a newer model.
your class. Use either the draft of a current assignment or a
c. The figures on the firm’s profit margins in July and Au- paper that was completed earlier in the term. Edit your
gust, along with sales commissions for the last six classmate’s work in accordance with this chapter’s guide-
months of the previous year and the top 10 salespersons lines on style, and then explain your changes to the writer.
in the firm, are included in the Appendix.
d. It was suggested by the team that the company needs to 10. Editing Sample Memo
invest in modern equipment. Using the guidelines in this chapter, edit the following
e. It is the opinion of this writer that the company’s health memorandum. The assignment can be completed individu-
plan is adequate. ally or in teams as a team-editing project.
DATE: January 12, 2011

TO: All Employees of Denver Branch
FROM: Leonard Schwartz
Branch Manager
SUBJECT: New Loss-Prevention System
As you may have recently heard, lately we received news from the corporate headquarters of the company that it would be in the best
interest of the entire company to pay more attention to matters of preventing accidents and any other safety-related measures that af-
fect the workplace, including both office and field activities related to all types of jobs that we complete. Every single employee in each
office at every branch needs to be ever mindful in this regard so that he is most efficient and effective in the daily performance of his
everyday tasks that relate to his job responsibilities such that safety is always of paramount concern.
With this goal of safety ever present in our minds, I believe the bottom line of the emphasis on safety could be considered to be
the training that each of us receives in his first, initial weeks on the job as well as the training provided on a regular basis throughout
each year of our employment with Whitman Development, so that we are always aware of how to operate in a safe manner. The train-
ing vehicle gives the company the mechanism to provide each of you with the means to become aware of the elements of safety that
relate to the specific needs and requirements of your own particular job. Therefore, at this point in time I have come to the conclusion
in the process of contemplating the relevance of the new corporate emphasis on safety to our particular branch that we need, as a
branch, to give much greater scrutiny and analysis to the way we can prevent accidents and emphasize the concern of safety at
every stage of our operation for every employee. Toward this end, I have asked the training coordinator, Kendra Jones, to assemble
a written training program that will involve every single employee and that can be implemented beginning no later than June of this
year. When the plan has been written and approved at the various levels within the office, I will conduct a meeting with every depart-
ment in order to emphasize the major and minor components of this upcoming safety program.
It is my great pleasure to announce to all of you that effective in the next month (February) I will give a monthly safety award of
$100 to the individual branch employee at any level of the branch who comes up with the best, most useful suggestion related to
safety in any part of the branch activities. Today I will take the action of placing a suggestion box on the wall of the lunchroom so that
all of you will have easy access to a way to get your suggestions for safety into the pipeline and to be considered. As an attachment to
the memo you are now reading from me, I have provided you with a copy of the form that you are to use in making any suggestions
that are then to be placed in the suggestion box. On the last business day of each month, the box will be emptied of the completed
forms for that month, and before the end of the following week a winner will be selected by me for the previous month’s suggestion pro-
gram and an announcement will be placed by me to that effect on the bulletin board in the company workroom.
If you have any questions in regard to the corporate safety program as it affects our branch or about the suggestion program that
is being implemented here at the Denver office at Whitman, please do not hesitate to make your comments known either in memoran-
dum form or by way of telephonic response to this memorandum.
? 11. Ethics Assignment on the final published article. How do you respond to her?
Assume that you are an electrical engineer at a civil engi- Do you list her on the title page as coauthor, do you mention
neering firm. Evelyn, the technical writer in your office, has her in a footnote as an editor, or do you adopt some other
let engineers know that she is available to help with articles approach? Explain the rationale you give Evelyn after telling
and presentations. You have asked for her help in preparing her your decision. What are the main ethical considerations
an article for publication in a professional journal. As you in making the decision?
hand her the article, you are quick to add that you have
long-standing problems organizing information and editing 12. International Communication
well. Two days later the draft appears in your mailbox look- Assignment
ing like your first graded paper in English 101 in college. Eve- One major problem with international communication
lyn has even provided a suggested outline for reorganizing occurs when product instructions are written (or translated)
the entire piece. On reading her comments and reviewing by individuals who do not have enough familiarity with
the outline, you find that you agree with almost all of her the language being used. The problem can be solved by
suggestions. You follow her suggestions and proceed to localization, or choosing writers or translators who are, in
meet with her several times and show her three more fact, native speakers and writers. For this assignment, locate
drafts, including the final that she edits and proofs. a set of instructions written in English with stylistic errors
Feeling that she has done more on your article than she that would not have been made by a native speaker/
would normally do as part of her job responsibilities, Evelyn writer. Point out these errors and suggest appropriate
diplomatically asks how you plan to acknowledge her work revisions.
Appendix A
>>> Handbook
This handbook includes entries on the basics of writing. It contains three main types of
information:
1. Grammar: the rules by which we edit sentence elements. Examples include rules
for the placement of punctuation, the agreement of subjects and verbs, and the
placement of modifiers.
2. Mechanics: the rules by which we make final proofreading changes. Examples
include the rules for abbreviations and the use of numbers. A list of commonly
misspelled words is also included.
3. Usage: information on the correct use of particular words, especially pairs of
words that are often confused. Examples include problem words like affect/effect,
complement/compliment, and who/whom.
This handbook is presented in alphabetized fashion for easy reference during the editing
process. Grammar and mechanics entries are in all uppercase; usage entries are in lower-
case. Several exercises follow the entries.
A/An
A and an are different forms of the same article. A occurs before words that start with
consonants or consonant sounds. EXAMPLES:
■ a three-pronged plug
■ a once-in-a-lifetime job (once begins with the consonant sound of w)
■ a historic moment (many speakers and some writers mistakenly use an before historic)
An occurs before words that begin with vowels or vowel sounds. EXAMPLES:
■ an eager new employee
■ an hour before closing
A lot/Alot
The correct form is the two-word phrase a lot.Although acceptable in informal discourse,
a lot usually should be replaced by more formal diction in technical writing. EXAMPLE:
“They retrieved many [not a lot of ] soil samples from the construction site.”
243
244 Appendix A
Abbreviations
Technical writing uses many abbreviations.Without this shorthand form, you end up writ-
ing much longer reports and proposals without any additional content. Use the following
seven basic rules in your use of abbreviations, paying special attention to the first three:
Rule 1: Do Not Use Abbreviations When Confusion May Result

When you want to use a term just once or twice and you are not certain your readers will
understand an abbreviation, write out the term rather than abbreviating it. EXAMPLE:
“They were required to remove creosote from the site, according to the directive from the
Environmental Protection Agency.” Even though EPA is the accepted abbreviation for this
government agency, you should write out the name in full if you are using the term only
once to an audience that may not understand it.
Rule 2: Use Parentheses for Clarity

When you use a term more than twice and are not certain that your readers will understand
it, write out the term the first time it is used and place the abbreviation in parentheses, and
then use the abbreviation in the rest of the document. In long reports or proposals, however,
you may need to repeat the full term in key places. EXAMPLE: “According to the directive
from the Environmental Protection Agency (EPA), they were required to remove the cre-
osote from the construction site. Furthermore, the directive indicated that the builders
could expect to be visited by EPA inspectors every other week.”
Rule 3: Include a Glossary When There Are Many Abbreviations

When your document contains many abbreviations that may not be understood by all read-
ers, include a well-marked glossary at the beginning or end of the document.A glossary sim-
ply collects all the terms and abbreviations and places them in one location for easy reference.
Rule 4: Use Abbreviations for Units of Measure

Most technical documents use abbreviations for units of measure. Do not include a period
unless the abbreviation could be confused with a word. EXAMPLES: mi, ft, oz, gal., in.,
and lb. Note that units-of-measurement abbreviations have the same form for both singu-
lar and plural amounts. EXAMPLES: 1⁄2 in., 1 in., 5 in.
Rule 5: Avoid Spacing and Periods

Avoid internal spacing and internal periods in most abbreviations that contain all capital
letters. EXAMPLES: ASTM, EPA, ASEE. Exceptions include professional titles and de-
grees, such as P.E., B.S., and B.A.
Rule 6: Be Careful with Company Names

Abbreviate a company or other organizational name only when you are sure that offi-
cials from the organization consider the abbreviation appropriate. IBM (for the com-
pany) and UCLA (for the university) are examples of commonly accepted
Appendix A 245
organizational abbreviations.When in doubt, follow rule 2—write the name in full the
first time it is used, followed by the abbreviation in parentheses.
Rule 7: Common Abbreviations

The following common abbreviations are appropriate for most writing in your technical
or business career.They are placed into three main categories of measurements, locations,
and titles.
Measurements. Use these abbreviations only when you place numbers before the
measurement.
ac alternating current gpm gallons per minute
amp ampere hp horsepower
bbl barrel hr hour
Btu British thermal unit Hz hertz
bu bushel in. inch
C Celsius j joule
cal calorie K Kelvin
cc cubic centimeter ke kinetic energy
circ circumference kg kilogram
cm centimeter km kilometer
cos cosine kw kilowatt
cot cotangent kwh kilowatt-hour
cps cycles per second l liter
cu ft cubic feet lb pound
db decibel lin linear
dc direct current lm lumen
dm decimeter log. logarithm
doz or dz dozen m meter
F Fahrenheit min minute
f farad mm millimeter
fbm foot board measure oz ounce
fig. figure ppm parts per million
fl oz fluid ounce psf pounds per square foot
FM frequency modulation psi pounds per square inch
fp foot pound pt pint
ft foot (feet) qt quart
g gram rev revolution
gal. gallon rpm revolutions per minute
246 Appendix A
sec second va volt-ampere

sq square w watt
sq ft square foot (feet) wk week
T ton wl wavelength
tan. tangent yd yard
v volt yr year
Locations. Use these common abbreviations for addresses (e.g., on envelopes, letters
and resumes), but write out the words in full in other contexts.
AL Alabama MT Montana
AK Alaska NE Nebraska
AS American Samoa NV Nevada
AZ Arizona NH New Hampshire
AR Arkansas NJ New Jersey
CA California NM New Mexico
CZ Canal Zone NY New York
CO Colorado NC North Carolina
CT Connecticut ND North Dakota
DE Delaware OH Ohio
DC District of Columbia OK Oklahoma
FL Florida OR Oregon
GA Georgia PA Pennsylvania
GU Guam PR Puerto Rico
HI Hawaii RI Rhode Island
ID Idaho SC South Carolina
IL Illinois SD South Dakota
IN Indiana TN Tennessee
IA Iowa TX Texas
KS Kansas UT Utah
KY Kentucky VT Vermont
LA Louisiana VI Virgin Islands
ME Maine VA Virginia
MD Maryland WA Washington
MA Massachusetts WV West Virginia
MI Michigan WI Wisconsin
MN Minnesota WY Wyoming
MS Mississippi Alta. Alberta
MO Missouri B.C. British Columbia
Appendix A 247
Man. Manitoba Ont. Ontario

N.B. New Brunswick P.E.I. Prince Edward Island
Nfld. Newfoundland P.Q. Quebec
N.W.T. Northwest Territories Sask. Saskatchewan
N.S. Nova Scotia Yuk. Yukon
Titles. Some of the following abbreviations go before the name (e.g., Dr., Ms.,
Messrs.), whereas others go after the name (e.g., college degrees, Jr., Sr.).
Atty. Attorney M.A. Master of Arts
B.A. Bachelor of Arts M.S. Master of Science
B.S. Bachelor of Science M.D. Doctor of Medicine
D.D. Doctor of Divinity Messrs. Plural of Mr.
Dr. Doctor (used mainly with Mr. Mister
medical and dental degrees Mrs. Used to designate married,
but also with other widowed, or divorced
doctorates) women
Drs. Plural of Dr. Ms. Used increasingly for all
D.V.M. Doctor of Veterinary Medi- women, especially when
cine one is uncertain about a
Hon. Honorable woman’s marital status
Jr. Junior Ph.D. Doctor of Philosophy
LL.D. Doctor of Laws Sr. Senior
Accept/Except
Accept and except have different meanings and often are different parts of speech. Accept is a
verb that means “to receive.” Except is a preposition or verb and means “to make an excep-
tion or special case of.” EXAMPLES:
■ I accepted the service award from my office manager.
■ Everyone except Jonah attended the marine science lecture.
■ The company president excepted me from the meeting because I had an important sales
call to make the same day.
Advice/Advise/Inform
Advice is a noun that means “suggestions or recommendation.” Advise is a verb that means
“to suggest or recommend.” Do not use the verb advise as a substitute for inform, which
means simply “to provide information.” EXAMPLES:
■ The consultant gave us advice on starting a new retirement plan for our employees.
■ She advised us that a 401(k) plan would be useful for all our employees.
■ She informed [not advised] her clients that they would receive her final report by
March 15.
248 Appendix A
Affect/Effect
Affect and effect generate untold grief among many writers. The key to using them cor-
rectly is remembering two simple sentences: (1) affect with an a is a verb meaning “to in-
fluence” and (2) effect with an e is a noun meaning “result.” There are some exceptions,
however, such as when effect can be a verb that means “to bring about,” as in, “He effected
considerable change when he became a manager.” EXAMPLES:
■ His progressive leadership greatly affected the company’s future.
■ One effect of securing the large government contract was the hiring of several more ac-
countants.
■ The president’s belief in the future of microcomputers effected change in the company’s
approach to office management. (For a less-wordy alternative, substitute changed for
effected change in.)
Agree to/Agree with

In correct usage, agree to means that you have consented to an arrangement, an offer, a pro-
posal, and so on. Agree with is less constraining and only suggests that you are in harmony
with a certain statement, idea, person, and the like. EXAMPLES:
■ Representatives from BoomCo agreed to alter the contract to reflect the new scope
of work.
■ We agree with you that more study may be needed before the nuclear power plant is built.
All Right/Alright
All right is an acceptable spelling; alright is not. All right is an adjective that means “acceptable,”
an exclamation that means “outstanding,” or a phrase that means “correct.” EXAMPLES:
■ Sharon suggested that the advertising copy was all right for now but that she would
want changes next month.
■ Upon seeing his article in print, Zach exclaimed, “All right!”
■ The five classmates were all right in their response to the trick questions on the quiz.
All Together/Altogether
All together is used when items or people are being considered in a group or are working in
concert. Altogether is a synonym for “utterly” or “completely.” EXAMPLES:
■ The three firms were all together in their support of the agency’s plan.
■ There were altogether too many pedestrians walking near the dangerous intersection.
Allusion/Illusion/Delusion/Elusion
These similar sounding words have distinct meanings. Following is a summary of the
differences:
Appendix A 249
1. Allusion: a noun meaning “reference,” as in you are making an allusion to your va-
cation in a speech.The related verb is allude.
2. Illusion: a noun meaning “misunderstanding or false perception.” It can be physical
(as in seeing a mirage) or mental (as in having the false impression that your hair is
not thinning when it is).
3. Delusion: a noun meaning “a belief based on self-deception.” Unlike illusion, the
word conveys a much stronger sense that someone is out of touch with reality, as in
having “delusions of grandeur.”The related verb is delude.
4. Elusion: a noun meaning “the act of escaping or avoiding.”The more common form
is the verb, elude, meaning “to escape or avoid.”
Examples:
■ His report included an allusion to the upcoming visit by the government agency in
charge of accreditation.
■ She harbored an illusion that she was certain to receive the promotion. In fact, her su-
pervisor preferred another department member with more experience.
■ He had delusions that he soon would become company president, even though he
started just last week in the mailroom.
■ The main point of the report eluded him because there was no executive summary.
Already/All Ready
All ready is a phrase that means “everyone is prepared,” whereas already is an adverb that
means something is finished or completed. EXAMPLES:
■ They were all ready for the presentation to the client.
■ George had already arrived at the office before the rest of his proposal team members
had even left their homes.
Alternately/Alternatively
Because many readers are aware of the distinction between these two words, any mis-
use can cause embarrassment or even misunderstanding. Follow these guidelines for
correct use.
Alternately. As a derivative of alternate,alternately is best reserved for events or actions

that occur “in turns.” EXAMPLE:While digging the trench, he used a backhoe and a hand
shovel alternately throughout the day.
Alternatively. A derivative of alternative, alternatively should be used in contexts

where two or more choices are being considered. EXAMPLE: We suggest that you use
deep foundations at the site. Alternatively, you could consider spread footings that were
carefully installed.
250 Appendix A
Amount/Number
Amount is used in reference to items that cannot be counted, whereas number is used to in-
dicate items that can be counted. EXAMPLES:
■ In the last year, we have greatly increased the amount of computer paper ordered for
the Boston office.
■ The last year has seen a huge increase in the number [not amount] of boxes of computer
paper ordered for the Boston office.
And/Or
This awkward expression probably has its origins in legal writing. It means that there are three
separate options to be considered: the item before and/or, the item after and/or, or both items.
Avoid and/or because readers may find it confusing, visually awkward, or both. Instead,
replace it with the structure used in the previous sentence; that is, write “A, B, or both,” not
“A and/or B.” EXAMPLE:
The management trainee was permitted to select two seminars from the areas of
computer hardware, communication skills, or both [not computer hardware and/or commu-
nication skills].
Anticipate/Expect
Anticipate and expect are not synonyms. In fact, their meanings are distinctly different. Anticipate
is used when you mean to suggest or state that steps have been taken beforehand to prepare for
a situation. Expect only means you consider something likely to occur. EXAMPLES:
■ Anticipating that the contract will be successfully negotiated, Jones Engineering is hir-
ing three new hydrologists.
■ We expect [not anticipate] that you will encounter semicohesive and cohesive soils in
your excavations at the Park Avenue site.
Apt/Liable/Likely
Maintain the distinctions in these three similar words.
1. Apt is an adjective that means “appropriate,” “suitable,” or “has an aptitude for.”
2. Liable is an adjective that means “legally obligated” or “subject to.”
3. Likely is either an adjective that means “probable” or “promising” or an adverb that
means “probably.” As an adverb, it should be preceded by a qualifier such as quite.
Examples:
■ The successful advertising campaign showed that she could select an apt phrase for sell-
ing products.
■ Jonathan is apt at running good meetings. He always hands out an agenda and always
ends on time.
Appendix A 251
■ The contract makes clear who is liable for any on-site damage.
■ Completing the warehouse without an inspection will make the contractor liable to
lawsuits from the owner.
■ A likely result of the investigation will be a change in the law. [likely as an adjective]
■ The investigation will quite likely result in a change in the law. [likely as an adverb]
Assure/Ensure/Insure
Assure is a verb that can mean “to promise.” It is used in reference to people, as in, “We
want to assure you that our crews will strive to complete the project on time.” In fact,
assure and its derivatives (like assurance) should be used with care in technical contexts, be-
cause these words can be viewed as a guarantee.
The synonyms ensure and insure are verbs meaning “to make certain.” Like assure, they
imply a level of certainty that is not always appropriate in engineering or the sciences.
When their use is deemed appropriate, the preferred word is ensure; reserve insure for sen-
tences in which the context is insurance. EXAMPLES:
■ Be assured that our representatives will be on-site to answer questions that the subcon-
tractor may have.
■ To ensure that the project stays within schedule, we are building in 10 extra days for
bad weather. (An alternative: “So that the project stays within schedule, we are build-
ing in 10 extra days for bad weather.”)
Augment/Supplement
Augment is a verb that means to increase in size, weight, number, or importance.
Supplement is either (1) a verb that means “to add to” something to make it complete or
to make up for a deficiency or (2) a noun that means “the thing that has been added.”
EXAMPLES:
■ The power company supervisor decided to augment the line crews in five counties.
■ He supplemented the audit report by adding the three accounting statements.
■ The three accounting supplements helped support the conclusions of the audit
report.
Awhile/A While
Though similar in meaning, this pair is used differently. Awhile means “for a short time.”
Because “for” is already a part of its definition, it cannot be preceded by the preposition
“for.”The noun while, however, can be preceded by the two words “for a,” giving it essen-
tially the same meaning as awhile. EXAMPLES:
■ Kirk waited awhile before trying to restart the generator.
■ Kirk waited for a while before trying to restart the generator.
252 Appendix A
Balance/Remainder/Rest
Balance should be used as a synonym for remainder only in the context of financial affairs.
Remainder and rest are synonyms to be used in other nonfinancial contexts. EXAMPLES:
■ The account had a balance of $500, which was enough to avoid a service charge.
■ The remainder [or rest, but not balance] of the day will be spent on training in oral pre-
sentations for proposals.
■ During the rest [not balance] of the session, we learned about the new office equipment.
Because/Since
Maintain the distinction between these two words. Because establishes a cause–effect rela-
tionship, whereas since is associated with time. EXAMPLES:
■ Because he left at 3 P.M., he was able to avoid rush hour.
■ Since last week, her manufacturing team completed 3,000 units.
Between/Among
The distinction between these two words has become somewhat blurred. However, many
readers still prefer to see between used with reference to only two items, reserving among
for three or more items. EXAMPLES:
■ The agreement was just between my supervisor and me. No one else in the group knew
about it.
■ The proposal was circulated among all members of the writing team.
■ Among Sallie,Todd, and Fran, there was little agreement about the long-term benefits
of the project.
Bi-/Semi-/Biannual/Biennial
The prefixes bi and semi can cause confusion. Generally, bi means “every two years,
months, weeks, etc.,” whereas semi means “twice a year, month, week, etc.” Yet many
readers get confused by the difference, especially when they are confronted with a notable
exception, such as biannual (which means twice a year) and biennial (which means every
two years).
Your goal, as always, is clarity for the reader.Therefore, it is best to write out mean-
ings in clear prose, rather than relying on prefixes that may not be understood.
EXAMPLES:
■ We get paid twice a month [preferable to semimonthly or biweekly].
■ The part-time editor submits articles every other month [preferable to bimonthly].
■ We hold a company social gathering twice a year [preferable to biannually or

semiannually].
■ The auditor inspects our safety files every two years [preferable to biennially].
Appendix A 253
Capital/Capitol
Capital is a noun whose main meanings are (1) a city or town that is a government center,
(2) wealth or resources, or (3) net worth of a business or the investment that has been
made in the business by owners. Capital can also be an adjective meaning (1) “excellent,”
(2) “primary,” or (3) “related to the death penalty.” Finally, capital can be a noun or an ad-
jective referring to uppercase letters.
Capitol is a noun or an adjective that refers to a building where a legislature meets.
With a capital letter, it refers exclusively to the building in Washington, D.C., where the
U.S. Congress meets. EXAMPLES:
■ The capital of Pickens County is Jasper, Georgia.
■ Our family capital was reduced by the tornado and hurricane.
■ She had invested significant capital in the carpet factory.
■ Their proposal contained some capital ideas that would open new opportunities for
our firm.
■ In some countries, armed robbery is a capital offense.
■ The students visited the capitol building in Atlanta. Next year they will visit the Capitol
in Washington, D.C., where they will meet several members of Congress.
Capitalization
As a rule, you should capitalize specific names of people, places, and things—sometimes
called proper nouns. For example, capitalize specific streets, towns, trademarks, geologic
eras, planets, groups of stars, days of the week, months of the year, names of organiza-
tions, holidays, and colleges. However, remember that excessive capitalization—as in ti-
tles of positions in a company—is inappropriate in technical writing and can appear
somewhat pompous.
The following rules cover some frequent uses of capitals:
1. Major words in titles of books and articles. Capitalize prepositions and articles only
when they appear as the first word in titles. EXAMPLES:
■ For Whom the Bell Tolls
■ In Search of Excellence
■ The Power of Positive Thinking
2. Names of places and geographic locations. EXAMPLES:

■ Washington Monument
■ Cleveland Stadium
■ Dallas,Texas
■ Cobb County
3. Names of aircraft and ships. EXAMPLES:

■ Air Force One
■ SS Arizona
■ Nina, Pinta, and Santa Maria
254 Appendix A
4. Names of specific departments and offices within an organization. EXAMPLES:

■ Humanities Department
■ Personnel Department
■ International Division
5. Political, corporate, and other titles that come before names. EXAMPLES:
■ Chancellor Hairston
■ Councilwoman Jones
■ Professor Gainesberg
■ Congressman Buffett
Note, however, that general practice does not call for capitalizing most titles when they
are used by themselves or when they follow a person’s name. EXAMPLES:
■ Jane Cannon, a professor in the Business Department.
■ Zachary Alan Mar, president of Alan Security.
■ Chris Presley, secretary of the Oil Rig Division.
Center On/Revolve Around

The key to using these phrases correctly is to think about their literal meaning. For exam-
ple, you center on (not around) a goal, just as you would center on a target with a gun or
bow and arrow. Likewise, your hobbies revolve around your early interest in water sports,
just as the planets revolve around the sun in our solar system. EXAMPLES:
■ All her selling points in the proposal centered on the need for greater productivity in the
factory.
■ At the latest annual meeting, some stockholders argued that most of the company’s re-
cent projects revolved around the CEO’s interest in attracting attention from the media.
Cite/Site/Sight
1. Cite is a verb meaning “to quote as an example, authority, or proof.” It can also mean
“to commend” or “to bring before a court of law” (as in receiving a traffic ticket).
2. Site usually is a noun that means “a particular location.” It can also be a verb that
means “to place at a location,” as with a new school being sited by the town square,
but this usage is not preferred. Instead use a more conventional verb, such as built.
3. Sight is a noun meaning “the act of seeing” or “something that is seen,” or it can be a
verb meaning “to see or observe.”
Examples:
■ We cited a famous geologist in our report on the earthquake.
■ Rene was cited during the ceremony for her exemplary service to the city of Roswell.
■ The officer will cite the party-goers for disturbing the peace.
Appendix A 255
■ Although five possible dorm sites were considered last year, the college administrators
decided to build [preferred over site] the dorm at a different location.
■ The sight of the flock of whooping cranes excited the visitors.
■ Yesterday we sighted five whooping cranes at the marsh.
Complement/Compliment
Both words can be nouns and verbs, and both have adjective forms (complementary,
complimentary).
Complement. Complement is used as a noun to mean “that which has made something
whole or complete,” as a verb to mean “to make whole, to make complete,” or as an adjec-
tive.You may find it easier to remember the word by recalling its mathematical definition:
Two complementary angles must always equal 90 degrees. EXAMPLES:
■ As a noun:The complement of five technicians brought our crew strength up to 100%.
■ As a verb:The firm in Canada served to complement ours in that together we won a
joint contract.
■ As an adjective: Seeing that project manager and her secretary work so well
together made clear their complementary relationship in getting the office work
done.
Compliment. Compliment is used as a noun to mean “an act of praise, flattery, or admi-
ration,” as a verb to mean “to praise, to flatter,” or as an adjective to mean “related to praise
or flattery, or without charge.” EXAMPLES:
■ As a noun: He appreciated the verbal compliments, but he also hoped they would result
in a substantial raise.
■ As a verb: Howard complimented the crew for finishing the job on time and within
budget.
■ As an adjective:We were fortunate to receive several complimentary copies of the new
software from the publisher.
Compose/Comprise
These are both acceptable words, with an inverse relationship to each other. Compose
means “to make up or be included in,” whereas comprise means “to include or consist of.”
The easiest way to remember this relationship is to memorize one sentence: “The parts
compose the whole, but the whole comprises the parts.” One more point to remember:
The common phrase is comprised of is a substandard, unacceptable replacement for comprise
or is composed of. Careful writers do not use it. EXAMPLES:
■ Seven quite discrete layers compose the soils that were uncovered at the site.
■ The borings revealed a stratigraphy that comprises [not is comprised of] seven quite
discrete layers.
256 Appendix A
Consul/Council/Counsel
Consul,council, and counsel can be distinguished by meaning and, in part, by their use within
a sentence.
Consul: A noun meaning an official of a country who is sent to represent that coun-
try’s interests in a foreign land.
Council: A noun meaning an official group or committee.
Counsel: A noun meaning an adviser or advice given, or a verb meaning to produce advice.
Examples:
■ (Consul) The Brazilian consul met with consular officials from three other countries.
■ (Council) The Human Resources Council of our company recommended a new retire-
ment plan to the company president.
■ (Counsel—as noun) After the tragedy, they received legal counsel from their family at-
torney and spiritual counsel from their minister.
■ (Counsel—as verb) As a communications specialist, Roberta helps counsel employees
who are involved in various types of disputes.
Continuous/Continual
The technical accuracy of some reports may depend on your understanding of the differ-
ence between continuous and continual. Continuous and continuously should be used in refer-
ence to uninterrupted, unceasing activities. However, continual and continually should be
used with activities that are intermittent, or repeated at intervals. If you think your reader
may not understand the difference, you should either (1) use synonyms that are clearer
(such as uninterrupted for continuous, and intermittent for continual) or (2) define each word
at the point you first use it in the document. EXAMPLES:
■ We continually checked the water pressure for three hours before the equipment ar-
rived, while also using the time to set up the next day’s tests.
■ Because it rained continuously from 10:00 A.M. until noon, we were unable to move our
equipment onto the utility easement.
Criterion/Criteria
Coming from the Latin language, criterion and criteria are the singular and plural forms of a
word that means “rationale or reasons for selecting a person, place, thing, or idea.”A common
error is to use criteria as both a singular and plural form, but such misuse disregards a distinc-
tion recognized by many readers. Maintain the distinction in your writing. EXAMPLES:
■ Among all the qualifications we established for the new position, the most important
criterion for success is good communication skills.
■ She had to satisfy many criteria before being accepted into the honorary society of her
profession.
Appendix A 257
Data/Datum
Coming as it does from the Latin, the word data is the plural form of datum. Although
many writers now accept data as singular or plural, traditionalists in the technical and sci-
entific community still consider data exclusively a plural form. Therefore, you should
maintain the plural usage. EXAMPLES:
■ These data show that there is a strong case for building the dam at the other location.
■ This particular datum shows that we need to reconsider recommendations put forth in
the original report.
If you consider the traditional singular form of datum to be awkward, use substitutes
such as, “This item in the data shows...” or “One of the data shows that...” Singular sub-
jects like one or item allow you to keep your original meaning without using the word
datum.
Definite/Definitive
Although similar in meaning, these words have slightly different contexts. Definite refers
to that which is precise, explicit, or final. Definitive has the more restrictive meaning of
“authoritative” or “final.” EXAMPLES:
■ It is now definite that he will be assigned to the London office for six months.
■ He received the definitive study on the effect of the oil spill on the marine ecology.
Discrete/Discreet/Discretion
The adjective discrete suggests something that is separate or made up of many separate
parts.The adjective discreet is associated with actions that require caution, modesty, or re-
serve.The noun discretion refers to the quality of being “discreet,” or the freedom a person
has to act on her or his own. EXAMPLES:
■ The orientation program at Antelope Equipment includes a writing seminar, which is a
discrete training unit offered for one full day.
■ The orientation program at Antelope Equipment includes five discrete units.
■ As a counselor in Antelope Equipment’s Human Resources Office, Sharon was discreet

in her handling of personal information about employees.
■ Every employee in the Human Resources Office was instructed to show discretion in
handling personal information about employees.
■ By starting a flextime program, Antelope Equipment will give employees a good deal
of discretion in selecting the time to start and end their workday.
Disinterested/Uninterested
In contemporary business use, disinterested and uninterested have quite different meanings. Be-
cause errors can cause confusion for the reader, make sure not to use the words as synonyms.
258 Appendix A
Disinterested means “without prejudice or bias,” whereas uninterested means “showing no in-
terest.” EXAMPLES:
■ The agency sought a disinterested observer who had no stake in the outcome of the trial.
■ They spent several days talking to officials from Iceland, but they still remain
uninterested in performing work in that country.
Due to/Because of
Besides irritating those who expect proper English, mixing these two phrases can also
cause confusion. Due to is an adjective phrase meaning “attributable to” and almost always
follows a “to be” verb (such as “is,” “was,” or “were”). It should not be used in place of
prepositional phrases, such as “because of,” “owing to,” or “as a result of.” EXAMPLES:
■ The cracked walls were due to the lack of proper foundation fill being used during con-
struction.
■ We won the contract because of [not due to] our thorough understanding of the client’s
needs.
Each Other/One Another

Each other occurs in contexts that include only two persons, whereas one another occurs in
contexts that include three or more persons. EXAMPLES:
■ Shana and Katie worked closely with each other during the project.
■ All six members of the team conversed with one another regularly through e-mail.
e.g./i.e.
The abbreviation e.g. means “for example,” whereas i.e. means “that is.” These two Latin
abbreviations are often confused, a fact that should give you pause before using them.
Many writers prefer to write them out, rather than risk confusion on the part of the
reader. EXAMPLES:
■ During the trip, he visited 12 cities where Max Entertainment is considering opening
offices—e.g., [or, for example] Kansas City, New Orleans, and Seattle.
■ A spot along the Zayante Fault was the earthquake’s epicenter—i.e., [or that is] the
focal point for seismic activity.
English as a Second Language (ESL)

Technical writing challenges native English speakers and nonnative speakers alike. The
purpose of this section is to present a basic description of three grammatical forms: arti-
cles, verbs, and prepositions. These forms may require more intense consideration from
international students when they complete technical writing assignments. Each issue is
described using the ease-of-operation section from a memo about a fax machine.The pas-
sage, descriptions, and charts work together to show how these grammar issues function
collectively to create meaning.
Appendix A 259
Ease of Operation—Article Usage

The AIM 500 is so easy to operate that a novice can learn to transmit a document
to another location in about two minutes. Here’s the basic procedure:
1. Press the button marked TEL on the face of the fax machine.You then hear a
dial tone.
2. Press the telephone number of the person receiving the fax on the number
pad on the face of the machine.
3. Lay the document face down on the tray at the back of the machine.
At this point, just wait for the document to be transmitted—about 18 sec-
onds per page to transmit. The fax machine will even signal the user with a beep
and a message on its LCD display when the document has been transmitted.
Other more advanced operations are equally simple to use and require little
training. Provided with the machine are two different charts that illustrate the
machine’s main functions.
The size of the AIM 500 makes it easy to set up almost anywhere in an of-
fice. The dimensions are 13 inches in width, 15 inches in length, and 9.5 inches
in height. The narrow width, in particular, allows the machine to fit on most
desks, file cabinets, or shelves.
Articles. Articles are one of the most difficult forms of English grammar for nonnative
English speakers, mainly because some language systems do not use them.Thus speakers
of particular languages may have to work hard to incorporate the English article system
into their language proficiency.
The English articles include a, an, and the.
■ A and an express indefinite meaning when they refer to nouns or pronouns that are not
specific.The writer believes the reader does not know the noun or pronoun.
■ The expresses definite meaning when it refers to a specific noun or pronoun.The
writer believes the reader knows the specific noun or pronoun.
ESL writers choose the correct article only when they (1) know the context or meaning,
(2) determine whether they share information about the noun with the reader, and (3)
consider the type of noun following the article.
The ease-of-operation passage includes 31 articles that represent two types—definite
and indefinite.When a writer and a reader share knowledge of a noun, the definite article
should be used. On 25 occasions the articles in the passage suggest the writer and reader
share some knowledge of a count noun. Count nouns are nouns that can be counted (pen,
cloud, memo). Examples of non-count nouns are sugar, air, and beef.
For example, the memo writer and the memo recipient share knowledge of the partic-
ular model fax machine—the AIM 500.Thus, the is definite when it refers to “the fax ma-
chine” in the memo. Notice, however, that document becomes definite only after the second
time it is mentioned (“Lay the document face down....”). In the first reference to document,
a document refers to a document about which the writer and reader share no knowledge.
The memo writer cannot know which document the reader will fax. Only in the second
reference do the writer and reader know the document to be the one the reader will fax.
260 Appendix A
The indefinite article a occurs five times, whereas an occurs once. Each occurrence sig-
nals a singular count noun.The reader and the writer share no knowledge of the nouns that
follow the a or an, so an indefinite article is appropriate. A precedes nouns beginning with
consonant sounds. An precedes nouns beginning with vowel sounds. Indefinite articles sel-
dom precede non-count nouns unless a non-count functions as a modifier (a beef shortage).
Definite and indefinite articles are used more frequently than other articles; however,
other articles do exist.The “generic” article refers to classes or groups of people, objects,
and ideas. If the fax machine is thought of in a general sense, the meaning changes. For ex-
ample, “the fax machine increased office productivity by 33%.” The now has a generic
meaning representing fax machines in general.The same generic meaning can apply to the
plural noun, but such generic use requires no article: “Fax machines increased office pro-
ductivity by 33%.” The in this instance is a generic article.
Articles from “Ease of Operation” Excerpt

Article Noun Type Comment
The ATM 500
- definite first mention—shared knowledge
a novice indefinite first mention—no shared knowledge
a document indefinite first mention—no shared knowledge
the basic procedure definite
the button definite
the face definite
the fax machine definite first mention without proper name, with
reader/writer shared knowledge
a dial tone indefinite first mention—no shared knowledge
the telephone number definite
the person definite
the fax definite
the number pad definite
the face definite
the machine definite
the document definite
the tray definite
the back definite
the document definite second mention
the fax machine definite
the user definite
a beep indefinite first mention—no shared knowledge
a message indefinite first mention—no shared knowledge
the document definite
the machine’s main definite functions
The size definite
the AIM 500 definite
an office indefinite first mention—preceding vowel sound—no
shared knowledge
The dimensions definite
The narrow width definite
the machine definite definite
Appendix A 261
Ease of Operation—Verb Usage

The AIM 500 is so easy to operate that a novice can learn to transmit a docu-
ment to another location in about two minutes. Here’s the basic procedure:
dial tone.
2. Press the telephone number of the person receiving the fax on the number pad
on the face of the machine.
onds per page to transmit.The fax machine will even signal the user with a beep
training. Provided with the machine are two different charts that illustrate
the machine’s main functions.
The size of the AIM 500 makes it easy to set up almost anywhere in an of-
fice.The dimensions are 13 inches in width, 15 inches in length, and 9.5 inches
in height. The narrow width, in particular, allows the machine to fit on most
desks, file cabinets, or shelves.
Verbs. Verbs express time in three ways—simple present, simple past, and future. Wait,
waited, and will wait and lay (“to put”), laid, and will lay are examples of simple present,
simple past, and future tense verbs.Verbs in the English language system appear as either
regular or irregular forms.
Regular Verbs—Simple Tense Regular verbs follow a predictable pattern. The form of the
simple present tense verbs (walk) changes to the simple past tense with the addition of–ed
(walked) and changes to the simple future with the addition of a special auxiliary (helping)
verb called a modal (will walk).
Present Past Future

learn learned will learn
wait waited will wait
press pressed will press
signal signaled will signal
require required will require
provide provided will provide
illustrate illustrated will illustrate
allow allowed will allow
IrregularVerbs—Simple Tense Irregular verbs do not follow a predictable pattern. Most im-
portantly, the past tense is not created by adding –ed. The simple present tense of lay (“to
put”) changes completely in the simple past (laid).
262 Appendix A
Present Past Future

is was will be
are were will be
hear heard will hear
do did will do
get got will get
see saw will see
write wrote will write
speak spoke will speak
Unfortunately, the English verb system is more complicated than that.Verbs express more
than time; they can also express aspect, or whether an action was completed.The perfect
aspect indicates that an action was completed (perfected) and the progressive aspect indi-
cates that an action is incomplete (in progress).
RegularVerbs—Aspect In regular verbs, the perfect aspect is indicated with the addition of
a form of the auxiliary (helping) word to have to the simple past tense form. In verb
phrases that indicate aspect, tense is always found in the first verb in the verb phrase. For
example, “I have walked” is present perfect, and “I had walked” is past perfect. The pro-
gressive aspect is indicated with the addition of a form of the auxiliary word to be and an
–ing form of the main verb.The progressive aspect is always regular.
Present Perfect Past Perfect Future Perfect

have learned had learned will have learned
have waited had waited will have waited
have pressed had pressed will have pressed
have signaled had signaled will have signaled
have required had required will have required
have provided had provided will have provided
have illustrated had illustrated will have illustrated
have allowed had allowed will have allowed
Present Progressive Past Progressive Future Progressive
is learning was learning will be learning
is waiting was waiting will be waiting
is pressing was pressing will be pressing
is signaling was signaling will be signaling
is requiring was requiring will be requiring
is providing was providing will be providing
is illustrating was illustrating will be illustrating
is allowing was allowing will be allowing
Irregular Verbs—Aspect The irregular forms of the perfect aspect can be confusing.The
auxiliary verbs are the same as for the regular verb phrases, but the main verb can be
Appendix A 263
inflected in a number of ways. Most dictionaries list this form of the verb after the
present and past forms of the verb.
Present Perfect Past Perfect Future Perfect
have been had been will have been
have been had been will have been
have heard had heard will have heard
have done had done will have done
have gotten had gotten will have gotten
have seen had seen will have seen
have written had written will have written
have spoken had spoken will have spoken
Let’s examine four specific verb forms in the “Ease of Operation” passage.
1. Is represents a being or linking verb in the passage. Being verbs suggest an aspect of
an experience or being (existence); for example, “He is still here,” and “The fax is
broken.” Linking verbs connect a subject to a complement (completer); for example,
“The fax machine is inexpensive.”
2. Can learn is the present tense of the verb learn preceded by a modal. Modals assist
verbs to convey meaning. Can suggests ability or possibility. Other modals and their
meanings appear next.
Will Would Could Shall Should Might Must
scientific fact hypothetical hypothetical formal expectation possibility necessity
possibility will obligation
determination
3. Here’s shows a linking verb (is) connected to its complement (here).The sentence in
its usual order—subject first followed by the verb—appears as, “The basic proce-
dure is here.” Article—adjective—noun—linking verb—complement.
Verbs from “Ease of Operation” Excerpt
Verb Tense Number Other Details
is present singular linking/being (is, was, been)
can learn present singular can is a modal auxiliary implying “possibility”
Here’s (is) present singular linking/being
Press present singular understood “you” as subject
hear present singular action/transitive
Press present singular understood “you” as subject
Lay present singular irregular (lay, laid, laid) singular—understood “you”
as subject
wait present singular understood “you” as subject
will signal future singular action to happen or condition to experience
has been present singular passive voice—action that began in the past and
transmitted perfect continues to the present
(contined)
264 Appendix A
Verb Tense Number Other Details

are present plural linking/being
require present plural action/transitive
Provided are present plural passive voice—action that began in the past and
perfect continues to the present
illustrate present plural action/transitive
makes present singular action/transitive
are present plural linking/being
allows present singular action/transitive
4. Press, Lay, and wait (for) share at least four common traits: present tense, singular
number, action to transitive, and understood subject of “you.” Although “you” does
not appear in the text, the procedure clearly instructs the person operating the fax
machine—“you.” Action or transitive verbs express movement, activity, and momen-
tum, and may take objects. Objects answer the questions Who? What? To whom? Or,
for whom? in relation to transitive verbs. For example, “Press the button,” “Hear a
dial tone,” “Press the telephone number,” “Lay the document face down.” Press What?
Hear what? Lay what?
Ease of Operation—Preposition Usage
The AIM 500 is so easy to operate that a novice can learn to transmit a document
to another location in about two minutes. Here’s the basic procedure:
dial tone.
2. Press the telephone number of the person receiving the fax on the number pad
on the face of the machine.
onds per page to transmit.The fax machine will even signal the user with a beep
training. Provided with the machine are two different charts that illustrate the
machine’s main functions.
The size of the AIM 500 makes it easy to set up almost anywhere in an office.
The dimensions are 13 inches in width, 15 inches in length, and 9.5 inches in
height.The narrow width, in particular, allows the machine to fit on most desks,
file cabinets, or shelves.
Prepositions. Prepositions are words that become a part of a phrase composed of the
preposition, a noun or pronoun, and any modifiers. Notice the relationships expressed
within the prepositional phrases and the ways they affect meaning in the sentences. In the
“Ease of Operation” passage, about half the prepositional phrases function as adverbs not-
ing place or time; the other half function as adjectives.
Appendix A 265
Place or Location Time

at on before
in above after
below around since
beneath out during
over underneath
within under
outside near
into inside
One important exception is a preposition that connects to a verb to make a

prepositional verb—wait for. Another interesting quality of prepositions is that sometimes
more than one can be used to express similar meaning. In the “Ease of Operation” passage,
for example, both on the tray and at the back indicate position. Another way to state the
same information is on the tray on the back.
Prepositions from “Ease of Operation” Excerpt

Preposition Noun Phrase Comment
to another location direction toward
in (about) two minutes approximation of time
on the face position
of the fax machine originating at or from
of the person associated with
on the number pad position
on the face position
of the machine originating at
on the tray position
at the back position of
of the machine originating at
At this point on or near the time
for the document indication of object of desire
about 18 seconds adverb = approximation
per page for every
with a beep and a message accompanying
on its LCD display position
with the machine accompanying
of the AIM 500 originating at or from
in an office within the area
in width with reference to
in length with reference to
in height with reference to
in particular with reference to
on most desks, file cabinets, or shelves position
266 Appendix A
Farther/Further
Although similar in meaning, these two words are used differently. Farther refers to actual
physical distance, whereas further refers to nonphysical distance or can mean “additional.”
EXAMPLES:
■ The overhead projector was moved farther from the screen so that the print would be
easier to see.
■ Farther up the old lumber road, they found footprints of an unidentified mammal.
■ As he read further along in the report, he began to understand the complexity of the
project.
■ She gave further instructions after they arrived at the site.
Fewer/Less
The adjective fewer is used before items that can be counted, whereas the adjective less is
used before mass quantities. When errors occur, they usually result from less being used
with countable items, as in this incorrect sentence: “We can complete the job with less men
at the site.” EXAMPLES:
■ The newly certified industrial hygienist signed with us because the other firm in which
he was interested offered fewer [not less] benefits.
■ There was less sand in the sample taken from 15 ft than in the one taken from 10 ft.
Flammable/Inflammable/Nonflammable
Given the importance of these words in avoiding injury and death, make sure to use them
correctly—especially in instructions. Flammable means “capable of burning quickly” and is
acceptable usage. Inflammable has the same meaning, but it is not acceptable usage for this
reason: Some readers confuse it with nonflammable. The word nonflammable, then, means
“not capable of burning” and is accepted usage. EXAMPLES:
■ They marked the package flammable because its contents could be easily ignited by a
spark. (Note that flammable is preferred here over its synonym, inflammable.)
■ The foreman felt comfortable placing the crates near the heating unit, because all the
crates’ contents were nonflammable.
Former/Latter
These two words direct the reader’s attention to previous points or items. Former refers to
that which came first, whereas latter refers to that which came last. Note that the words
are used together when there are only two items or points—not with three or more.Also,
you should know that some readers may prefer you avoid former and latter altogether, be-
cause the construction may force them to look back to previous sentences to understand
your meaning.The second example gives an alternative.
Appendix A 267
■ (with former/latter) The airline’s machinists and flight attendants went on strike
yesterday. The former left work in the morning, whereas the latter left work in the
afternoon.
■ (without former/latter) The airline’s machinists and flight attendants went on strike
yesterday.The machinists left work in the morning, whereas the flight attendants left
work in the afternoon.
Fortuitous/Fortunate
The word fortuitous is an adjective that refers to an unexpected action, without regard to
whether it is desirable. The word fortunate is an adjective that indicates an action that is
clearly desired. The common usage error with this pair is the wrong assumption that
fortuitous events must also be fortunate. EXAMPLES:
■ Seeing Digital Essential’s London manager at the conference was quite fortuitous, be-
cause I had not been told that he also was attending.
■ It was indeed fortunate that I encountered the London manager, for it gave us the
chance to talk about an upcoming project involving both our offices.
Generally/Typically/Usually
Words like generally, typically, and usually can be useful qualifiers in your reports.They in-
dicate to the reader that what you have stated is often, but not always, the case. Make cer-
tain to place these adverb modifiers as close as possible to the words they modify. In the
first example, it would be inaccurate to write were typically sampled, because the adverb
modifies the entire verb phrase were sampled. EXAMPLES:
■ Cohesionless soils typically were sampled by driving a 2-in.-diameter, split-barrel sam-
pler. (Active-voice alternative: Typically, we sampled cohesionless soils by driving a 2-
in.-diameter, split-barrel sampler.)
■ For projects like the one you propose, the technician usually cleans the equipment be-
fore returning to the office.
■ It is generally known that sites for dumping waste should be equipped with appropriate
liners.
Good/Well
Although similar in meaning, good is used as an adjective and well is used as an adverb. A
common usage error occurs when writers use the adjective when the adverb is required.
EXAMPLES:
■ It is good practice to submit three-year plans on time.
■ He did well to complete the three-year plan on time, considering the many reports he
had to finish that same week.
268 Appendix A
Imply/Infer
Remember that the person doing the speaking or writing implies, whereas the person
hearing or reading the words infers. In other words, the word imply requires an active
role; the word infer requires a passive role. When you imply a point, your words suggest
rather than state a point.When you infer a point, you form a conclusion or deduce mean-
ing from someone else’s words or actions. EXAMPLES:
■ The contracts officer implied that there would be stiff competition for that $20 million
waste-treatment project.
■ We inferred from her remarks that any firm hoping to secure the work must have com-
pleted similar projects recently.
Its/It’s
Its and it’s are often confused.You can avoid error by remembering that it’s with the apos-
trophe is used only as a contraction for it is or it has. The other form—its—is a possessive
pronoun.You can remember this by remembering that other possessive pronouns (mine,
his) do not have apostrophes.EXAMPLES:
■ Because of the rain, it’s [or it is] going to be difficult to move the equipment to the site.
■ It’s [or it has] been a long time since we submitted the proposal.
■ The company completed its part of the agreement on time.
Lay/Lie
Lay and lie are troublesome verbs, and you must know some basic grammar to use them
correctly.
1. Lay means “to place.” It is a transitive verb; thus it takes a direct object to which it
conveys action. (“She laid down the printout before starting the meeting.”) Its
main forms are lay (present), laid (past), laid (past participle), and laying (present
participle).
2. Lie means “to be in a reclining position.” It is an intransitive verb; thus it does not
take a direct object. (“In some countries, it is acceptable for workers to lie down for
a midday nap.”) Its main forms are lie (present), lay (past), lain (past participle), and
lying (present participle).
If you want to use these words with confidence, remember the transitive/intransitive dis-
tinction and memorize the principal parts. EXAMPLES:
■ (lay) I will lay the notebook on the lab desk before noon.
■ (lay) I have laid the notebook there before.
■ (lay) I was laying the notebook down when the phone rang.
■ (lie) The watchdog lies motionless at the warehouse gate.

Appendix A 269
■ (lie) The dog lay there yesterday too.

■ (lie) The dog has lain there for three hours today and no doubt will be lying there when
I return from lunch.
Lead/Led
Lead is either a noun that names the metallic element or a verb that means “to direct or
show the way.” Led is only a verb form, the past tense of the verb lead. EXAMPLES:
■ The company bought rights to mine lead on the land.
■ They chose a new president to lead the firm into the twenty-first century.
■ They were led to believe that salary raises would be high this year.
Like/As
Like and as are different parts of speech and thus are used differently in sentences. Like is a
preposition and therefore is followed by an object—not an entire clause. As is a conjunc-
tion and thus is followed by a group of words that includes a verb. As if and as though are
related conjunctions. EXAMPLES:
■ Gary looks like his father.
■ Managers like John will be promoted quickly.
■ If Teresa writes this report as she wrote the last one, our clients will be pleased.
■ Our proposals are brief, as they should be.
■ Our branch manager talks as though [or as if] the merger will take place soon.
Loose/Lose
Loose, which rhymes with “goose,” is an adjective that means “unfastened, flexible, or un-
confined.” Lose, which rhymes with “ooze,” is a verb that means “to misplace.” EXAMPLES:
■ The power failure was linked to a loose connection at the switchbox.
■ Because of poor service, the photocopy machine company may lose its contract with
Digital Essential’s San Francisco office.
Modifiers: Dangling and Misplaced

This section includes guidelines for avoiding the most common modification errors—
dangling modifiers and misplaced modifiers. First, however, we must define the term
modifier.Words, phrases, and even dependent clauses can serve as modifiers.They serve to
qualify, or add meaning to, other elements in the sentence. For our purposes here, the
most important point is that modifiers must be connected clearly to what they modify.
Modification errors occur most often with verbal phrases. A phrase is a group of
words that lacks either a subject or a predicate. The term verbal refers to (1) gerunds
270 Appendix A
(–ing form of verbs used as nouns, such as, “He likes skiing”), (2) participles (–ing form
of verbs used as adjectives, such as, “Skiing down the hill, he lost a glove”), or (3) infini-
tives (the word to plus the verb root, such as, “To attend the opera was his favorite pas-
time”). Now let’s look at the two main modification errors.
Dangling Modifiers. When a verbal phrase “dangles,” the sentence in which it is

used contains no specific word for the phrase to modify. As a result, the meaning of the
sentence can be confusing to the reader. For example, “In designing the foundation, sev-
eral alternatives were discussed.” It is not at all clear exactly who is doing the “designing.”
The phrase dangles because it does not modify a specific word. The modifier does not
dangle in this version of the sentence: “In designing the foundation, we discussed several
alternatives.”
Misplaced Modifiers. When a verbal phrase is misplaced, it may appear to refer to a

word that it, in fact, does not modify. EXAMPLE: “Floating peacefully near the oil rig, we
saw two humpback whales.” Obviously, the whales are doing the floating, and the rig
workers are doing the seeing here.Yet because the verbal phrase is placed at the beginning
of the sentence, rather than at the end immediately after the word it modifies, the sen-
tence presents some momentary confusion.
Misplaced modifiers can lead to confusion about the agent of action in technical
tasks. EXAMPLE: “Before beginning to dig the observation trenches, we recommend
that the contractors submit their proposed excavation program for our review.” On
quick reading, the reader is not certain about who will be “beginning to dig”—the con-
tractors or the “we” in the sentence. The answer is the contractors. Thus a correct
placement of the modifier should be, “We recommend the following: Before the con-
tractors begin digging observation trenches, they should submit their proposed exca-
vation for our review.”
Solving Modifier Problems. At best, dangling and misplaced modifiers produce a

momentary misreading by the audience. At worst, they can lead to confusion that results
in disgruntled readers, lost customers, or liability problems. To prevent modification
problems, place all verbal phrases—indeed, all modifiers—as close as possible to the
word they modify. If you spot a modification error while you are editing, correct it in one
of two ways:
1. Leave the modifier as it is and rework the rest of the sentence.Thus you would
change “Using an angle of friction of 20 degrees and a vertical weight of 300 tons,
the sliding resistance would be...” to the following: “Using an angle of friction of 20
degrees and a vertical weight of 300 tons, we computed a sliding resistance of....”
2. Rephrase the modifier as a complete clause.Thus you would change the previous
original sentence to, “If the angle of friction is 20 degrees and the vertical weight is
300 tons, the sliding resistance should be....”
In either case, your goal is to link the modifier clearly and smoothly with the word or
phrase it modifies.
Appendix A 271
Number of/Total of
These two phrases can take singular or plural verbs, depending on the context. Following
are two simple rules for correct usage:
1. If the phrase is preceded by the, it takes a singular verb because emphasis is placed on
the group.
2. If the phrase is preceded by a, it takes a plural verb because emphasis is placed on the
many individual items.
Examples:
■ The number of projects going over budget has decreased dramatically.
■ The total of 90 lawyers believes the courtroom guidelines should be changed.
■ A number of projects have stayed within budget recently.
■ A total of 90 lawyers believe the courtroom guidelines should be changed.
Numbers
Like rules for abbreviations, those for numbers vary from profession to profession and
even from company to company. Most technical writing subscribes to the approach that
numbers are best expressed in figures (45) rather than words (forty-five). Note that this
style may differ from that used in other types of writing, such as this textbook. Unless the
preferences of a particular reader suggest that you do otherwise, follow these common
rules for use of numbers in writing your technical documents:
Rule 1: Follow the 10-or-Over Rule

In general, use figures for numbers of 10 or more, words for numbers under 10.
EXAMPLES: Three technicians at the site/15 reports submitted last month/one rig
contracted for the job.
Rule 2: Do Not Start Sentences with Figures

Begin sentences with the word form of numbers, not with figures. EXAMPLE: “Forty-five
containers were shipped back to the lab.”
Rule 3: Use Figures as Modifiers

Whether higher or lower than 10, numbers are usually expressed as figures when used as
modifiers with units of measurement, time, and money, especially when these units are
abbreviated. EXAMPLES: 4 in., 7 hr, 17 ft, $5 per hr. Exceptions can be made when the
unit is not abbreviated. EXAMPLE: five years.
Rule 4: Use Figures in a Group of Mixed Numbers

Use only figures when the numbers grouped together in a passage (usually one sentence) are
both higher and lower than 10. EXAMPLE: “For that project they assembled 15 samplers, 4
rigs, and 25 containers.” In other words, this rule argues for consistency within a writing unit.
272 Appendix A
Rule 5: Use the Figure Form in Illustration Titles

Use the numeric form when labeling specific tables and figures in your reports.
EXAMPLES: Figure 3,Table 14–B.
Rule 6: Be Careful with Fractions

Express fractions as words when they stand alone, but as figures when they are used as a
modifier or are joined to whole numbers. EXAMPLE: “We have completed two-thirds of
the project using the 21⁄2;-in. pipe.”
Rule 7: Use Figures and Words with Numbers in Succession

When two numbers appear in succession in the same unit, write the first as a word and
the second as a figure. EXAMPLE: “We found fifteen 2-ft pieces of pipe in the machinery.”
Rule 8: Only Rarely Use Numbers in Parentheses

Except in legal documents, avoid the practice of placing figures in parentheses after their
word equivalents. EXAMPLE: “The second party will send the first party forty-five (45)
barrels on or before the first of each month.” Note that the parenthetical amount is placed
immediately after the figure, not after the unit of measurement.
Rule 9: Use Figures with Dollars

Use figures with all dollar amounts, with the exception of the context noted in Rule 8.
Avoid cents columns unless exactness to the penny is necessary.
Rule 10: Use Commas in Four-Digit Figures

To prevent possible misreading, use commas in figures of four digits or more. EXAMPLES:
15,000; 1,247; 6,003.
Rule 11: Use Words for Ordinals

Usually spell out the ordinal form of numbers. EXAMPLE: “The government informed all
parties of the first, second, and third [not 1st, 2nd, and 3rd] choices in the design competi-
tion.” A notable exception is tables and figures, where space limitations could argue for
the abbreviated form.
Oral/Verbal
Oral refers to words that are spoken, as in “oral presentation.” The term verbal refers to
spoken or written language.To prevent confusion, avoid the word verbal and instead spec-
ify your meaning with the words oral and written. EXAMPLES:
■ In its international operations, Digital Essentials has learned that some countries still
rely on oral [not verbal] contracts.
■ Their oral agreement last month was followed by a written [not verbal] contract this
month.
Appendix A 273
Parts of Speech
The term parts of speech refers to the eight main groups of words in English grammar. A
word’s placement in one of these groups is based on its function within the sentence.
Noun. Words in this group name persons, places, objects, or ideas.The two major cat-
egories are (1) proper nouns and (2) common nouns. Proper nouns name specific per-
sons, places, objects, or ideas, and they are capitalized. EXAMPLES: Cleveland; Mississippi
River; Service Solutions, Inc.; Student Government Association; Susan Jones; Existential-
ism. Common nouns name general groups of persons, places, objects, and ideas, and they
are not capitalized. EXAMPLES: trucks, farmers, engineers, assembly lines, philosophy.
Verb. A verb expresses action or state of being.Verbs give movement to sentences and
form the core of meaning in your writing. EXAMPLES: explore, grasp, write, develop, is,
has.
Pronoun. A pronoun is a substitute for a noun. Some sample pronoun categories include
(1) personal pronouns (I, we, you, she, he), (2) relative pronouns (who, whom, that,
which), (3) reflexive and intensive pronouns (myself, yourself, itself), (4) demonstrative
pronouns (this, that, these, those), and (5) indefinite pronouns (all, any, each, anyone).
Adjective. An adjective modifies a noun. EXAMPLES: horizontal, stationary, green,

large, simple.
Adverb. An adverb modifies a verb, an adjective, another adverb, or a whole state-

ment. EXAMPLES: soon, generally, well, very, too, greatly.
Preposition. A preposition shows the relationship between a noun or pronoun (the ob-
ject of a preposition) and another element of the sentence. Forming a prepositional phrase,
the preposition and its object can reveal relationships, such as location (“They went over the
hill”), time (“He left after the meeting”), and direction (“She walked toward the office”).
Conjunction. A conjunction is a connecting word that links words, phrases, or

clauses. EXAMPLES: and, but, for, nor, although, after, because, since.
Interjection. As an expression of emotion, an interjection can stand alone (“Look

out!”) or can be inserted into another sentence.
Passed/Past
Passed is the past tense of the verb pass, whereas past is an adjective, a preposition, or a
noun that means “previous” or “beyond” or “a time before the present.” EXAMPLES:
■ He passed the survey marker on his way to the construction site.
■ The past president attended last night’s meeting. [adjective]

274 Appendix A
■ He worked past midnight on the project. [preposition]

■ In the distant past, the valley was a tribal hunting ground. [noun]
Per
Coming from the Latin, per should be reserved for business and technical expressions that
involve statistics or measurement—such as per annum or per mile. It should not be used as
a stuffy substitute for “in accordance with.” EXAMPLES:
■ Her per diem travel allowance of $90 covered hotels and motels.
■ During the oil crisis years ago, gasoline prices increased by more than 50 cents per gallon.
■ As you requested [not per your request], we have enclosed brochures on our products.
Per Cent/Percent/Percentage
Per cent and percent have basically the same usage and are used with exact numbers.The one
word percent is preferred. Even more common in technical writing, however, is the use of
the percent sign (%) after numbers. The word percentage is only used to express general
amounts, not exact numbers. EXAMPLES:
■ After completing a marketing survey, Heavy Construction, Inc., discovered that 83 percent
[or 83%] of its current clients have hired Heavy Construction for previous projects.
■ A large percentage of the defects can be linked to the loss of two experienced quality-
control inspectors.
Practical/Practicable
Although close in meaning, these two words have quite different implications. Practical
refers to an action that is known to be effective. Practicable refers to an action that can be
accomplished or put into practice, without regard for its effectiveness or practicality.
EXAMPLES:
■ His practical solution to the underemployment problem led to a 30% increase in em-
ployment last year.
■ The department head presented a practicable response, because it already had been put
into practice in another branch.
Principal/Principle
When these two words are misused, the careful reader notices. Keep them straight by re-
membering this simple distinction: Principle is always a noun that means “basic truth, be-
lief, or theorem.” EXAMPLE: “He believed in the principle of free speech.” Principal can
be either a noun or an adjective and has three basic uses:
■ As a noun meaning “head official” or “person who plays a major
role.” EXAMPLE:We asked that a principal in the firm sign the contract.
Appendix A 275
■ As a noun meaning “the main portion of a financial account upon which

interest is paid.” EXAMPLE: If we deposit $5,000 in principal, we will earn 9 per-
cent interest.
■ As an adjective meaning “main or primary.” EXAMPLE:We believe that the
principal reason for contamination at the site is the leaky underground storage tank.
Pronouns: Agreement and Reference

A pronoun is a word that replaces a noun, which is called the antecedent of the pronoun.
EXAMPLES: this, it, he, she, they. Pronouns, as such, provide you with a useful strategy
for varying your style by avoiding repetition of nouns. Following are some rules to pre-
vent pronoun errors:
Rule 1: Make Pronouns Agree with Antecedents

Check every pronoun to make certain it agrees with its antecedent in number—that is,
both noun and pronoun must be singular, or both must be plural. Of special concern are
the pronouns it and they. EXAMPLES:
■ Change “DigiCorps plans to complete their Argentina project next month” to this sen-
tence: “DigiCorps plans to complete its Argentina project next month.”
■ Change “The committee released their recommendations to all departments” to this
sentence: “The committee released its recommendations to all departments.”
Rule 2: Be Clear About the Antecedent of Every Pronoun

There must be no question about what noun a pronoun replaces. Any confusion about the
antecedent of a pronoun can change the entire meaning of a sentence.To avoid such refer-
ence problems, it may be necessary to rewrite a sentence or even use a noun rather than a
pronoun. Do whatever is necessary to prevent misunderstanding by your reader.
EXAMPLE: Change “The gas filters for these tanks are so dirty that they should not be
used” to this sentence: “These filters are so dirty that they should not be used.”
Rule 3: Avoid Using This as the Subject Unless a Noun Follows It

A common stylistic error is the vague use of this, especially as the subject of a sentence.
Sometimes the reference is not clear at all; sometimes the reference may be clear after
several readings. In almost all cases, however, the use of this as a pronoun reflects poor
technical style and tends to make the reader want to ask, “This what?” Instead, make the
subject of your sentences concrete, either by adding a noun after the this or by recasting
the sentence. EXAMPLE: Change “He talked constantly about the project to be com-
pleted at the Olympics. This made his office-mates irritable” to the following: “His con-
stant talk about the Olympics project irritated his office-mates.”
Punctuation: General
Commas. Most writers struggle with commas, so you are not alone. The problem is
basically threefold. First, the teaching of punctuation has been approached in different,
and sometimes quite contradictory, ways. Second, comma rules themselves are subject to
276 Appendix A
various interpretations. And third, problems with comma placement often mask more
fundamental problems with the structure of a sentence itself.
Start by knowing the basic rules of comma use.The rules that follow are fairly simple.
If you learn them now, you will save yourself a good deal of time later because you will
not be questioning usage constantly. In other words, the main benefit of learning the ba-
sics of comma use is increased confidence in your own ability to handle the mechanics of
editing. (If you do not understand some of the grammatical terms that follow, such as
compound sentence, refer to the section on sentence structure.)
Rule 1: Commas in a Series

Use commas to separate words, phrases, and short clauses written in a series of three or
more items. EXAMPLE: “The samples contained gray sand, sandy clay, and silty sand.”Ac-
cording to current U.S. usage, a comma always comes before the “and” in a series. (In the
United Kingdom, the comma is left out.)
Rule 2: Commas in Compound Sentences

Use a comma before the conjunction that joins main clauses in a compound sentence.
EXAMPLE: “We completed the drilling at the Smith Industries location, and then we
grouted the holes with Sakrete.”The comma is needed here because it separates two com-
plete clauses, each with its own subject and verb (we completed and we grouted). If the sec-
ond we had been deleted, there would be only one clause containing one subject and two
verbs (“we completed and grouted”).Thus no comma would be needed. Of course, it may
be that a sentence following this comma rule is far too long; do not use the rule to string
together intolerably long sentences.
Rule 3: Commas with Nonessential Modifiers

Set off nonessential modifiers with commas at the beginning, middle, or end of sentences.
Nonessential modifiers are usually phrases that add more information to a sentence, rather
than greatly changing its meaning. When you speak, there is often a pause between this
kind of modifier and the main part of the sentence, giving you a clue that a comma break
is needed. EXAMPLE: “The report, which we submitted three weeks ago, indicated that
the company would not be responsible for transporting hazardous wastes.” But—“The re-
port that we submitted three weeks ago indicated that the company would not be respon-
sible for transporting hazardous wastes.” The first example includes a nonessential
modifier, would be spoken with pauses, and therefore uses separating commas. The sec-
ond example includes an essential modifier, would be spoken without pauses, and there-
fore includes no separating commas.
Rule 4: Commas with Adjectives in a Series

Use a comma to separate two or more adjectives that modify the same noun at the same level
of detail.To help you decide if adjectives modify the same noun equally, use this test: If you can
reverse their positions and still retain the same meaning, then the adjectives modify the same
word and should be separated by a comma. EXAMPLE: “Jason found the old, rotted gaskets.”
Appendix A 277
Rule 5: Commas with Introductory Elements

Use a comma after introductory phrases or clauses of about five words or more. EXAMPLE:
“After completing the topographic survey of the area, the crew returned to headquarters for
its weekly project meeting.” Commas like the one after area help readers separate secondary
or modifying points from your main idea, which of course should be in the main clause.
Without these commas, there may be difficulty reading such sentences properly.
Rule 6: Commas in Dates, Titles, Etc.

Abide by the conventions of comma usage in punctuating dates, titles, geographic place
names, and addresses. EXAMPLES:
■ May 3, 2006, is the projected date of completion. (However, note the change in the
military form of dates:We will complete the project on 3 May 2006.)
■ John F. Dunwoody, Ph.D., has been hired to assist on the project.
■ Heavy Construction has been selected for the project.
■ He listed Dayton, Ohio, as his permanent residence.
Note the need for commas after the year 2006, the title Ph.D., the designation Inc., and
the state name Ohio. Also note that if the day had not been in the first example, there
would be no comma between the month and year and no comma after the year.
Semicolons. The semicolon is easy to use if you remember that it, like a period, indi-
cates the end of a complete thought. Its most frequent use is in situations where grammar
rules would allow you to use a period but where your stylistic preference is for a less
abrupt connector. EXAMPLE: “Five engineers left the convention hotel after dinner; only
two returned by midnight.”
One of the most common punctuation errors, the comma splice, occurs when a
comma is used instead of a semicolon or period in compound sentences connected by
words, such as however, therefore, thus, and then.When you see that these connectors sepa-
rate two main clauses, make sure either to use a semicolon or to start a new sentence.
EXAMPLE: “We made it to the project site by the agreed-on time; however, [or “...time.
However,...”] the rain forced us to stay in our trucks for two hours.”
As noted in the “Lists” entry, there is another instance in which you might use semi-
colons. Place them after the items in a list when you are treating the list like a sentence
and when any one of the items contains internal commas.
Colons. As mentioned in the “Lists” entry, you should place a colon immediately after
the last word in the lead-in before a formal list of bulleted or numbered items.
EXAMPLE: “Our field study involved these three steps:” or “In our field study, we were
asked to:”The colon may come after a complete clause, as in the first example, or it may
split a grammatical construction, as in the second example. However, it is preferable to
use a complete clause before a formal list.
The colon can also be used in sentences in which you want a formal break before
a point of clarification or elaboration. EXAMPLE: “They were interested in just one
278 Appendix A
result: quality construction.” In addition, use the colon in sentences in which you
want a formal break before a series that is not part of a listing. EXAMPLE: “They
agreed to perform all on-site work required in these four cities: Houston, Austin,
Laredo, and Abilene.” However, note that there is no colon before a sentence series
without a break in thought. EXAMPLE: “They agreed to perform all the on-site work
required in Houston, Austin, Laredo, and Abilene.”
Apostrophes. The apostrophe can be used for contractions, for some plurals, and for
possessives. Only the last two uses cause confusion. Use an apostrophe to indicate the plural
form of a word as a word. EXAMPLE: “That redundant paragraph contained seven area’s
and three factor’s in only five sentences.” Although some writers also use apostrophes to
form the plurals of numbers and full-cap abbreviations, the current tendency is to include
only the s. EXAMPLES: 7s, ABCs, PCBs, P.E.s.
As for possessives, you probably already know that the grammar rules seem to
vary, depending on the reference book you are reading. Following are some simple
guidelines:
Possessive Rule 1
Form the possessive of multisyllabic nouns that end in s by adding just an apostrophe,
whether the nouns are singular or plural. EXAMPLES: actress’ costume, genius’ test
score, the three technicians’ samples, Jesus’ parables, the companies’ joint project.
Possessive Rule 2
Form the possessive of one-syllable, singular nouns ending in s or an s sound by adding
an apostrophe plus s. EXAMPLES: Hoss’s horse, Tex’s song, the boss’s progress
report.
Possessive Rule 3
Form the possessive of all plural nouns ending in s or an s sound by adding just an apostro-
phe. EXAMPLES: the cars’ engines, the ducks’ flight path, the trees’ roots.
Possessive Rule 4
Form the possessive of all singular and plural nouns not ending in s by adding an apostro-
phe plus s. EXAMPLES: the man’s hat, the men’s team, the company’s policy.
Possessive Rule 5
Form the possessive of paired nouns by first determining whether there is joint ownership
or individual ownership. For joint ownership, make only the last noun possessive. For in-
dividual ownership, make both nouns possessive. EXAMPLE: “Susan and Terry’s project
was entered in the science fair; but Tom’s and Scott’s projects were not.”
Quotation Marks. In technical writing, you may want to use this form of punctuation
to draw attention to particular words, to indicate passages taken directly from another
Appendix A 279
source, or to enclose the titles of short documents such as reports or book chapters.The
rule to remember is this: Periods and commas go inside quotation marks; exclamation
marks, question marks, semicolons, and colons go outside quotation marks.
Parentheses. Use parentheses carefully, because long parenthetical expressions can

cause the reader to lose the train of thought.This form of punctuation can be used when
you (1) place an abbreviation after a complete term, (2) add a brief explanation within the
text, or (3) include reference citations within the document text (as explained in Chapter
14). The period goes after the closing parenthesis when the parenthetical information is
part of the sentence, as in the previous sentence. (However, it goes inside the closing
parenthesis when the parenthetical information forms its own sentence, as in the sentence
you are reading.)
Brackets. Use a pair of brackets for the following purposes: (1) to set off parenthetical
material already contained within another parenthetical statement and (2) to draw atten-
tion to a comment you are making within a quoted passage. EXAMPLE: “Two Heavy
Construction studies have shown that the Colony Dam is up to safety standards. (See
Figure 4-3 [Dam Safety Record] for a complete record of our findings.) In addition, the
county engineer has a letter on file that will give further assurance to prospective home-
owners on the lake. His letter notes that ‘After finishing my three-month study [he com-
pleted the study in July 2007], I conclude that the Colony Dam meets all safety standards
set by the county and state governments.’”
Hyphens. The hyphen is used to form certain word compounds in English. Although
the rules for its use sometimes seem to change from handbook to handbook, those that
follow are the most common:
Hyphen Rule 1
Use hyphens with compound numerals. EXAMPLE: twenty-one through ninety-nine.
Hyphen Rule 2
Use hyphens with most compounds that begin with self. EXAMPLES: self-defense, self-
image, self-pity. Other self compounds, like selfhood and selfsame, are written as unhyphen-
ated words.
Hyphen Rule 3
Use hyphens with group modifiers when they precede the noun but not when they follow
the noun. EXAMPLES: A well-organized paper, a paper that was well organized, twenti-
eth-century geotechnical technology, bluish-gray shale, fire-tested material, thin-bedded
limestone.
However, remember that when the first word of the modifier is an adverb ending in
–ly, place no hyphen between the words. EXAMPLES: carefully drawn plate, frightfully
ignorant teacher.
280 Appendix A
Hyphen Rule 4
Place hyphens between prefixes and root words in the following cases: (1) between a pre-
fix and a proper name (ex-Republican, pre-Sputnik); (2) between some prefixes that end
with a vowel and root words beginning with a vowel, particularly if the use of a hyphen
would prevent an odd spelling (semi-independent, re-enter, re-elect); and (3) between a
prefix and a root when the hyphen helps to prevent confusion (re-sent, not resent; re-
form, not reform; re-cover, not recover).
Punctuation: Lists
As noted in Chapter 4 (“Page Design”), listings draw attention to parallel pieces of infor-
mation whose importance would be harder to grasp in paragraph format. In other words,
use lists as an attention-getting strategy. Following are some general pointers for punctu-
ating lists. (See pages 46–48 in Chapter 3 for other rules for lists.)
You have three main options for punctuating a listing.The common denominators for
all three are that you (1) always place a colon after the last word of the lead-in and (2) al-
ways capitalize the first letter of the first word of each listed item.
Option A: Place no punctuation after listed items. This style is appropriate when the list in-
cludes only short phrases. More and more writers are choosing this option, as opposed to
option B. EXAMPLE:
In this study, we will develop recommendations that address these six concerns in
your project:
■ Site preparation
■ Foundation design
■ Sanitary-sewer design
■ Storm-sewer design
■ Geologic surface faulting
■ Projections for regional land subsidence.
Option B:Treat the list like a sentence series. In this case, you place commas or semicolons
between items and a period at the end of the series. Whether you choose option A or B
largely depends on your own style or that of your employer. EXAMPLE:
In this study, we developed recommendations that dealt with four topics:
■ Site preparation,
■ Foundation design,
■ Sewer construction, and
■ Geologic faulting.
Note that this option requires you to place an and after the comma that appears before
the last item.Another variation of option B occurs when you have internal commas within
Appendix A 281
one or more of the items. In this case, you must change the commas that follow the listed
items into semicolons.Yet you still keep the and before the last item. EXAMPLE:
Last month we completed environmental assessments at three locations:
■ A gas refinery in Dallas,Texas;
■ The site of a former chemical plant in Little Rock, Arkansas; and
■ A waste pit outside of Baton Rouge, Louisiana.
Option C:Treat each item like a separate sentence. When items in a list are complete sen-
tences, you may want to punctuate each one like a separate sentence, placing a period at
the end of each.You must choose this option when one or more of your listed items con-
tain more than one sentence. EXAMPLE:
The main conclusions of our preliminary assessment are summarized here:
■ At five of the six borehole locations, petroleum hydrocarbons were detected at con-
centrations greater than a background concentration of 10 mg/kg.
■ No PCB concentrations were detected in the subsurface soils we analyzed.We will
continue the testing, as discussed in our proposal.
■ Sampling and testing should be restarted three weeks from the date of this report.
Regrettably/Regretfully
Regrettably means “unfortunately,” whereas regretfully means “with regret.” When you are
unsure of which word to use, substitute the definitions to determine correct usage.
EXAMPLES:
■ Regrettably, the team members omitted their resumes from the proposal.
■ Hank submitted his resume to the investment firm, but, regrettably, he forgot to in-
clude a cover letter.
■ I regretfully climbed on the plane to return home from Hawaii.
Respectively
Some good writers may use respectively to connect sets of related information. Yet such
usage creates extra work for readers by making them reread previous passages. It is best to
avoid respectively by rewriting the sentence, as shown in the several following options.
EXAMPLES:
Original: Appendices A, G, H, and R contain the topographical maps for Sites 6, 7, 8,
and 10, respectively.
Revision—Option 1: Appendix A contains the topographical map for Site 6; Appendix
G contains the map for Site 7; Appendix H contains the map for Site 8; and Appendix
R contains the map for Site 10.
Revision—Option 2: Appendix A contains the topographical map for Site 6; Appendix
G for Site 7; Appendix H for Site 8; and Appendix R for Site 10.
282 Appendix A
Revision—Option 3: Topographical maps are contained in the appendices, as shown

in the following list:
Appendix Site
A 6
G 7
H 8
R 10
Set/Sit
Like lie and lay, sit and set are verbs distinguished by form and use. Following are the basic
differences:
1. Set means “to place in a particular spot” or “to adjust.” It is a transitive verb and thus
takes a direct object to which it conveys action. Its main parts are set (present), set
(past tense), set (past participle), and setting (present participle).
2. Sit means “to be seated.” It is usually an intransitive verb and thus does not take a di-
rect object. Its main parts are sit (present), sat (past), sat (past participle), and sitting
(present participle). It can be transitive when used casually as a direction to be
seated. (“Sit yourself down and take a break.”)
Examples:
■ He set the computer on the table yesterday.
■ While setting the computer on the table, he sprained his back.
■ The technician had set the thermostat at 75 degrees.
■ She plans to sit exactly where she sat last year.
■ While sitting at her desk, she saw the computer.
Sic
Latin for “thus,” sic is most often used when a quoted passage contains an error or other
point that might be questioned by the reader. Inserted within brackets, sic shows the
reader that the error was included in the original passage and that it was not introduced by
you. EXAMPLE: “The customer’s letter to our sales department claimed that ‘there are
too [sic] or three main flaws in the product.’”
Spelling
All writers find at least some words difficult to spell, and some writers have major prob-
lems with spelling. Automatic spell-checking software helps solve the problem, but you
must still remain vigilant during the proofreading stage. One or more misspelled words in
Appendix A 283
an otherwise well-written document may cause readers to question professionalism in

other areas.
However, you should keep your own list of words you most frequently have trouble
spelling. Like most writers, you probably have a relatively short list of words that give you
repeated difficulty.
Stationary/Stationery
Stationary means “fixed” or “unchanging,” whereas stationery refers to paper and envelopes
used in writing or typing letters. EXAMPLES:
■ To perform the test correctly, one of the workers had to remain stationary while the
other one moved around the job site.
■ When she began her own business, Julie purchased stationery with her new logo on
each envelope and piece of paper.
Subject–Verb Agreement
Subject–verb agreement errors are quite common in technical writing.They occur when
writers fail to make the subject of a clause agree in number with the verb. EXAMPLE:
“The nature of the diverse geologic deposits are explained in the report.” (The verb should
be is, because the singular subject is nature.)
Writers who tend to make these errors should devote special attention to them.
Specifically, isolate the subjects and verbs of all the clauses in a document and make cer-
tain that they agree. Following are seven specific rules for making subjects agree with
verbs:
Rule 1: Subjects Connected by And Take Plural Verbs

This rule applies to two or more words or phrases that, together, form one subject phrase.
EXAMPLE: “The site preparation section and the foundation design portion of the report
are to be written by the same person.”
Rule 2: Verbs After Either/Or or Neither/Nor Agree with

the Nearest Subject
Subject words connected by either and or (or neither and nor) confuse many writers, but the
rule is very clear.Your verb choice depends on the subject nearest the verb. EXAMPLE:
“He told his group that neither the three reports nor the proposal was to be sent to the
client that week.”
Rule 3: Verbs Agree with the Subject, Not with

the Subjective Complement
Sometimes called a predicate noun or adjective, a subjective complement renames the sub-
ject and occurs after verbs such as is, was, are, and were. EXAMPLE: “The theme of our
284 Appendix A
proposal is our successful projects in that region of the state.” However, the same rule
would permit this usage: “Successful projects in that part of the state are the theme we in-
tend to emphasize in the proposal.”
Rule 4: Prepositional Phrases Do Not Affect Matters of Agreement

As long as, in addition to, as well as, and along with are prepositions, not conjunctions. A verb
agrees with its subject, not with the object of a prepositional phrase. EXAMPLE: “The
manager of human resources, along with the personnel director, is supposed to meet with
the three applicants.”
Rule 5: Collective Nouns Usually Take Singular Verbs

Collective nouns have singular form but usually refer to a group of persons or things
(e.g., team, committee, crew). When a collective noun refers to a group as a whole, use
a singular verb. EXAMPLE: “The project crew was ready to complete the assign-
ment.” Occasionally, a collective noun refers to the members of the group acting in
their separate capacities. In this case, either use a plural verb or, to avoid awkward-
ness, reword the sentence. EXAMPLE: “The crew were not in agreement about
the site locations” or, “Members of the crew were not in agreement about the site
locations.”
Rule 6: Foreign Plurals Usually Take Plural Verbs

Although usage is gradually changing, most careful writers still use plural verbs with data,
strata, phenomena, media, and other irregular plurals. EXAMPLE: “The data he asked for in
the request for proposal are incorporated into the three tables.”
Rule 7: Indefinite Pronouns Like Each and Anyone Take Singular Verbs
Writers often fail to follow this rule when they make the verb agree with the object of a
prepositional phrase instead of with the subject. EXAMPLE: “Each of the committee
members are ready to adjourn” (incorrect). “Each of the committee members is ready to
adjourn” (correct).
To/Too/Two
To is part of the infinitive verb form or is a preposition in a prepositional phrase. Too is an
adverb that suggests an excessive amount or that means “also.” Two is a noun or an adjective
that stands for the numeral “2.” EXAMPLES:
■ He volunteered to go [infinitive verb] to Alaska [prepositional phrase] to work [another
infinitive verb form] on the project.
■ Stephanie explained that the proposed hazardous-waste dump would pose too many
risks to the water supply. Scott made this point, too.
Appendix A 285
Utilize/Use
Utilize is simply a long form for the preferred verb “use.” Although some verbs that end in
–ize are useful words, most are simply wordy substitutes for shorter forms.As some writ-
ing teachers say, “Why use ‘utilize’ when you can use ‘use’?”
Which/That
Which is used to introduce nonrestrictive clauses, which are defined as clauses not essen-
tial to meaning (as in this sentence). Note that such clauses require a comma before the
which and a slight pause in speech. That is used to introduce restrictive clauses that are es-
sential to the meaning of the sentence (as in this sentence). Note that such clauses have no
comma before the that and are read without a pause. Which and that can produce different
meanings, as in the following examples:
■ Our benefits package, which is the best in our industry, includes several options for
medical care.
■ The benefits package that our firm provides includes several options for medical
care.
■ My daughter’s school, which is in Cobb County, has an excellent math program.
■ The school that my daughter attends is in Cobb County and has an excellent math
program.
Note that the preceding examples with that might be considered wordy by some readers.
Indeed, such sentences often can be made more concise by deleting the that introducing
the restrictive clause. However, delete that only if you can do so without creating an awk-
ward and choppy sentence.
Who/Whom
Who and whom give writers (and speakers) fits, but the importance of their correct use
probably has been exaggerated. If you want to be one who uses them properly, remember
this basic point: Who is a subjective form that can only be used in the subject slot of a
clause; whom is an objective form that can only be used as a direct object or other nonsub-
ject noun form of a sentence.You can check which word you should use by substituting he
and him. Use who when you would use he and use whom when you would use him.
EXAMPLES:
■ The man who you said called me yesterday is a good customer of the firm. (The clause
“who...called me yesterday” modifies “man.” Within this clause, who is the subject of
the verb “called.” Note that the subject role of who is not affected by the two words
“you said,” which interrupt the clause.)
286 Appendix A
■ They could not remember the name of the person whom they interviewed. (The clause
“whom they interviewed” modifies “person.”Within this clause, whom is the direct ob-
ject of the verb “interviewed.”)
Who’s/Whose
Who’s is a contraction that replaces who is, whereas whose is a possessive adjective.
EXAMPLES:
■ Who’s planning to attend the annual meeting?
■ Susan is the manager who’s responsible for training.
■ Whose budget includes training?
■ Susan is the manager whose budget includes training.
Your/You’re
Your is an adjective that shows ownership, whereas you’re is a contraction for you are.
EXAMPLES:
■ Your office will be remodeled next week.
■ You’re responsible for giving performance appraisals.
Appendix B
>>> Resources in MyTechCommLab

www.mytechcomlab.com
MyTechCommLab is an online resource of tutorials, model documents, and activities.
Some of these materials are referred to in marginal notes throughout this textbook; this
appendix provides a more complete list of materials available online.
Tutorials
Writing process
Writing a formal report
Writing and visuals
Visual design
Web design
Model Documents
Letters
Memos
E-mails
Career correspondence
Proposals
Abstracts
Reports
Instructions
Procedures
Descriptions
Definitions
Web sites
Presentations
Brochures
Technical marketing materials
287
288 Appendix B
Activities
Grammar diagnostics and exercises
Writing letters
Writing memos
Writing e-mails
Writing career correspondence
Writing proposals
Writing abstracts
Creating brochures
Writing short/informal reports
Writing formal reports
Writing instructions
Writing procedures
Writing definitions
Writing descriptions
Patterns of organization
Usability case studies
Other Resources
The Research Process
■ MySearchLab™
■ The Research Assignment
■ Avoiding Plagiarism
■ Student Bookshelf
■ Research Writing Samples
Longman Online Handbook

Web Links to resources for technical communicators
Student Bookshelf of reference materials
Photo Credits
Chapter 1
Ryan McVay/Getty Images—Photodisc—Royalty Free, pp. 1, 13; Zefa Collection/CORBIS—
NY, p. 20.
Chapter 2
Getty Images—Stockbyte, p. 28.
Chapter 3
© Bettmann/CORBIS All Rights Reserved, p. 43; Spencer Grant/PhotoEdit Inc., p. 45;
Keith Brofsky/Getty Images Inc.—Stone Allstock, p. 46; © Dorling Kindersley, p. 53.
Chapter 4
Getty Images—Stockbyte, Royalty Free, p. 75; Photos.com, p. 76; Steve Gorton (c)
Dorling Kindersley, p. 81; Hiep Vu/Masterfile Stock Image Library, p. 86.
Chapter 5
Nick Koudis/Getty Images, Inc.—Photodisc./Royalty Free, p. 93; Photodisc/Getty Images,
p. 95; Superstock Royalty Free, p. 103.
Chapter 6
Photos.com, p. 108; Andrew Olney/Getty Images/Digital Vision, p. 109; Keith Brofsky/
Getty Images, Inc.— Photodisc./Royalty Free, p. 115.
Chapter 7
EyeWire Collection/Getty Images—Photodisc-Royalty Free, pp. 123, 154; Photolibrary.
com, p. 125; Medford Taylor/National Geographic Image Collection, p. 137; John A.
Rizzo/Getty Images, Inc.—Photodisc./Royalty Free, p. 157; Tony Camacho/Photo Re-
searchers, Inc. p. 159.
Chapter 8
Getty Images—Stockbyte, Royalty Free, p. 160; EyeWire Collection/Getty Images—
Photodisc-Royalty Free, p. 163.
289
290 Photo Credits
Chapter 9
Getty Images—Digital Vision, p. 189; Britt Erlanson/Image Bank/Getty Images, p. 194;
Michael Matisse/Getty Images, Inc.—Photodisc, p. 195; Craig Brewer/Getty Images,
Inc.—Photodisc, p. 196.
Chapter 10
Stockbyte/Getty Images—Stockbyte, Royalty Free, p. 201; James Woodson/Getty Images/
Digital Vision, p. 202; Getty Images, Inc—Stockbyte Royalty Free, p. 215.
Chapter 11
Getty Images—Stockbyte, p. 222.
Index
A Abstract, 15
A/an, 237, 243 defined, 16
Abbreviations, 56, 244–247 for feasibility studies, 32
ABC format for informal reports, 126
abstract, 113, 126, 130, 166, 169, 208 for proposals, informal, 166
defined, 16 Academic writing
body, 113, 126, 130, 166, 169, 208 features of, 2
conclusion, 113, 126, 130, 166, 169, 208 and technical communication differences
for decision makers, 16 between, 3
for documents, 15 Accept/except, 247
for email, 86–89 Active voice, 231–232
for equipment evaluation reports, 153 Activities, 288
expanded definitions, 97–99 Advice/advise/inform, 247
for explanations, 113 Advisers, 12
for feasibility studies, 32 Aero Space and Defence Industries Association, 236
for formal reports, 130 Affect/effect, 248
for informal reports, 126 Agree to/agree with, 248
for instructions, 115 All right/alright, 248
for job letters, 208 All together/altogether, 248
for lab report, 66 Allusion/illusion/delusion/elusion, 248–249
letters, 77–78 A lot/alot, 243
memorandum, 82–85 Already/all ready, 249
for memos, 82–85 Alternately/alternatively, 249
negative letters, 80–81 Amount/number, 250
for negative letters, 80–81 Analogies, use of, 103
neutral letters, 81 Analysis, 5
for neutral letters, 81 And/or, 250
positive letters, 80 Anticipate/expect, 250
for positive letters, 80 Appendices
for problem analyses informal report, 153–154 in formal reports, 130, 169
for progress/periodic reports, 153 in proposals, formal, 169, 173
for proposals, formal, 169 Apt/liable/likely, 250–251
for proposals, informal, 166 Archivist, 30–31
for readers Argument, 5
body, 16 Association of Computing Machinery’s Special
conclusion, 17–18 Interest Group on the Design of
format, 17 Communication (ACM SIGDOC), 19
graphics, use, 17 Assure/ensure/insure, 251
opinion, 17 Attachments, 55–56
for recommendation reports, 154 in emails, 42
for sales letters, 208 in proposals, informal, 167
291
292 Index
Audiences. See also Readers Collaborative writing, 29. See also Teamwork
captive, 2 approaches, 29
decision-making levels, 10–12 communication in, 32–34
for web pages/websites, analysis defined, 29
of, 24 finances, managing, 31–32
Augment/supplement, 251 guidelines for, 36–37, 39–40
Awhile/a while, 251 meetings, running effective, 30–31, 36–37
members in, 30–31
B modular, 34–35
Backplanning, 32 planning, 31
Balance/remainder/rest, 252 schedule charts, using, 32
Bar charts steps, 39–40
arrangement of bars, 60 subject matter experts, 38–40
break lines, 58 time and money, budgeting, 31–32
examples of confusing, 65 Color in graphics, 50
guidelines for, 58–60 Common knowledge, 20
number of bars in, 58 Communication. See also Oral communication/
spacing between bars, 59 presentation
Because/since, 252 collaborative writing and, 32–34
Between/among, 252 Complement/compliment, 255
Bibliographies, 136 Compose/comprise, 255
Bi-/semi-/biannual/biennial, 252 Computer conference, 32–33
Body, 15–17 Computers
Boldface, use of, 48 page design and use of, 66–68
Brainstorming, 32, 36–37 team writing and use of, 36
Bullets, 47, 78, 116 Conciseness, 85, 226, 238
in instructions, 112 Conclusions, 15–18
in lists, 47 in formal reports, 136
oral presentation and alternatives, 192 in informal reports, 129
in proposals, formal, 173, 182
C in proposals, informal, 167
Capital/capitol, 253 Consul/council/counsel, 256
Capitalization, 253–254 Controlled English, 236
Cause and effect, 252 Copy notation, 77
Cautions, in instructions, 115 Copyrights, 19–20
Center on/revolve around, 254 Corporate culture, 204, 216
Charts Correspondence, guidelines for writing, 76–81
bar, 58–60 Cover/title page, 130
flow, 61–63 in formal reports, 131
line, 60–61 in proposals, formal, 169
oral presentations and presenting, 194 Criterion/criteria, 256
pie, 57–58 Culture
schedule, 32 corporate, 204, 216
Circumlocution, 229 organizational, 27, 216
Cite/site/sight, 254–255
Classification, 227 D
Clichés, avoiding, 229 Dangers, in instructions, 117
Closing sentence, 17–18, 86, 167–168 Data/datum, 257
Index 293
Decision makers, 15–18 correspondence, guidelines for

Decision-making levels, 11–12 ABC format for, 77–78
Definite/definitive, 257 attachments, use, 79
Definitions 3Cs strategy for, 78–79
difference between descriptions and, 94 diplomatic, 79
example of, 97–99 format, 77
writing guidelines purpose, 76
ABC format for expanded, 97–99 readers and, 77
formal, 95–96 respond quickly, 79
informal, 95 “you” attitude, 79
location for, 99–100 Electronic databases, 89
simple, 95 E-mail
Descriptions defined, 85
difference between definitions and, 94 guidelines for
writing guidelines chunk information, 88
accurate and objective, 100 composing in word processor, 88–89
graphics and analogies, use, 103 format message, 88
overall organization plan, 100–102 future notices, receiving, 88
readers’ needs, 100 message indicates context, 86–87
visualizing test, 103 method for replying, 88
Devil’s advocate, 31 style, 86
Discrete/discreet/discretion, 257 suppress addresses of, 88
Discussion sections, 135 memoranda versus, 89
Disinterested/uninterested, 257–258 use and style for, 85–86
Divide and conquer approach, 29 Enclosures/attachments, in letters or memos, 77
Division, 254 Endings, 14–15
Drafts, 5 English
Drawings, technical plain, 236
detail in, 63 as second language (ESL), 258–265
guidelines for using, 63–64 simplified, 236–237
labeling, 64 Equal Consideration of Interests (ECI), 211
legends, use of, 64 Equipment evaluation reports
views, types of, 64 ABC format, 153
Due to/because of, 258 defined, 153
example of, 153
E Ethics
Each other/one another, 258 commitments, keeping, 19
Editing, 284 do no harm, 19
for grammar, 28 guidelines, 18–19
informal reports, 169 honesty, 18–19
for mechanics, 28 individual responsibility, 19
for style, 23 writing and legal issues, 19
e.g./i.e., 258 European Association of Aerospace Industries, 236
Electronic communication European Association of Aerospace Manufacturers
ABC format of (AECMA), 236
negative correspondence for, 80–81 Executive summary
neutral correspondence, 81 in formal reports, 133–134
positive correspondence, 80 for proposals, formal, 171
294 Index
Experts, as readers, 10–11 defined, 129

Explanations discussion sections
ABC format, 113 appendices, 136
detail in, how much, 113 break up long paragraphs, 136
difference between instructions and, 113–114 facts to opinions, 135
examples of, 114 headings and subheadings, 135
flowcharts, use of, 114 end material, 136
guidelines for writing, 112–119 example, 136–153
objective point of view, 113 executive summary, 141
readers for, 113 conclusions and recommendations, 133
on one page, 133
F paragraph format, 134
Facsimile reference, 122 references to body, 134
Facts versus opinions, 11, 17, 135 technical jargon, 133
Farther/further, 266 guidelines for, 129
Feasibility studies, 32 ABC format, 130
Fewer/less, 266 parts of, 130–136
Figures, 271–272 introduction, 142–148
Findings, defined, 271–272 information on, 135
Flammable/inflammable/nonflammable, 266 project description, 134
Flowcharts purpose, into subsections, 134
explanations and use of, 61 scope information, 135
guidelines for, 61–63 letter/memo of transmittal
guidelines for using, 61–63 acknowledgement, 131
labeling, 63 conventions, 132
legends, providing, 63 place after title page, 131
standard symbols, 63 point from report, 131
Follow-up letters, 218 list of illustrations, 133, 140
Fonts table of contents
clarity, 51 appendices, 132, 139, 150–152
guidelines for using, 51 low-level headings, 132
types, 51 page to reveal report emphases, 132
Formal proposals, 174–175. See also Proposals, formal parallel form in entries, 133
guidelines for, 168 proofread, 133
ABC format, 169 readable, 132
appendices, 173 Former/latter, 266–267
conclusion, 173, 182 Fortuitous/fortunate, 267
cover/title page, 169
discussion sections, 172–173 G
executive summary, 171, 177 Generally/typically/usually, 267
introduction, 171–172, 178–181 Goals, for team writing, 36
letter/memo of transmittal, 169–170 Good/well, 267
list of illustrations, 171 Grammar, 243
table of contents, 170, 176 Graphics
uses in, 161 color, 50
Formal reports data accuracy and validity, 52
conclusions and recommendations, 136, 149 in descriptions, 52
cover/title page, 131 drawings, technical, 63–64
Index 295
in feasibility studies, 32 attachments for details, 168

fonts, 50–51 attention in conclusion, 167
guidelines for, 52–54 details in body, 166–167
bar charts, 58–60 editing, 168
flowcharts, 61–63 letter or memo format, 163
line charts, 60–61 memo proposal, 164–165
pie charts, 57–58 plan before write, 162–163
tables, 55–57 problem/solution organization, 167
technical drawings, 63–64 text visually appealing, 163
in instructions, 52–54 uses in, 161
misuse of, 64–66, 72 Informal reports
oral presentations and presenting, 194 abstract/introduction, 134–135
organization charts, 173 appearance of, 146
other terms used, 99–100 conclusions, 128–129
permission to use, 54 contents of body, 126, 129
reasons for using, 71–72 defined, 125
tables, 54–57 editing, 168
text references to, 54 equipment evaluations, 153
titles, notes, keys, and source data, 54 facts versus opinions in, 135
Groupthink, 31 guidelines for, 125
Groupware, 33–34 ABC format for organization, 126
attachments for details, 129
H attention in conclusion, 129
Handbook, 243–286 details in body, 126, 129
Hanging indents, 45 as introductory summary, create, 126
Headers and footers, 50 letter or memo format, 126
Headings recommendation report, 127–128
decimal, 49–50 Instructions
hierarchy of, 49 defined, 109
in letters and memos, 49–50 electronic mail, 111
outlines for creating, 49 guidelines for
parallel form in, 49 action step with verb, 115
purpose of, 49 bullets or letters for emphasis, 116
substantive wording, 49 cautions and warnings, 116–117
High-context cultures, 18, 27 dangers, 116–117
extra information, remove, 116
I graphics, 118
Illustrations, list of installing and operating scanner, grouped
in formal reports, 133 steps for, 116
for proposals, formal, 169 instructions for usability, test, 118–119
Illustrations, use of term, 95 introductory information, 115
Imply/infer, 268 numbered lists in body, 115
Influencers, 12 one action in step, 115
Informal proposals. See also Proposals, simple style, 117–118
informal steps under task headings, 115
guidelines for technical level, 114–115
ABC format, 166 Intecom, 237
abstract as introductory summary, 166 Interest grabber, 49
296 Index
Interviews, 203–204. See also Job interviews researching occupations and companies, 202–205
conducting, 238 resumes, 208–214
preparing, 215–216 Job search
Introductions correspondence
in feasibility studies, 32 ABC format, 208
in formal reports, 134–135 job letters, 205–208
in proposals, formal, 171–172 resumes, 208–214
in proposals, informal, 166 interviews
Italics, use of, 14, 48, 209 follow-up letters, 218
Its/it’s, 268–269 performance, 217–218
preparation, 215–217
J occupations and companies
Job correspondence in college library or placement office, 202
ABC format computer to gather data, 204–205
abstract, 208 information on companies in field, 203–204
body, 208 interview in field of interest, 202–203
conclusion, 208 on list of potential employers, 204
job letters, 205 Justification, 2, 100, 163, 169
ABC, 208
letter’s organization, 208 K
readers’ needs, characteristics, 207–208 Key points, repeating, 15
resumes
activities and recognitions, 211 L
education, 209–211 Lab reports, 66–67
experience, 211–213 Lead-ins, 48, 171
formatted for online submission, 210 Lead/led, 269
interests, 211 Legal issues, writing and, 20–21
objective in, 209 Letter report. See also Informal reports
points in, 208 defined, 125
references, 213 Letters
Job interviews ABC format for, 77–78, 89, 208
follow-up letters, 218 attachments, use, 79
performance copy notation, 77
assertive approach, 217 3Cs strategy for, 78–79
body, 218 defined, 81
dress, 217 diplomatic, 79
eye contact, 218 enclosures/attachments, 77
hesitation, 218 follow-up, 218
minutes to set tone, 217 formats of, 82–83
reinforce main points, 218 headings, 49–50
preparation negative, 80–81
answers to questions, 215–216 neutral, 81
homework on organization, 215 positive, 80
mock interviews, 216 proofreading and editing, 34
physically prepared for, 217 purpose statement, 5, 81
Jobs responding to, 161
application letters, 208 sales, 205, 213
interviews, 215–218 tone of voice, 79
Index 297
of transmittal, 131–132 neutral correspondence, 81

typists initials, 83 positive correspondence, 80
“you” attitude, 79 correspondence, guidelines for
Library resources ABC format for, 77–78
books, 202 attachments, use, 79
company directories, 202–203 3Cs strategy for, 78–79
dictionaries, encyclopedias, and other references, 202 diplomatic, 79
electronic database, 205 format, 77
newspapers, 204 purpose, 76
periodicals, 158 readers and, 77
Like/as, 269 respond quickly, 79
Line charts, guidelines for using, 60–61 “you” attitude, 79
Line spacing, 45 Memo report, 15, 44, 77. See also Informal reports
Listeners, oral communication and knowing, 191 M-Global Inc. example
Lists (listings), 10, 78, 136 corporate and branch offices, 35, 127
bullets and numbers, use of, 47 history of, 35
instructions and use of numbered, 115 projects, 138
page design and, 46–48 writing at, 127
punctuation and capitalization, 48 Model documents, 287
Loose/lose, 269 Modifiers, dangling and misplaced, 269–271
Modular writing
M with conditional text, 35
Main idea, development of, 163, 237 planning, 35
Managers, as readers, 10 user’s manual, 34
Margins, 45 MyTechCommLab resources, 288
Mechanical errors, 125
Meetings, 39 N
Memorandum Negative letters, 80, 83, 91
ABC format for, 77–78 Negotiation, 227
attachments, use, 79 Nervousness, oral presentations and overcoming, 192
copy notation, 77 Neutral letters, 81, 91
3Cs strategy for, 78–79 Nonsexist language, 232–235
defined, 82 Notes, recording, 54
diplomatic, 79 Numbers, use of, 271–272
email versus, 89 in lists, 47
enclosures/attachments, 77 Numbers writing, 271–272
format, 82, 84–85
headings, 49–50, 67–68 O
proofreading and editing, 34 Offshoring, 106, 127
purpose statement, 5, 16, 76 Operators, as readers, 11
responding to, 80, 161 Oral communication/presentation
tone of voice, 79 examples, 190
of transmittal, 131–132 eye contact, maintaining, 192
types of, 82 filler words, avoiding, 192
“you” attitude, 79 gestures and posture, 194
Memo graphics, guidelines for presenting, 194–198
ABC format for handouts, avoiding, 197
negative correspondence, 80–81 listeners, knowing, 194–195
298 Index
Oral communication/presentation (Contd.) italics and boldface, use of, 48

nervousness, overcoming, 192 list, 48
note cards or paper, outline on, 192 white space
practice, importance of, 192 defined, 44
preacher’s maxim, 191 hanging indents, 45
preparing and delivery, guidelines for, 198 heading space and ruling, 46
rhetorical questions, use of, 193 line spacing, 45
room layout, 194 margins, 45
speaking organizations, 194 paragraph length, 46
speaking style, 192, 194 Pagination styles, for formal reports, 130
stick to a few main points, 192 Paragraphs
technology, plan for failure of, 197 indenting, 132
Oral/verbal, 272 length of, 15
Organization organization of, 15
ABC format, 126 Parts of speech, 273
cause and effect, 122 Passed/past, 273–274
classification, 129 Per, 274
comparison/contrast, 148 Per cent/percent/percentage, 274
deductive, 78 Periodic reports
division, 254 ABC format, 154
importance of, 221 defined, 153
options for information, 12 example of, 153
principles of, 13–15 Permissions, written, 20
problem/solution, 167 Pie charts
of sections and paragraphs, tips for, 13, 15 examples of confusing, 61
sequential, 42 guidelines, 54, 57–58
Organizational culture, elements of, 27 labeling, 57
Organization charts, 173 number of divisions in, 58
circular design, 99 orientation of, 58
connecting boxes, 230 Plagiarism, 588
guidelines for using, 231 PLAIN. See Plain Language Action and Information
linear design, 245 Network (PLAIN)
Outlines Plain English, 235–236
for abstracts, 80 Plain Language Action and Information Network
basic rules, 54 (PLAIN), 236
completing, 121 Planning, 7
to create headings, 49 form, 8
research, 12 Planning coordinator, 30
Outsourcing, 84 Positive letters, 90
Practical/practicable, 274
P Presentations
Page design and career, 190
computers, use of, 71–72 graphics, guidelines for
defined, 44 alternatives to bulleted lists, 196
elements of, 44–48 colors, 196
fonts and color, 50–52 eye contact, 197
grid, 55 handouts, 197
headings, 49–50 headline-image format, 196
Index 299
listener preferences, 194 RFP, uses in, 161

match to content, 195 solicited process, flowchart, 162
message simple, 195–196 Proposals, formal, 174–175
in practice sessions, 197 guidelines for, 168–182
slide, notes view of, 195 ABC format, 169
technology to fail, plan for, 197–198 appendices, 173
up long enough, 197 conclusion, 173, 182
preparation and delivery, guidelines for, 190 cover/title page, 169
eye contact, 194 discussion sections, 172–173
filler words, 193 executive summary, 171, 177
gestures and posture, 194 introduction, 171–172, 178–181
listeners, 191 letter/memo of transmittal, 169–170
outline on cards or paper, 192 list of illustrations, 171
points, 192 table of contents, 170, 176
practice, 192 uses in, 161
preacher’s maxim, 191–192 Proposals, informal
rhetorical questions, 193 guidelines for, 162–168
speak vigorously and deliberately, 193 ABC format, 166
Principal/principle, 274–275 abstract as introductory summary, 166
Problem analyses informal report attachments for details, 168
ABC format, 126 attention in conclusion, 167
defined, 125 details in body, 166–167
example of, 121 editing, 168
Problem/solution, 167, 169 letter or memo format, 163
Process explanations memo proposal, 164–165
defined, 109 plan before write, 162–163
electronic mail, 110 problem/solution organization, 167
explanation of site investigation process, flowchart, 114 text visually appealing, 163
guidelines for uses in, 161
ABC format, 113 Punctuation
amount of detail, 113 general, 275–280
flowcharts for complex processes, 113–114 lists, 280–281
objective point of view, 113 Purpose
purpose and audience, 112 determining, 5–6
versus instructions, 109, 112 statement, 5–6, 16
electronic mail, 111
Progress reports R
ABC format, 153 Readers
defined, 153 analyzing, 9–10
example of, 153 correspondence and analyzing, 29
Pronouns, agreement and reference, 275 decision-making authority, 9
Proofreading and editing, 34 matrix, 7–8, 10
Proposals obstacles for
defined, 161 interruption, 6, 8
documents in external, flowchart, 162 patience with, 8
example, 161 share decision-making authority, 9
formal, 174–175 technical knowledge, 9
informal, 163–165 types of
300 Index
Readers (Contd.) neutral correspondence, 81

decision makers, 11 positive correspondence, 80
experts, 10–11 purpose, 76
influencers/advisers, 12 readers and, 77
managers, 10 respond quickly, 79
operators, 11 “you” attitude, 79
receivers, 12 e-mail, use of
Receivers, 12 chunk information, 88
Recommendation reports composing in word processor, 88–89
ABC format, 154 defined, 85
defined, 154 format message, 88
example of, 154 future notices, receiving, 88
Regrettably/regretfully, 281 memoranda versus, 89
Reports message indicates context, 86–87
defined, 124 method for replying, 88
equipment evaluations, 153 and style for, 85–86
formal, 124 suppress addresses, 88
example, 136–153 interviews
guidelines for, 129–136 answers to questions, 215–216
parts of, 130–136 assertive approach, 217
guidelines for body, 218
editing, 125 dress, 217
fact from opinion, separation, 124 eye contact, 218
illustrations for clarification and persuasion, 125 follow-up letters, 218
plan before write, 124 hesitation, 218
text visually appealing, 125 homework on organization, 215
informal, 124 minutes to set tone, 217
guidelines for, 125–129 mock interviews, 216
problem analyses, 153–154 physically prepared for, 217
progress/periodic reports, 153 reinforce main points, 218
recommendation, 154 library services and resources
Request for proposal (RFP) books, 202
uses in, 161 company directories, 202–203
Research dictionaries, encyclopedias, and other
abstract, 15–16, 32 references, 202
defined, 16 electronic database, 205
for feasibility studies, 32 newspapers, 204
for informal reports, 126 periodicals, 158
for proposals, informal, 166 notes, recording, 192
bibliography, 136 outlines, 12
collecting, 24 for abstracts, 80
electronic databases basic rules, 54
ABC format, 77–78 completing, 121
attachments, use, 79 to create headings, 49
3Cs strategy for, 78–79 plagiarism, 588
diplomatic, 79 writing
format, 77 guidelines for, 225–226
negative correspondence, 80–81 terms, 224–225
Index 301
Resources, 288 absolute words, 231

Respectively, 281–282 facts from opinions, distinguish, 230
Results statement, 6 obvious qualifying statements, 231
Resumes active voice
activities and recognitions, 211 and passive, meaning, 231–232
education uses in, 232
grade point average, 209 conciseness
honors, 209 actions in verbs, 226–227
key courses, 211 constructions, avoidance, 229–230
minors, 211 extra words, 230
experience long words with short ones, replace, 228–229
chronological format, 211–213 shorten wordy phrases, 227–228
emphasizing education, 212 writing more direct by reading it aloud, 229
functional format, 213 definition of, 223
and skills, 214 importance of, 223–224
formatted for online submission, 210 nonsexist language, 232
interests, 211 sexism and, 233
objective in, 209 techniques for, 233–235
points in plain English, 235–236
arrangement, 208 simplified English, 235–237
emphasis, 208 writing clear sentences
length, 208 guidelines for, 225–226
Revising draft, 30 sentence terms, 224–225
RFP. See Request for proposal (RFP) Subject matter experts (SMEs), 38
technical communicator, guidelines for, 39–40
S Subject–verb agreement, 283–284
Sales letters, 205, 213 Summaries
Schedule charts executive, 171
horizontal writing, 171
bar lines, 32 Synthesis approach, 30
vertical axis and horizontal axis, 32
Sentences T
style Table of contents
guidelines for, 225–226 in formal reports, 136
terms, 224–225 for proposal, formal, 161
Sequence approach, 29–30, 63 Tables
Sequential organization, 42 defined, 54
Set/sit, 282 guidelines for, 55–57
Sic, 282 informal versus formal, 54
Single sourcing, 34, 94 white space in, 56
Speaking organizations, 194. See also Oral Team leader, 30
communication/presentation Teamwork
Specialization approach, 29, 41 guidelines for
Speed-read approach, 13–14 brainstorming techniques, planning, 36–37
Spelling, 282–283 clear goals and ground rules, 36
Stationary/stationery, 283 computers use, 37–38
Style and tone revision process, 37
accurate in wording storyboarding techniques for drafting, 37
302 Index
Team writing, 29. See also Collaborative writing Tone. See also Style and tone
Technical communication importance of, 223
ABC format examples of, 224
for decision makers, 16 Topic sentence, 129
defined, 16 To/too/two, 284
for documents, 15 Trademarks, 20, 253
for readers, 16–18 Transitions, 191–192
academic writing, features, 2 Tutorials, 287
audience, 3 Type size, 51–52
documents, determination
analysis, 5 U
argument, 5 Utilize/use, 285
information, 5
questions, 5–6 V
documents, planning Visual aids, 69
organizing information, 12 Visual design
evaluation, criteria for, 3 bar charts, guidelines for
examples of, 3 comparisons and, 59
graphic elements, 3 limited number of, 58
memorandum order of, 60
cost, 4 variations and, 59
features, 4 widths and space between, 59
print quality, 4 computers in
My Tech Comm Lab examples of, 2 Microsoft word document, 68
organization, principles style sheets, 68–69
beginnings and endings, 14–15 templates, 66–68
focused search, 13 defined, 44
key points, 15 flowcharts, guidelines for
quick scan, 13–14 legend and, 62
short follow-ups, 13 overviews and, 61
purpose, 2 sequence for, 63
readers shapes labeling, 63
audience analysis, 9–10 site survey project, 62
decision-making authority, 9 symbols, selection of, 62
obstacles for, 6, 8–9 fonts
types, 10–12 size, 51–52
topic, knowledge of, 2 tone and professionalism, 50
workplace types, 51
ethical guidelines for, 18–19 graphics guidelines
legal issues and ethics in writing, accuracy and validity of data, 52
20–21 borrowed information and, 54
Technical drawings. See Drawings, clear references, 52–53
technical clutter and, 54
Templates, 66–68 location of, 53
Title page purpose of, 52
in formal reports, 131 vertical position of, 53
for proposals, formal, 169 graphics, misuse of
Titles, sexist language and, 233 bar chart, confusing, 65
Index 303
chartjunk, 65–66 Who’s/whose, 286

distorted examples, 64–66 Who/whom, 285–286
faulty comparisons, 65 Workplace
pie chart, confusing, 67 ethical guidelines for
problem description, 64 be fair, 19
line charts, guidelines for be honest, 18–19
accuracy and clarity, 61 be professional, 19
location of, 61 harm to others, 19
multiple lines, 60–61 honor intellectual property rights, 19
numbers placing, 61 respect confidentiality, 19
for trends, 60 legal issues and ethics in writing
navigation elements common knowledge, 20
color, 50 extensive text, written permission
headers and footers, 50 for, 20
headings, 48–50 graphics, written permission for, 20
page design elements legal advice, 20–21
in-text emphasis, 48 Writers
lists, 46–48 and subject matter experts (SMEs), 38
white space, 44–46 guidelines for, 39–40
pie charts, guidelines for Writing clear sentences, style
clockwise from 12:00, 58 guidelines for, 225–226
divisions and, 58 terms, 224–225
label and, 58 Writing process and collaboration
showing money breakdown, 57 budgeting time and money
use of, 57 benchmarks for, 31
tables, guidelines for calendar for, 32
data, dividing and explaining, 56–57 schedule charts, 32
example of formal, 56 communication
formal and complex data, 56 computers use, 32
informal and, 55 e-mail, 33
in report, 55 face-to-face meetings, 32
white space, use of, 56 groupware, 33–34
technical drawings, guidelines for dialog, 30
appropriate view, 64 divide and conquer, 29
detail, amount of, 63 planning, 31
labeling and, 64 sequence, 29–30
legends use, 64 specialization
cross-functional teams, 29
W synthesis, 30
Warnings, in instructions, 166 writing team
Which/that, 285 archivist, 30–31
White space Devil’s advocate, 31
defined, 44 leader, 30
hanging indents, 45 planning coordinator, 30
heading space and ruling, 46
line spacing, 45 Y
margins, 45 You attitude, 79, 89
paragraph length, 46 Your/you’re, 286

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Warren Wilson College

Missouri Western State University

Library of Congress Cataloging-in-Publication Data

ISBN 10: 0-13-237457-9

>>> Technical Communication

From the Authors:

>>> Core Features of Technical Communication

130 Chapter 7 Reports

their careers. This underlying three-part structure pro- I

General Guidelines for Correspondence 77

>> Correspondence Guideline 2: Know Your Readers

>> Correspondence Guideline 3: Follow Correct Format

>> Correspondence Guideline 4: Follow the ABC Format for All

Process Explanations versus Instructions 111

DATE: November 20, 2011

1. Double-click the E-mail icon.

3. Select the Accounts menu.

5. Enter a name (i.e., “Mail”).

RESULT: You will be asked for your e-mail address.

10. Use: yourlastname@mglobal.com

to the new folder that you just named. followed correctly.

contact a member of our IT staff for assistance. how to get more

I Figure 6–2 I Instructions: electronic mail

Additional Sample Documents

>>> Building Your Technical

>>> Learning Portfolio

Collaboration at Work Collaboration at Work Outline for a Consulting Report

Accounting Landscaping Registration

Learning Portfolio 221

to be overly modest. With the goal of supportable self-pro-

1. Resume Entry: June–September 2008—Served as ap-

122 Chapter 6 Process Explanations and Instructions

To reinforce the ethical guidelines described in Chapter ing the final.

If you have highlighted any ethical problems, also suggest

>>> Handbook Handbook

Information on English as a Second

areas: articles, prepositions, and verb use. It also applies

>>>Your One-Stop Source for Technical

>>> Instructor’s Resources

Chapter 1 Introduction to Technical Communication 1

Chapter 2 Collaboration and Writing 28

Chapter 3 Visual Design 43

Chapter 4 Letters, Memos, and Electronic Communication 75

Chapter 5 Definitions and Descriptions 93

Chapter 6 Process Explanations and Instructions 108

Chapter 7 Reports 123

Chapter 8 Proposals 160

Chapter 9 Presentations 189

Chapter 10 The Job Search 201

Chapter 11 Style in Technical Writing 222

Photo Credits 289

Chapter 1 Introduction to Technical

Chapter 2 Collaboration and Writing 28

Budgeting Time and Money 31

Chapter 3 Visual Design 43

Computers in the Visual Design Process 66

Chapter 4 Letters, Memos, and Electronic

Chapter 5 Definitions and Descriptions 93

Chapter Summary 103

Name: Assignment: __