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TPC 12 Marking Guide
General Guidelines
Within the first lesson, students are introduced to the 4 C's and 2 A's of Technical Writing. All
of the documents they write throughout the course should be assessed against these standards as
explained below.
Technical writing is meant to get a job done. Everything else is secondary. There
are six basic characteristics of technical writing:






Clarity - must convey a single meaning that the receiver can easily
understand
Comprehensiveness - all the information the receiver needs is provided
Conciseness - no excess words or information; no redundancies
Correctness - observes the conventions of grammar, punctuation, and
usage, as well as any appropriate presentation format standards (letters,
memos, reports, etc.)
Accessibility - the receiver can easily locate the information they seek
Accuracy - all the information is accurate, objective and bias free.
Within each assignment mark there is a portion specifically assigned to the “correctness” of the
student’s written English. It is suggested that you start off relatively “gentle” in your
assessment, with the express statement that the expectations will increase during the course.
Naturally, you will mark all errors so students realize they made them, but don’t deduct a mark
for every error. The challenge is to let students know they are making mistakes without
intimidating such that they don’t want to submit another assignment. One way to do this, is to
direct the student to focus on one or two specific concepts for improving the correctness of
his/her writing on the next assignment. Then, when that assignment is turned in, base a
significant portion of the grammar mark on whether or not those areas show significant
improvement. If they do, you then direct the student to focus on another area of weakness.
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Unit A1
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name A1 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content (55) + Grammar and Mechanics (10) = Total (65)
1. Review the research you completed in Self-Marking Activity 1A on the writing
environment of a specific career. (Content Marks: /10)
a. List the 5 careers you brainstormed indicating which one you researched.
Summarize what you found out about writing within that career.
b. In terms of your own abilities right now, what concerns you the most about
the written communication requirements within that career? What
knowledge and skills would it be most helpful for you to gain in the
remainder of this course?
Check for comprehensiveness of response.
2. Select a web site that uses technical writing and one that does not. (Do not use
the sites provided in the lessons you've already completed.) Explain why you
have classified the first site as being technical writing and the second one as not
being technical writing. (Content Marks: /3)
The primary difference between technical writing and non-technical writing is the purpose
behind the writing. Technical writing is used to inform others or persuade others so they
can make decisions or take action. Most of the sites students will identify as non-technical
sites are intended as entertainment sites – humour, gambling, etc.
3. Describe specific situations in your chosen career where it would be appropriate
to (Content Marks: /3)
a. skim a document,
b. scan a document, and
c. read a document in-depth.
Answers should reflect student’s understanding of the differences between skimming,
scanning, and reading in-depth. Situations should be specific, not simple repetitions of the
definition.
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4. Reflect upon the memories you have of what it was like to work on a group
project (either at school or work) and answer the following questions: (Content
Marks: /4)
a. What most concerns you about working on a collaborative project?
b. What strengths do you have to offer to a group?
c. What is your biggest weakness that you hope working in a group will
allow you to ignore, since that may be a fellow team member's strength?
d. What can you personally do to help increase the success of the
collaborative projects?
Check for comprehensiveness of response.
5. Take two set of notes, using 2 of the 3 note-taking strategies, for the section of
your text listed below. (Fax your idea tree and/or mind map to your instructor on
the same day you submit the rest of this homework assignment.) (Content
Marks: /20)
5th
Edition
"The Internal Communication Network",
pages 6-12
6th
Edition
"The Internal Communication Network",
pages 7-11
7th
Edition
"Communication in Organizational
Settings", pages 10-15
Check that the student is able to use 2 of the 3 forms correctly. See guidelines and
examples from Note-taking Strategies lesson.
6. Create a Works Cited page for the following resources: (Content Marks: /15)

One of the resources you used to research communication requirements
of your chosen career.

The text you were issued for TPC 12.

The interactive CD ROM you were issued for TPC 12.

The companion website used in TPC 12.

The book Seeing the Forest Among the Trees: The Case for Wholistic
Forest Use by Herb Hammond. It is published by Polestar Book
Publishers in Vancouver, BC. It is copywritten as of 1992.

The reference book Tree Book: Learning to Recognize Trees of British
Columbia published by the BC Government's Ministry of Forests in
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Victoria, BC. The book was written by Roberta Parish and Sandra
Thomson. You used the entire book.

The book Nature BC: An Illustrated Guide to Common Plants and Animals
written by James Kavanaugh and published by Lone Pine in 1993. Lone
Pine has offices in Edmonton, Alberta and Vancouver, BC. You used the
chapter titled Trees on pages 83-95.

The publication Environmental Trends in British Columbia 2000 published
by the BC Government's Ministry of Environment, Lands and Parks
located in Victoria, BC. There is no author listed. While you used the print
material the report is available on line at
http://www.env.gov.bc.ca/sppl/soerpt for anyone interested in viewing it.

Plants of Northern British Columbia edited by Andy MacKinnon, Jim Pojar
and Ray Coupe. This book was published by Lone Pine, the same
company that published Nature BC, in 1992.

The Canadian Oxford School Atlas, 5th edition, published by Oxford
University Press (Canada) in 1985, in Don Mills, Ontario. No author
identified.

The article Canadian Chronicles by Jean Martin published in the Spring
1998 edition of Imperial Oil Review. That edition was Volume 92 Number
428. The article appeared on pages 22-27. The journal is published by
Imperial Oil Limited located at 111 St. Clair Ave. W., Toronto, Ontario,
M5W 1K3.

Personal interview with a researcher from the Ministry of Forests in
Victoria, BC. You met with Kyle Hauffman in Nanaimo on June 22, 2002.

You read an article on the internet entitled Water Balance. It appears on
the The Merck Manual—Home Edition website. There was no author, but
it indicated that copyright was 1995-2003. You accessed the article on
February 4, 2003. When you looked at the site you noticed it was made
available by Merck & Co. Inc. You used the URL http://www.merck.com/
mrkshared/mmanual_home/sec12/136.jsp to access the site.

Erica Wilson forwarded you an e-mail she received from James
Kavanaugh on June 17th, 2002. The subject line of the e-mail was Tree
Disease in BC.

The chapter titled Forests, Fish, and Wildlife printed in Canada Year Book
1994. The Year Book is published by the Canadian Government's
Minister of Industry Science and Technology, located in Ottawa, Ontario.
The book was published in 1993.
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
An article in The Morning Star newspaper on May 17, 2002. Don
Freisen's article entitled Beetles Taking Over appeared on page A5. The
Morning Star is published in Vernon, BC.
See Key on the next page. Note: the layout of the page and the entries is important.
Students will have at least one additional resource that is not included in the list below.
Ensure it follows the proper conventions. In the listing for the textbook, the citation will
vary according to the edition of the text students were issued.
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WORKS CITED
Bovee, Courtland, John Thill, and Barbara Schatzman. Business Communication Today. 7th ed.
Upper Saddle River, NJ: Prentice Hall, 2003.
Bovee, Courtland, and John Thill. My Companion Website: Business communication today, 6/e.
2002. Date of Access <http://myphlip1.pearsoncmg.com/student/index.cfm>.
Canadian Oxford School Atlas, 5th ed. Don Mills, ON: Oxford University Press (Canada), 1985.
Freisen, Don. "Beetles Taking Over." The Morning Star 17 May 2002:A5.
Hammond, Herb. Seeing the Forest Among the Trees: The case for wholistic forest use.
Vancouver, BC: Polestar Book Publishers, 1992.
Hauffmann, Kyle. Personal Interview. 22 June 2002.
Kavanaugh, James. Nature BC: An illustrated guide to common plants and animals. Vancouver,
BC: Lone Pine, 1993.
Kavanaugh James. "Tree Disease in BC." E-mail to Erica Wilson. 17 June 2002.
MacKinnon, Andy, Jim Pojar, and Ray Coupe, eds. Plants of Northern British Columbia.
Vancouver, BC: Lone Pine, 1992.
Martin, Jean. "Canadian Chronicles." Imperial Oil Review 82.428 (Spring 1998): 22-27.
Minister of Industry Science and Technology. "Forests, Fish, and Wildlife." Canada Year Book
1994. Ottawa: Government of Canada, 1993.
Ministry of Environment, Lands and Parks. Environmental Trends in British Columbia 2000.
Victoria: BC Government, 2000. Available online at
<http://www.env.gov.bc.ca/sppl/soerpt>.
Perils of Pauline. CD-ROM. Upper Saddle River, NJ: Prentice Hall, 1999.
"Water Balance." The Merck Manual—Home Edition. 2003. Merck & Co. Inc. 4 Feb. 2003
<http://www.merck.com/mrkshared/mmanual_home/sec12/136.jsp>.
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Unit A2
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name A2 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content (25) + Grammar and Mechanics (10) = Total (35)
1. For the following tasks, identify the necessary direction of communication
(downward, upward, horizontal), suggest an appropriate type of communication
(casual conversation, formal interview, meeting, workshop,
videotape/videoconference, newsletter, memo, bulletin board notice, etc.), and
briefly explain your choice. (Content Marks: /12)
a. As personnel manager, you want to announce details about this year's
company picnic.
b. As director of internal communication, you want to convince top
management of the need for a company newsletter.
c. As production manager, you want to make sure that both the sales
manager and the finance manager receive your scheduling estimates.
d. As marketing manager, you want to help employees understand the
company's goals and its attitudes toward workers.
Check that student’s choices are reasonable and justified (see page 8—5th edition or page
9—6th edition or page 13—7th edition for an explanation).



1 mark for correctly identifying the direction;
1 mark for appropriately identifying the type of communication; and
1 mark for adequately justifying their choice of communication type;
2. Write a well-organized paragraph for each situation below, explaining why you
think it is or is not ethical. (Content Marks: /8)
a. De-emphasizing negative test results in a report on your product idea.
b. Taking a computer home to finish a work-related assignment.
c. Telling an associate and close friend that she'd better pay more attention
to her work responsibilities before management fires her.
d. Recommending the purchase of excess equipment to use up your
allocated funds before the end of the fiscal year so that your budget won't
be cut next year.
Check that students have explained their opinions. 2 marks for each scenario.
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3. Technological devices such as faxes, cellular phones, electronic mail, and voice
mail are making businesspeople more easily accessible at any time of day or
night. Because businesspeople can be reached so easily at work or at home,
what kind of impact might frequent intrusions have on a businessperson's
professional and personal life? Explain briefly in 2 or 3 paragraphs using specific
examples. (Content Marks: /5)
Check that students have provided specific examples of how the technology could improve
or hamper a business person’s life (both professionally and personally).
4. Visit the following World Wide Web site to broaden and enrich your grasp of the
subject of this chapter:
1. Lockheed Martin's Business Ethics Web Site
This is not assessed.
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Unit A3
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name A3 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content (50) + Grammar and Mechanics (15) = Total (65)
1. You think it would be fun to play soccer at the upcoming year-end social for
employees and their families. You write a quick note to Kevin, the social
coordinator, and hand it to him as you pass his office on the way to the lunch
room. Kevin is busy talking on the phone, so he only glances at the note, then
puts it in his pocket. Later, Kevin remembers the note, takes it out of his pocket,
and reads it. He smiles to himself, happy that your are so enthusiastic. He calls
you on the phone and tells you that you're in charge of bringing the soccer ball.
The six steps of the communication process are represented here. What are the
six steps, and what facts from the story best represent each? (Content Marks:
/12)
Check for the step (1 mark) and for the fact from the example (1 mark)
1. Sender has an idea – you think it would be fun to play soccer at the upcoming
year-end social
2. Sender encodes message – you write a note to Kevin, the social coordinator
3. Sender transmits the message – you hand Kevin the note
4. Receiver gets the message – Kevin puts the note in his pocket
5. Receiver decodes the message – Kevin reads the note
6. Receiver sends feedback – Kevin calls you to tell you to brink the ball
2. Joanne is always complaining that she has way too much work to, but you notice
that she spends a lot of time chatting with others, both in person and on the
phone. However, despite her complaints she is generally able to complete the
work by the deadline. You've just assigned Joanne a new project. She has just
left your office after stating, "It is impossible to complete the work by the deadline
without extra help. I am simply way too busy, and it is way too much work for one
person." You "know" this is a typical Joanne complaint and once you've
pretended to hear her she will get back to work.
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Explain what "noise" is within the context of the communication process. What
was the "noise" in the example above? How did it affect the communication
between Joanne and you? (Content Marks: /3)
Check for comprehension of the term “noise” and how it applies to the situation.
For example: Noise is anything that interferes with the clear communication of
information. The noise in the example is your belief that Joanne will always “whine” about
any assignment, but she will come through in the end. The noise prevents you from
“hearing” what Joanne is really saying, instead you hear what you believe she is saying.
3. Respond to one of the following scenarios. (Content Marks: /10)
o
Negative Feedback. Lately you’ve noticed that your subordinates are
withholding negative feedback from you. At staff meetings, each employee
paints a rosy picture of his or her area of responsibility and quickly glosses
over any bad news (if you bring it up). You decide you must put a stop to
this.
Briefly describe what you would do to bring about a change in the attitude
of your people concerning negative information and its inclusion in
messages upwards.
o
Forms of Feedback. You recently observed your boss congratulate two of
his subordinates who had performed well on an important project. He
called one of them to his office and formally shook his hand over the desk
and said, "You carried out your responsibilities in an exemplary fashion,
Fred. Congratulations." Later that morning, you watched as your boss
spotted the second man going down the stairwell and shouted, "Hey John,
way to go on the project." He accompanied the praise with a wink and a
mock salute. The second man waved back.
Which of the two subordinates received your boss’s true gratitude for a job
well done? Explain the reasons behind your choice.
o
Overly Defensive Boss. Whenever your boss asks for feedback on an
idea, she blasts anyone offering criticism--no matter how gently the news
is broken to her. This defensive reaction has caused people to start
agreeing with everything she says. You believe the situation is unhealthy
for the company and for your boss. So despite the likelihood of her
reacting defensively, you want to talk to her about it.
List some of the things you'll say when you meet with her tomorrow.
Explain your choices.
Check for a comprehensive response.
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4. On the World Wide Web, visit the homepages for Air Canada at
http://www.aircanada.com and West Jet Airlines at http://www.westjet.com
Identify the verbal and nonverbal cues that help you understand each company
as well as the products and services that each company offers. Examine the
presentation of both text and visual elements, including photographs and
graphics. Consider the layout of the page, background "noise" and repetition.
Think about the needs of the audience. Is each page informative and easy to
use? Do the links take the user to appropriate and clearly presented data? In 500
words, evaluate both sites and explain which site is more effective and why.
(Content and Organization Marks: /25)
Check to see that students have analyzed and evaluates the effectiveness of each site in
terms of



Verbal clues – what is said and how; how well does it match the intended
audience’s expectations?
Non-verbal clues – presentation of text; layout; presence of noise; color; whitespace; photographs; graphics;
Ease of navigation
Then, check that students have taken a stand on which site is more effective and justified it.
Evaluate the structure of the presentation in terms of logic and organization.
5. Visit the following World Wide Web sites to broaden and enrich your grasp of the
subject of this chapter:
Library Spot - an online resource centre
This is not assessed.
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Unit A4
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name A4 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content and Organization (45) + Grammar and Mechanics (10) = Total (55)
1. Every month, each employee in your department is expected to give a brief oral
presentation of his or her project status. However, your department has recently
been joined by an employee with a severe speech impediment that prevents
people from understanding most of what he has to say. As department manager,
how would you resolve this dilemma? Please explain your answer. (Content
Marks: /5)
Check for a comprehensive response, which resolves the situation respectfully.
2. At your department staff meetings one person tends to dominate the discussion,
presenting her ideas and ignoring the contributions of others. As department
manager, you can see that the more forceful this person becomes, the more
others in the group withdraw and the less they contribute to the discussion. How
would you encourage more equitable participation? Please explain. (Content
Marks: /5)
Check for a comprehensive response, which resolves the situation respectfully.
3. As a middle manager, you report to your supervisor monthly in an informative
interview. The only problem is, your boss keeps interupting the interview to
accept phone calls, leaving you sitting, staring at the ceiling, until she's finished.
Make a list of what [...] you can do about her behaviour. Explain the rationale for
each item on your list. (Source: Bovee & Thill, 5th Edition, Exercise 1, page 650.)
(Content Marks: /5)
Check for a comprehensive response, which resolves the situation respectfully.
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4. What kinds of questions (open-ended, direct open-ended, closed-ended,
restatement) are most likely to be asked by the interviewers in these situations?
Explain your answers. (Source: Bovee & Thill, 5th Edition, Exercise 4, page 650.)
(Content Marks: /10)
a. A management consultant evaluating a proposed personnel policy
b. A job interviewer attempting to solicit additional information from a shy
respondent
c. A supervisor trying to settle a dispute between co-workers
d. An accountant preparing a client's tax returns
e. A human resources counselor probing for more information in a sensitive
area
Answers may vary, but must be explained. (See explanation on pages 639-640—5th edition
or page 383—6th edition or page 322—7th edition.)
5. Attend a local community [Town Council, School Board, etc.] meeting to observe
group decision making. You will use your observation and notes to answer
questions [below], so read these questions carefully before attending the
meeting. Check the agenda in advance to make sure the meeting will involve
discussion items that will require group action (such as a vote). (Source: Bovee &
Thill, 6th Edition, Exercises 1-7, page 58.)(Content and Organization Marks:
/20)
a. Evaluate the meeting with regard to (a) the leader's ability to clearly
articulate the meeting's goals, (b) the leader's ability to engage members
in a meaningful discussion, (c) the group's dynamics, and (d) the group's
listening skills.
b. How did the group make decisions? Did they vote? Did they reach
decisions by consensus? Did the naysayers get an opportunity to voice
their objections?
c. How well did the individual participants listen? How could you tell?
d. Did any of the participants change their mind during the meeting? Why
might that have happened?
e. Identify some of the communication barriers that you observed during the
meeting.
f. Analyze a copy of the meeting agenda. Did it have a meeting start time
and end time? Was the agenda specific enough so that as an outsider,
you knew what they were going to discuss? If not, how would you improve
the agenda?
g. Did it appear that any of the meeting members had a personal hidden
agenda? How could you tell?
Write a well-organized 1 page summary of your observations. Be sure to include
responses to all of the questions listed above.
Check for a comprehensive, well-organized response.
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Unit A5
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name A5 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content (45) + Grammar, Mechanics and Format (15) = Total (60)
1. Germany is a low-context culture; by comparison, France and England are more
high-context. These three translations of the same message were posted on a
lawn in Switzerland:
o The German sign read, "Walking on the grass is forbidden."
o The English sign read, "Please do not walk on the grass."
o The French sign read, "Those who respect their environment will avoid
walking on the grass."
How does the language of each sign reflect the way information is conveyed in
the cultural context of each nation? Consider how Germans would react if the
literal translations of the English and French signs were suddenly used in
Germany; or the German and French signs were used in England; or the German
and English signs were used in France. Write a brief explanation (about 2-3
paragraphs). (Content Marks: /10)
Check for a comprehensive response.
For example: Low-context cultures rely more on what is explicitly said in the words and
less on circumstances and cues to convey meaning. High-context cultures rely less on the
explicit words and more on the context of nonverbal actions and environmental setting to
convey meaning.
Germany is a low-context culture so it says explicitly what it means. Visitors from a
higher-context culture may be offended because it seems like “overkill.”
England is a higher-context culture than Germany, so while the message is still that you are
not to walk on the grass, it’s phrased as a request. Explicitly you are being “asked” not to
walk on the grass, but implicitly everyone from England knows you aren’t “allowed” to
walk on the grass.
France is an even higher-context culture than England. Here the message is embedded
what some might see as an attempt to “guilt” people out of walking on the grass. Visitors
from a low-context culture may interpret the sign to mean they can walk on the grass if
they don’t respect the environment.
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2. Choose one of the following exercises from your text: (Content Marks: /5)
5th
Edition
Critical Thinking Question #5, Exercise 4,
Exercise 6, Exercise 12, pages 81-82
6th
Edition
Critical Thinking Question #5, Exercise 4,
Exercise 6, Exercise 12, pages 84-85
7th
Edition
Apply Your Knowledge #2, Exercise 3.6,
Exercise 3.9, Exercise 3.11, pages 75-76
Check for a comprehensive, reasonable, and accurate response.
3. Research Assignment
Choose a country from the following list to research: Argentina, Belgium, Bolivia,
China, Egypt, India, Indonesia, Japan, Korea, Malaysia, Nigeria, Portugal,
Thailand, Vietnam, Zaire--the less familiar you are with it, the better.
Review the Tutorial on the Cross Cultural Communication for Business and
Industry site. When you work through it, you will see a list of questions that need
to be considered when determining how a difference in culture will affect any
business communication.
(Note: If the tutorial is not available, use the following reference in your text as
the basis for your analysis.)
5th
Edition
Checklist for Doing Business Abroad,
pages 72-73
6th
Edition
Checklist for Doing Business Abroad,
pages 76-77
7th
Edition
Checklist: Doing Business Abroad, page 64
Additional resource: www.culturalsavvy.com
our research will focus on the following aspects of culture:
o
o
o
concepts of personal space;
rules of social behaviour to conduct business successfully; and
two other aspects of culture or business that would affect the
communication process between people from the chosen country and
people from British Columbia.
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The project requires the following products:
o
o
o
a venn diagram which compares the communication differences between
the chosen country and British Columbia, (Content Marks: /10)
a one-page summary of what a BC business person should know about
the communication process in the country you chose, before they were to
make a decision to conduct business there, and (Content and
Organization Marks: /20)
a bibliography of at least 3 references you used (Remember to review the
appropriate section in Component Chapter B of your text for the formatting
rules.) (Formatting Marks: /5)
Check for a comprehensive, accurate, well-organized, and properly formatted response. It
must include all of the elements described in the question.
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Unit B1
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name B1 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content (45) + Grammar and Mechanics (15) = Total (60)
See checklist for planning business messages on page 135—5th edition or page 117—6th
edition or page 101—7th edition. All responses should reflect student’s understanding of
this checklist.
1. You are in charge of public relations for a cruise line that operates out of Miami.
You are shocked to read a letter in a local newspaper from a disgruntled
passenger, complaining about the service and entertainment on a recent cruise.
You will have to respond to these publicized criticisms in some way. What
audiences will you need to consider in your response? What channels and media
should you choose? If the letter had been published in a travel publication widely
read by travel agents and cruise travellers, how might your course of action be
different? (Content Marks: /7)
Check for a comprehensive, reasonable response.
2. Complete the following activity from your text--respond to any four of the
communication tasks. (Content Marks: /8)
5th Edition
Exercise 1, page 136
6th Edition
Exercise 1, page 119
7th Edition
Exercise 4.3, page 104
Check for a reasonable purpose in each task. Remember, the purpose is what the sender
wants the receiver to do when the message is received.
3. For each of the communication problems below write a CMAP statement;
describe what you think your audience's general attitude toward your subject will
be; and list the things your audience will need to know. (Content Marks: /30)
a. Your client has ignored the last 3 letters to pay his bill. You need to
contact him one last time before initiating legal collection procedures.
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b. Your hotel just purchased a piano, which was damaged in delivery. You
want at least $150 off the price of the piano or a new piano delivered by
tomorrow.
c. Your company cleans and repairs chimneys. You want to canvass a
community to let them know you are offering reduced rates for the next
month.
Check that the response is written in the proper format as provided in the PowerPoint
Slide Show and includes all of the elements: Context, Message, Audience, Purpose, and
medium. The description of the audience’s general attitude needs to be reasonable, and the
list of what the reader needs to know needs to be reasonable and comprehensive.
4. Visit the following World Wide Web site to broaden and enrich your grasp of the
subject of this chapter:
1. Business Writing Essentials
2. On-line Technical Writing: Audience Analysis
This is not assessed.
Page 19 of 56
Unit B2
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name B2 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content and Format (40) + Grammar and Mechanics (15) = Total (55)
See checklist for composing business messages on page 165—5th edition or page 155—6th
edition or pages 118 and 132—7th edition. All responses should reflect student’s
understanding of this checklist and the 4 C’s and 2 A’s of technical writing.
1. Complete one of the following activities from your text. Be sure to format the
letter properly. Create any data you need for the letterhead, inside address, and
closing. (Content and Format Marks: /15)
5th Edition Exercise 4 OR 6, page 172
6th Edition Exercise 4 OR 5, page 160
7th Edition Exercise 5.11, page 138 OR 4.10 page 104
Check for a reasonable response, which follows the guidelines at the top of this unit and is
properly formatted according to Component Chapter A, “Letters” on pages 684-697—5th
edition or pages 662-674—6th edition.
2. Complete one of the following activities from your text. Be sure the items in the
outline have parallel structure and are hierarchically arranged, so ideas that
belong together are grouped together. Submit the revised outline. (Content
Marks: /10)
5th
Edition
Document 6A from "Documents for
Analysis", pages 170 OR Exercise 1, page
171
6th
Edition
Document for Analysis OR Exercise 1, page
159
7th
Edition
Document for Analysis OR Exercise 5.2,
page 137
Check that items are organized logically and written in parallel structure.
Page 20 of 56
3. Document 6.B: Controlling Your Style and Tone
Read the following document; then (1) analyze the strengths and weaknesses of
each sentence and (2) revise the document so that it follows the chapter's
guidelines. Create any data you need for the letterhead, inside address, and
closing. (Source: Bovill and Thill, 5th Edition, 170-171) (Content and Format
Marks: /15)
I am a new publisher with some really great books to sell. I saw your
announcement in Publishers Weekly about the bookseller's show you're
having this summer, and I think it's a great idea. Count me in, folks! I
would like to get some space to show my books. I thought it would be a
neat thing if I could do some airbrushing on T-shirts live to help promote
my hot new title, T-Shirt Art. Before I got into publishing, I was an airbrush
artist, and I could demonstrate my techniques. I've done hundreds of
advertising illustrations and have been a sign painter all of my life, so I'll
also be promoting my other book, hot off the presses, How to Make
Money in the Sign Painting Business.
I will be starting my PR campaign about May with ads in PW and some art
trade papers, so my books should be well known by the time the show
comes around in August. In case you would like to use my appearance
there as part of your publicity, I have enclosed a biography and photo of
myself.
P.S. Please let me know what it costs for booth space as soon as possible
so that I can figure out whether I can afford to attend. Being a new
publisher is mighty expensive!
Check for a reasonable response, which follows the guidelines at the top of this unit and is
properly formatted according to Component Chapter A, “Letters” on pages 684-697—5th
edition or pages 662-674—6th edition or Appendix I, “Format and Layout of Business
Documents” on pages A1-A23—7th edition.
4. Visit the following World Wide Web sites to broaden and enrich your grasp of the
subject of this chapter:
1. Email Etiquette or Email Etiquette
2. Virtual Reference Desk
3. Business Writing Made Clear (#2): Language Only Works When Others
Understand
This is not assessed.
Page 21 of 56
Unit B3
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name B3 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content and Organization (80) + Grammar and Mechanics (10) = Total (90)
See checklist for revising business messages on pages 206-207—5th edition or page 185—6th
edition or page 155—7th edition. Also review Appendix 1: Fundamentals of Grammar &
Usage on pages A1 – A26—5th edition or pages A1 – A18—6th edition or Appendix III on
pages A31-A50—7th edition. All documents should reflect student’s understanding of the
checklist and the 4 C’s and 2 A’s of technical writing.
(Content Marks for 1-22: /50)
1. Write a concrete phrase for each of these vague phrases:
a. increased efficiency
b. expanded the work area
Answers will vary, but phrase must be measurable (eg. 50% more efficient).
2. List words that are stronger than the following:
a. suddenly rises
b. moves forward
Answers will vary.
3. As you rewrite these sentences, replace the cliches with plain language:
a. Movies aren't really my cup of tea; as far as I am concerned, they can't
hold a candle to a good book.
b. It's a dog-eat-dog world out there in the rat race of the asphalt jungle.
Answers will vary. All clichés in a sentence must be replaced for a mark.
Page 22 of 56
4. Suggest short, simple words to replace each of the following:
a. consummate
b. advise
c. alteration
d. forwarded
e. fabricate
f. nevertheless
g. substantial
Answers will vary.
5. Revise the following sentences, using shorter, simpler words:
a. The impending liquidation of the company's assets was cause for
jubilation among the company's competitors.
b. The expectations of the president for a stock dividend were accompanied
by the preponderance of evidence that the company was in good financial
condition.
Answers will vary.
a. Its competitors were happy that the company went bankrupt.
b. The president believed the company would issue a stock dividend because of the
company’s strong financial position.
6. Rewrite each sentence so that the verbs are no longer camouflaged:
a. The board of directors made a recommendation that Mr. Ronson be
assigned to a new division.
b. The auditing procedure on the books was performed by the vice-president.
Answers may vary.
a. The board of directors recommended that Mr. Ronson be assigned to a new division.
b. The vice-president audited the books.
7. Rewrite each of the following to eliminate bias:
a. Candidate Renata Parsons, married and the mother of a teenager, will
attend the debate.
b. Senior citizen Sam Nugent is still an active salesman.
Answers may vary.
a. Candidate Renata Parsons will attend the debate.
b. Sam Nugent is still an active salesperson.
Page 23 of 56
8. Shorten these sentences by adding more periods:
a. Know the flexibility of the written word and its power to convey an idea,
and know how to make your words behave so that your readers will
understand.
b. Words mean different things to different people and a word like block may
mean city block, butcher block, engine block, auction block or several
other things.
Answers may vary.
a. Know the flexibility of the written word and its power to convey an idea. Know how to
make your words behave so that your readers will understand.
b. Words mean different things to different people. A word like block may mean city
block, butcher block, engine block, auction block, or several other things.
9. Rewrite each sentence so that it is active rather than passive:
a. Our computers are serviced by the Chantile Company.
b. The employees were represented by John Jackson.
Answers may vary.
a. Chantile Company serviced our computers.
b. John Jackson represented the employees.
10. Delete unnecessary words in the following phrases:
a. at a price of $50
b. still remains
Answers may vary.
a. at $50
b. remains
11. Use infinitives as substitutes for the overly long phrase in this sentence:
a. Bringing about the destruction of a dream is tragic.
Answers may vary.
a. Destroying a dream is tragic.
Page 24 of 56
12. Rephrase the following in fewer words:
a. it may be that
b. in very few cases
c. with reference to
d. at the present time
e. there is no doubt that
Answers will vary.
a.
b.
c.
d.
e.
may be
sometimes, occasionally
regarding, about
now
definitely, absolutely
13. Condense these sentences to as few words as possible:
a. When all is said and done at the conclusion of this experiment, I'd like to
summarize the final windup.
b. After a trial period of 3 weeks, during which time she worked for a total of
15 full working days, we found her week sufficiently satisfactory so that we
offered her full-time work.
Answers will vary.
a. I’ll summarize the experiment.
b. After a 15-day trial period, we hired her full-time.
14. Write up-to-date version of these phrases; write none if you believe there is no
appropriate substitute:
a. in reply I wish to state
b. please be advised that
According to the text, both of these phrases are unnecessary and should be omitted.
15. Remove all the unnecessary modifiers from this sentence:
a. The union's proposals were highly inflationary, extremely demanding, and
exceptionally bold.
a. The union’s proposals were inflationary, demanding, and bold.
16. Rewrite these sentences so that they no longer contain any hedging:
a. I believe Nance apparently has somewhat greater influence over the dataentry staff.
b. It seems as if this letter of resignation means you might be leaving us.
Answers will vary.
Page 25 of 56
17. Rewrite these sentences to eliminate the indefinite starters:
a. There is a rule that states that we cannot work overtime without
permission.
b. It would be great if you could work late for the next three Saturdays.
a. We cannot work overtime without permission.
b. Can you work late for the next three Saturdays?
18. Present the ideas in these sentences in parallel form:
a. This book was exciting, well written, and held my interest.
b. Don is both a hard worker and he knows bookkeeping.
a. The book was exciting, well written, and interesting.
b. Don is both a hard worker and a bookkeeper.
19. Revise the following sentences to delete the awkward pointers:
a. A laser printer and a dot-matrix printer were delivered to John and Megan,
respectively.
b. The walnut desk is more expensive than the oak desk, the former costing
$300 more than the latter.
a. A laser printer was delivered to John and a dot-matrix printer was delivered to Megan.
b. The walnut desk costs $300 more than the oak desk.
20. Rewrite these sentences to clarify the dangling modifiers:
a. Being cluttered and filthy, Sandy took the whole afternoon to clean up her
desk.
b. After proofreading every word, the memo was ready to be signed.
Answers may vary.
a. Sandy took the whole afternoon to clean up her cluttered and filthy desk.
b. After the memo had been proofread, it was ready to be signed.
21. Rewrite the following sentences to eliminate the long string of nouns:
a. The supermarket warehouse inventory reduction plan will be implemented
next month.
b. The university's business school graduate placement program is one of
the best in the country.
Answers may vary.
a. Next month, the supermarket warehouse will implement its plan to reduce inventory.
b. The university has one of the best placement programs for business school graduates.
Page 26 of 56
22. Rearrange the following sentences to bring the subjects closer to their verbs:
a. Judy Schimmel, after passing up several sensible investment
opportunities, despite the warning of her friends and family, invested her
inheritance in a jojoba plantation.
b. The president of U-Store-It, which was on the brink of bankruptcy after the
warehouse fire, the worst tragedy in the history of the company, prepared
an announcement for the press.
Answers may vary.
a. Despite the warning her friends and family, Judy Schimmel invested her inheritance in
a jojoba plantation, after passing up several sensible investment opportunities.
b. After a warehouse fire placed U-Store-It on the brink of bankruptcy, its President
prepared a press announcement.
23. How could cultural bias differ from racial and ethnic bias? Give two examples.
(Content Marks: /5)
Check for a comprehensive, accurate response.
24. Complete the following activity from your text. (Note: If your version of the text
directs you to work with others, please ignore that direction. You will write all 5
paragraphs.) Where there are alternative topics in parentheses, feel free to
choose something that is more applicable to you. When you are finished you will
have 5 paragraphs, each developed using a different organization pattern. Be
sure to label each paragraph with the organization pattern you used. (Content
and Organization Marks: /25)
5th Edition
Exercise 25, page 212
6th Edition
Exercise 13, page 160
7th Edition
Exercise 5.14, pages 138-139
Check that each paragraph is actually developed using the pattern it is labelled. (See pages
198 – 199—5th edition or page 153—6th edition or page 131—7th edition.)
25. Visit the following World Wide Web sites to broaden and enrich your grasp of the
subject of this chapter:
1. OWL Writing Labs
2. Strunk's Elements of Style
3. How to Write for the Intranet
This is not assessed.
Page 27 of 56
Unit C1 – Assignment 1
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and unit number C1-1 in the header of the document and in the file name when you
save the document.
Marks: Content and Formatting (30) + Grammar and Mechanics (15) = Total (45)
See checklists on pages 221, 227, and 230 (5th edition) or pages 204, 208, and 218 (6th
edition) or pages 189 and 195 (7th edition). Review Component Chapter A on pages 682 –
713 (5th edition) or pages 660 – 685 (6th edition) or Appendix 1 on pages A1-A23 (7th
edition). All documents should reflect student’s understanding of the checklist, the 4 C’s
and 2 A’s of technical writing, and the format requirement for various types of documents.
1. Analyze and revise one of the following documents from your text. Be sure to
format the revised letter properly. Create any data you are missing for letterhead,
inside address, and closing. (Content and Formatting Marks: /10)
5th
Edition
Document 8A OR Document 8C, pages
237-238
6th
Edition
Document 7A OR Document 7B, page 233
7th
Edition
Document 7A OR Document 7B, page 213
2. Respond to 1 of the following Case Studies from your text. Be sure to format your
document properly. (Content and Formatting Marks: /10)
5th Edition Case Study 4, 6, 7, 8 or 9, pages 240-242
6th Edition Case Study 2, 3, 4, or 5, pages 235-236
7th Edition Case Study 1, 2, 3, or 4, pages 216-218
Page 28 of 56
3. Respond to 1 of the following Case Studies from your text. Be sure to format your
document properly. (Content and Formatting Marks: /10)
5th
Edition
Case Study 10, 11, 12, or 14, pages 242-244
6th
Edition
Case Study 9 or 10, pages 235-236, or Case
Study 12
7th
Edition
Case Study 5 or 7, pages 218-221, or Case
Study 12
4. Visit the following World Wide Web sites to broaden and enrich your grasp of the
subject of this chapter:
1. Writing Sales Letters that Pull Responses
2. Writer's Workshop
This is not assessed.
Page 29 of 56
Unit C1 – Assignment 2 (Don’t accept this assignment if it is turned in prior to you sending
feedback on Assignment 1. Students were directed to await your feedback before
completing Assignment 2.)
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name C1-2 in both the header of the document and the file name when
you save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content and Format (40) + Grammar and Mechanics (20) = Total (60)
See checklists on pages 258, 262, and 263 (5th edition) or pages 205 and 231 (6th edition) or
pages 198 and 204 (7th edition). Review Component Chapter A on pages 682 – 713 (5th
edition) or pages 660 – 685 (6th edition) or Appendix 1 on pages A1-A23 (7th edition). All
documents should reflect student’s understanding of the checklist, the 4 C’s and 2 A’s of
technical writing, and the format requirement for various types of documents.
1. Complete 1 of the following Case Studies from your text. Be sure to use the
proper format for the document. (Content and Formatting Marks: /10)
5th Edition Case Study 1, 2, 3, 4, or 5, pages 278-280
6th Edition Case Study 6, 7, or 8, pages 237-238
7th Edition Case Study 9, 10, 11, or 12, pages 221-222
2. Complete 1 of the following Case Studies from your text. Be sure to use the
proper format for the document. (Content and Formatting Marks: /10)
5th
Edition
Case Study 6, 7, or 8, pages 280-281
6th
Edition
Case Study 11 or 12, pages 238-239 or Case
Study 7
7th
Edition
Case Study 13 or 14, pages 22-223 or Case
Study 7
If you are using the 6th or 7th edition, you will need to check the Extra Case Studies file for
the text for Case Study 7. It was provided via a link for students.
Page 30 of 56
3. Complete 1 of the following Case Studies from your text. Be sure to use the
proper format for the document. (Content and Formatting Marks: /10)
5th Edition Case Study 13 or 14, page 283
6th Edition Case Study 24 page 243 OR Case Study 13
7th Edition Case Study 8 page 220 OR Case Study 13
If you are using the 6th or 7th edition, you will need to check the Extra Case Studies file for
the text for Case Study 13. It was provided via a link for students.
4. Complete 1 of the following Case Studies (using the IBM file or the Marketers file
as appropriate. Be sure to use the proper format for the document. (Content and
Formatting Marks: /10)
5th Edition
Case Study 15 or 16, page 284
6th Edition
Case Study 15 or Case Study 16
7th Edition
Case Study 15 or Case Study 16
If you are using the 6th or 7th edition, you will need to check the Extra Case Studies file for
the text for Case Studies 15 and 16 and the text that was to be summarized. They were
provided via links for students.
Page 31 of 56
Unit C2
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name C2 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content and Formatting (40) + Grammar and Mechanics (20) = Total (60)
See Buffers table on page 292 (5th edition) or page 250 (6th edition) or page 232 (7th edition)
and checklists on pages 299, 305, 308, and 313 (5th edition) or pages 253, 261, 262, 264 and
269 (6th edition) or pages 235, 240, 242, and 243 (7th edition). Review Component Chapter
A on pages 682 – 713 (5th edition) or pages 660 – 685 (6th edition) or Appendix 1 on pages
A1-A23 (7th edition). All documents should reflect student’s understanding of the checklist,
the 4 C’s and 2 A’s of technical writing, and the format requirement for various types of
documents.
1. Complete 1 of the following Case Studies from your text. Be sure to use the
proper format for the document. (Content and Formatting Marks: /10)
5th
Edition
Case Study 1, 5, 8, or 9, pages 316-320
6th
Edition
Case Study 2, 3, 7, or 10, pages 275-278
7th
Edition
Case Study 1, 2, 3, 4, 5, 6, or 7, pages 254258
2. Complete 1 of the following Case Studies from your text. Be sure to use the
proper format for the document. (Content and Formatting Marks: /10)
5th
Edition
Case Study 11, 13, or 15, pages 320-323
6th
Edition
Case Study 11, 13, or 15, pages 278-280
7th
Edition
Case Study 8, 9, 11, or 14, pages 278-280
or Binkey
Page 32 of 56
3. Complete 1 of the following Case Studies from your text. Be sure to use the
proper format for the document. (Content and Formatting Marks: /10)
5th Edition Case Study 23 or 25, pages 326-327
6th Edition Case Study 23 or 25, pages 283-285
7th Edition Case Study 18, pages 262-263 or Crayola
4. Send in a copy of your personal glossary as it currently stands. There should be
at least 30 words and their definitions. The file should be in strict alphabetical
order, or in alphabetical order within categories. (Content Marks: /10)
Glossary should be comprehensive and organized appropriately.
Page 33 of 56
Unit C3
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name C3 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content and Formatting (30) + Grammar and Mechanics (15) = Total (45)
See checklists on pages 342, 345, and 358 (5th edition) or pages 300, 305, and 317 (6th
edition) or pages 276, 280, and 292 (7th edition). Review Component Chapter A on pages
682 – 713 (5th edition) or pages 660 – 685 (6th edition) or Appendix 1 on pages A1-A23 (7th
edition). All documents should reflect student’s understanding of the checklist, the 4 C’s
and 2 A’s of technical writing, and the format requirement for various types of documents.
1. Analyze and revise the following document from your text. Be sure to format the
document properly. (Content and Formatting Marks: /10)
5th Edition
Document 11B, page 363
6th Edition
Document 9B, page 321
7th Edition
Document 9B, page 294
2. Complete 2 of the following Case Studies from your text. Be sure to format the
documents properly. (Content and Formatting Marks: /20)
5th
Edition
Case Study 5, 6, 7, 9, 14, 15, or 20, pages
365-376
6th
Edition
Case Study 4, 5, 6, 14, 15, or 20 pages 324332
7th
Edition
Case Study 1, 3, 5, 6, 10, 13, 16, or 17
pages 296-304
If you are using the 6th or 7th edition and your students may be using the 5th edition, a copy
of Case Study 9 is provided in the Extra Case Studies file.
Page 34 of 56
Unit C4
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name C4 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content (40) + Grammar and Mechanics (10) = Total (50)
1. For each of the following tasks, decide which communication technology, if any,
would be the best to use. Justify your choices. (Content Marks: /12)
a. The CEO of a major corporation wants to explain the company's
performance to 27,000 employees, who are located in 14 sites across
North America and Europe.
b. A small-business owner wants to convince her bank that the normal loan
qualification shouldn't apply in her case and that the bank should approver
her request for a $2 million business-expansion loan.
c. A manager needs to warn three employees that their job performance is
below company standards.
d. A customer wants to enquire about the status of her order.
e. Five company managers at locations across the United States need to
discuss a pending takeover of their company.
f. Three accountants (at different company locations) need to jointly develop
a seminar to be presented at this year's annual accounting convention.
Answers will vary, but must be justified. Students should consider the following factors
when selecting a channel and medium: formality, length, urgency, confidentiality,
complexity, cost, need for feedback, need for permanent record, audience size, and
audience expectations.
2. You will be out of town for the next week, attending an important meeting that
was called at the last minute. While you're away, you want your clients to be able
to get the personal attention they deserve, so you've made arrangements with an
associate to cover for you. Of course, not every client will need help before you
return next Friday; most of them should be able to leave a message on your
voice mail so that you can get back to them upon your return. Compose a
message to record on your voice-mail system letting your clients know that you
haven't abandoned them and that they can either leave a message or contact
your associate (Sandy Calhoun at 545-1234). Make sure the message is brief
while still containing the essential information. (Content Marks: /5)
Check for a comprehensive, polite, and concise response.
Page 35 of 56
3. What are the disadvantages in using automated tools, such as templates,
wizards, spell checkers and grammar checkers, when preparing documents?
What can you do to ensure these disadvantages have the least negative impact
upon your documents? (Content Marks: /5)
Check for a comprehensive response.
4. Review the content at the various links of Internet 101.
Note: In addition to the "cc" box, many e-mail programs have a "bcc" box. "BCC"
stands for "blind carbon copy." It is used when you want to send a copy of your
message to a third party, but you don't want the other recipients of the message
to know the third party is getting a copy. It is rarely used because it is considered
"sneaky." One time when you might use bcc is when you are monitoring the work
of a fellow employee and you want your superior to see the employee's reaction
to your requests.
Submit a description of 3 concepts you learned from Internet 101; a list of 9 new
vocabulary words (not necessarily technology-based) and their definitions
recently added to your personal glossary; and a list of 3 sites in proper
bibliographic format (which you searched for and examined) explaining briefly
why you think each might be helpful to students in this course. (Content Marks:
/18)
1 mark for each of 3 concepts described from Internet 101;
1 mark for each of the 9 vocabulary words and their definitions;
2 marks for each of 3 sites identified—must be in proper bibliographic format (see pages
720 - 725—5th edition or pages 687 - 689—6th edition or pages A29 - A30—7th edition) and
must include a brief explanation as to why it might be helpful to peers;
5. Visit the following World Wide Web sites to broaden and enrich your grasp of the
subject of this chapter:
1. Issues Involved with Information Technology and Communications
2. Nettiquette: rules for acceptable e-mail use
This is not assessed.
Page 36 of 56
Unit D1
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name D1 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content and Design (60) + Grammar and Mechanics (15) = Total (75)
1. You’re preparing the annual report for FretCo Guitar Corporation. For each of the
following types of information, what form of visual aid would you choose to
illustrate the text? Why is this the best choice? (Content Marks: /12)
a. Data on annual sales for the past 20 years
b. Comparison of FretCo sales, product by product (electric guitars, bass
guitars, amplifiers, acoustic guitars), for this year and last year
c. Explanation of how a FretCo acoustic guitar is manufactured
d. Explanation of how the FretCo markets its guitars
e. Data on sales of Fretco products in each of 12 countries
f. Comparison of FretCo sales figures with sales figures for three other
competing guitar makers over the past 10 years
See the margin notes on pages 510-518 (5th edition) or “Selecting the best graphic” on page
402 (6th edition) or “Selecting the Right Visual for the Job” on page 339 (7th edition).
Answers may vary, but they must be defended reasonably.
2. Search through recent newspapers and magazines to find a map created to
accompany an article, then find a road map or other comprehensive map of the
same general area. After comparing the two maps, answer the following
questions. (Source: Bovee and Thill, 5th Edition, p 531) (Content Marks: /5)
a. What kinds of information were left off the newspaper/magazine map?
b. Did the loss of that information hamper your ability to understand the
article?
c. Was the newspaper/magazine map accurate enough for the purpose of
the article? Why or why not?
d. Why wouldn't newspapers and magazines simply use road maps or other
existing maps in their articles?
Check for a comprehensive, reasonable response.
Page 37 of 56
When evaluating questions 3 and 4, consider the following Checklist for Creating
Effective Visual Aids (from Bovee and Thill, 6th edition, p. 420), in addition to the 4 C’s
and 2 A’s of technical writing.
A. Preparation
1. Proper types of graphics are selected for the data and for the objective of the
message.
2. Visual aids contribute to overall understanding of the subject.
3. Visuals depict data accurately.
4. Visuals portray information honestly.
5. Proper credit is given, if required, and citations follow proper bibliographic
form.
6. Material is appropriate for intended audience.
B. Design
1.
2.
3.
4.
5.
6.
7.
8.
9.
Design elements are consistent and meet audience expectations.
Color is used effectively.
Important points are emphasized.
Visuals are simple and easy to understand.
Headings, labels, titles, and legends are clear and descriptive or informative.
Space is used appropriately.
Data units are clearly identified and understandable.
Typeface and font are clear and readable.
Clip art is used sparingly.
C. Layout
1.
2.
3.
4.
5.
Reasonable balance exists between words and visuals.
Illustrations are clearly referenced in text and are assigned a number or letter.
Visuals are placed close to the points they illustrate.
Visuals appear balanced on the page.
Captions are short, precise, and informative.
3. Complete 1 of the following Exercises from your text.(Content and Design
Marks: /20)
5th Edition Exercise 1, 2, or 5, pages 530-531
6th Edition Exercise 1, 2, or 5, pages 431-432
7th Edition Exercise 11.1, 11.2, or 11.6, pages 361-362
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4. You've just received the following e-mail from your boss. Complete the task
assigned. (Content and Design Marks: /23)
TO: Student's Name
FROM: Sheryl James
RE: Revision of Informational Leaflet
DATE: October 2, 2000
I've just received a request from a teacher in a rural school district in British
Columbia. She is intrigued with the idea of Baby Think It over but has concerns
that the traditional male administrators in the district, won't see the value in
spending $500 for a doll.
As you know the current leaflet was designed to inform Family Studies 12
teachers of the potential impact of our product. I need you to design a first draft
for a new leaflet. While the purpose remains the same, the audience will be
traditional male administrators. Remember that male administrators tend to have
different needs and perspectives than female Family Studies teachers. The
administrators are generally used to handling paper in portrait format, rather than
landscape. They are busy people who want the facts--so give them just the facts.
Help them to understand the advantages of Baby Think It Over versus the sugar
patch babies. Make sure the information is clear and easy to access. We don't
want the administrators wondering about what features the dolls have and what
comes with the dolls. However, don't bother them with a bunch of "warm and
fuzzy" testimonials, that they probably won't read anyway.
Here is some more information specific to the teacher's district:
o
o
o
o
BC has a Career and Personal Planning Curriculum (family life, decisionmaking, risk-taking).
The district includes the community with the highest teen pregnancy rate
in Canada.
The teens that are pregnant tend to become pregnant during grade 10 or
11.
The school has used "sugar-patch" babies (bags of sugar) with Family
Studies 12 classes in the past, but students often left these "babies" on
their own or with someone else.
In designing the new leaflet, you do not have to import a picture of the doll etc.
Instead simply make a box about the size you would like any images to be.
Inside the box write a description of what image would be in that particular space.
NOTE: The current leaflet and its text, which may not be readable from the
image, are available from these links:
leaflet text
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See the Extra Case Studies file for the text of the links above.
5. Visit the following World Wide Web sites to broaden and enrich your grasp of the
subject of this chapter:
Graphics
This is not assessed.
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Unit D2
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name D2 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content and Format (45) + Grammar and Mechanics (15) = Total (60)
See the checklist provided within the on-line lesson. All documents should reflect student’s
understanding of the checklist, the 4 C’s and 2 A’s of technical writing, the format
requirement for various types of documents, and the design guidelines from unit D1.
1. Rewrite the following subjective statements, making them more impartial.
(Content Marks: /5)
a. This room is (attractive, unattractive).
b. The weather today is (beautiful, awful, mediocre).
c. (He, she) is the best-dressed person in town.
d. My textbook is in (good, poor) condition.
e. This house is (too large, too small, just the right size) for our family.
Answers will vary. The key is whether or not the change makes the statement more
objective and measurable. (eg. The room has 5’ bay windows, which let in natural light for
12 hours a day.)
2. Choose an item from the list below, or select a device used in the career you are
most interested in. Using the general outline as a model, develop an objective
description. Write for a specific use by a specified audience. Attach your CMAP
statement to your document. (Content and Format Marks: /30)
a. a soda-acid fire extinguisher
b. a CD-player
c. a breathalyzer
d. a bodily organ
e. a photocopier
f. a programming flowchart
g. a saber saw
h. a brand of woodstove
i. a drafting table
j. a catalytic converter
k. a hazardous waste site
l. a blood pressure monitoring device
m. a blowtorch
n. a home gym
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o. a computer printer
p. a microscope
q. a computer scanner
This description should be comprehensive. If there is little or no detail, the purpose or the
audience needs to be changed and the description re-written. Check for an appropriate
match between CMAP statement and the document.
3. Figure 18.5 shows a description from an owner's manual for a telephone
answering machine. Study the description and prepare detailed answers to the
following questions. (Content Marks: /10)
a. Is this description impartial? Justify your answer.
b. Compare Figure 18.5 with Figure 18.1. One description focuses on the
workings of the internal mechanism itself, while the other describes the
function of external parts. Which is which, and why are the focuses
different?
c. Are the details in Figures 18.1 and 18.5 adequate and appropriate for the
respective audiences? Why or why not?
d. What is the descriptive sequence in Figure 18.5? How does it differ from
the sequence in 18.1? Why is each sequence appropriate?
The figures are included with the Extra Case Studies file. Check for a comprehensive and
accurate response.
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Unit D3
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name D3 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content and Format (45) + Grammar and Mechanics (15) = Total (60)
See the checklist provided within the on-line lesson. All documents should reflect student’s
understanding of the checklist, the 4 C’s and 2 A’s of technical writing, the format
requirement for various types of documents, and the design guidelines from unit D1.
1. Improve the readability of these instructions by rewriting them in a more
appropriate voice and format. (Content Marks: /5)
What to Do Before Jacking Up Your Car
Whenever the misfortune of a flat tire occurs, some basic
procedures should be followed before the car is jacked up. If
possible, your car should be positioned on as firm and level a
surface as is available. The engine has to be turned off; the parking
brake should be set; and the automatic transmission shift lever
must be placed in "park," or the manual transmission lever in
"reverse." The wheel diagonally opposite the one to be removed
should have a piece of wood placed beneath it to prevent the wheel
from rolling. The spare wheel, jack, and lug wrench should be
removed from the luggage compartment.
These instructions should be revised into a step-by-step format. Each instruction
should be written as an imperative statement. Statements should be written with
parallel structure.
2. Assume you are assistant to the communications manager for a manufacturer of
outdoor products. Among the company's best-selling items are its various models
of gas grills. Because of fire and explosion hazards, all grills must be
accompanied by detailed instructions for safe assembly, use, and maintenance.
One of the first procedures in the manual is the "leak test," to ensure that the gas
supply and transport apparatus is leak free. One of the engineers has prepared
the instructions in Figure 19.4. Before being published in the manual, they must
be approved by communications management. Your boss directs you to evaluate
the instructions for accuracy, completeness, clarity, and appropriateness, and to
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report your findings in a memo. Because of the legal implications here, your
evaluation must spell out all positive and negative details of content,
organization, style and format. (Use the Revision Checklist as a guide.) The boss
is a busy and impatient reader, and expects your report to be no longer than two
pages. Do the evaluation and write the memo. (Content and Format Marks:
/10)
3. Choose a topic from the list below, your major, or an area of interest. Using the
general outline in this chapter as a model, write instructions for a procedure that
requires at least three major steps. Address a general reader, and begin by
completing an audience-and-use profile. Exchange instructions with a classmate
for usability evaluation and make any necessary revisions. (Content and Format
Marks: /30)
a. planting a tree
b. preparing logs for building a log cabin
c. hot-waxing skis
d. removing the rear wheel of a bicycle
e. hanging wallpaper
f. adding an electrical outlet
g. filleting a fish
h. avoiding hypothermia
i. warming up before exercise
j. creating a word processing on your computer
k. serving a tennis ball
l. hitting a golf ball
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Unit E1
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name E1 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content and Format (40) + Grammar and Mechanics (15) = Total (55)
1. Complete the following Exercise from your text. (Content Marks: /28 marks)
5th
Edition
Exercise 1, page 472. Refer to Table 14.1 on
page 452 for a summary of the types of
reports.
6th
Edition
Exercise 1, page 466. Refer to Table 13.1 on
page 441 for a summary of the types of
reports.
7th
Edition
Exercise 12.2, page 403.
Answers will vary, but they should be reasonable and justified. Report types should be
based upon the information provided in Table 14.1 on page 452 (5th edition) or Table 13.1
on page 441 (6th edition).
2. Complete 1 of the following Challenges from your text. Write your
recommendation as a memo. (Content and Format Marks: /12)
5th Edition
Individual or Team Challenge, page 472
6th Edition
Individual or Team Challenge, page 465
7th Edition
Individual or Team Challenge, page 402
The document should reflect the 4 C’s and 2 A’s of technical writing, the format
requirement for memos, and the design guidelines from unit D1.
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Unit E2
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name E2 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content (45) + Grammar and Mechanics (15) = Total (60)
All documents should reflect student’s understanding of the 4 C’s and 2 A’s of technical
writing, the format requirement for various types of documents, and the design guidelines
from unit D1.
1. Complete the following Exercise from your text. Write your response as a memo.
(Content Marks: /10)
5th Edition
Exercise 12, page 503
6th Edition
Exercise 5, page 396
7th Edition
Exercise 10.15, page 334
Key facts that should be included in the memo:





Quarter 1 mean = $24,500
Quarter 2 mean = $24,200
Quarter 3 mean = $29,000
Average for 9 months = $25,900
Sales Trends: it would appear that “normal” sales range between $24,000 and
$26,000; there was a slight decrease in sales during March and April; in May they
returned to normal; during July and August there was an 10%+ increase over
normal sales; September sales returned to normal; quarterly trends would indicate
that sales increase in the summer or are on the increase (without previous year’s
data, we don’t know what will happen in the fall);
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2. Complete the following Exercise from your text. (Content Marks: /5)
5th Edition
Exercise 3, page 502
6th Edition
Exercise 1, page 395
7th Edition
Exercise 13.4, page 437
Answers may vary, but they must be logically and hierarchically organized.
3. Complete the following Exercise from your text. Explain your choices. (Content
Marks: /8)
5th Edition
Exercise 5, page 502
6th Edition
Exercise 3, page 396
7th Edition
Exercise 10.8, page 334
Check for reasonableness of the choice. Students receive no credit for unexplained choices.
4. Complete the following Exercise from your text. (Content Marks: /14)
5th
Edition
Exercise 7, page 502 OR Design a survey to
research a topic you are interested in
pursuing.
6th
Edition
Exercise 4, page 396 OR Design a survey to
research a topic you are interested in
pursuing.
7th
Edition
Exercise 10.9, page 334 OR Design a survey
to research a topic you are interested in
pursuing.
Check the questionnaire for valid questions. Will they produce the quality and quantity of
information needed? Is the questionnaire short enough that people will actually complete
it?
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5. Now put yourself on the other side of the desk: You're the regional ice cream
company's director of marketing. Your advertising manager has submitted a full
report, and you're reviewing the conclusions. Identify and discuss the errors of
logic underlying the following conclusions and recommendations in the report.
(Source: Bovee and Thill, 5th Edition, p. 503) (Content Marks: /8)
a. As soon as we started advertising the new Apricot Swirl on television,
sales increased so we need to advertise every new fruit-flavored product
on television.
b. Coupons really work, and if we don't use them to promote every new
product we introduce, they will all fail.
c. Newspaper advertising didn't help Apricot Swirl, so let's not use it on any
other new-product launch.
d. Peanut Swirl isn't as good a flavor as the other new products, so it
shouldn't receive the same extensive advertising support.
Check for a comprehensive response.
a.
This may be a case of post-hoc, ergo propter hoc. We know sales increased after the
ad, but we don’t know if they increased because of the ad or for some other reason.
b.
This sounds like overgeneralization. Just because coupons have worked in the past,
doesn’t mean that not using them will lead to failure.
c.
This is overgeneralization. Just because newspaper advertising was ineffective in one
case doesn’t mean it will be ineffective in all cases.
d.
This is bias. Who says Peanut Swirl isn’t as good a flavour? If it receives less
advertising than other products it may be a self-fulfilling prophecy that it doesn’t sell
as good as the other flavours.
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Unit E3
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name E3 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content (55) + Grammar and Mechanics (20) = Total (75)
See the checklist on page 563 (5th edition) or page 483 (6th edition) or pages 421 and 433 (7th
edition). All documents should reflect student’s understanding of the checklist, the 4 C’s
and 2 A’s of technical writing, the format requirement for various types of documents, and
the design guidelines from unit D1.
1. Of the organizational approaches introduced in the chapter, which is best suited
for reporting on each of the following problem statements? In addition to
indicating direct/indirect approach, indicate the method of subdivision (order of
importance, sequence, chronology, spatial, general-specific, cause-and-effect)
and if it is an analytical report, indicate what logical argument approach you
would use. Be sure to explain your reasons for your choice. (Source: Bovee and
Thill, 5th Edition, p. 565) (Content Marks: /18)
a. In which market segment--root beer, cola, or lemon-lime--should Fizz
Drinks, Inc., introduce a new soft drink to take advantage of its enlarged
research-and-development budget?
b. Major Manufacturing, Inc., should close down operations of its antiquated
Bellville, Arkansas, plant in spite of the economic impact on the town that
has grown up around the plant.
c. Should you and your partner adopt a new accounting method to make
your financial statements look better to potential investors?
d. Your boss asked you to look at two black-only laser printers to replace old
equipment in your office. You have decided a single color laser printer
would be better.
e. Should Grand Canyon Chemicals buy disposable test tubes to reduce
labor costs associated with cleaning and sterilizing reusable test tubes?
f. What are some reasons for the recent data lass at the college computer
center, and how can we avoid similar problems in the future?
Check for a comprehensive response, which is reasonable and consistent with the
information in the chapter.
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2. Obtain the annual report of any public corporation. Read through the
management report made by the president, chief executive officer, or
chairperson. Outline this report and indicate whether it's in direct or indirect order.
Why do you think the direct or indirect order was chosen? Can you easily
distinguish the main idea? Does the opening explain the report's structure and
indicate the importance of the information? How well does the ending pull all the
details together? Be sure to include the URL of the report. (Source: Bovee and
Thill, 5th Edition, p. 566) (Content Marks: /7)
Check for an accurate, comprehensive analysis of the report.
3. Complete 1 of the following Case Studies from your text. Be sure to use the
proper format for your document. (Content and Formatting Marks: /10)
5th
Edition
Exercise 15 or 18, page 569-570
6th
Edition
Exercise 4 or 18, pages 505-507
7th
Edition
Case Study 6 or 9, pages 440-441 or Plant
Location
4. INCIDENT REPORT: Theft at Whiteshell Lake (Source: Blicq, Ron and Lisa
Moretto. Technically Write! Scarborough, ON: Prentice Hall, 1998. pp 117118.)(Content and Formatting Marks: /10)
You are the team leader of a four-person inspection crew en route to a remote
site 815 kilometres from your office, where construction of a nuclear power
generating station is in progress. You are travelling in a panel van and after 580
kilometres you and the crew agree to stop for the night. At 8:05 p.m. you pull into
the Clock Inn, a small motel beside the road that skirts around Whiteshell Lake.
The following morning you are having breakfast in the motel's tiny dining room
when Fran Pedersen, one of the crew, goes out to the van to fetch the road map.
She returns almost immediately and gasps, "The van has been broken into!"
The four of you scramble out to the parking lot and can see right away that the
window on the front passenger's door has been smashed.
"They were after the radio," Shawn Mahler observes, pointing to a gaping hole in
the dash. "Check if anything else is missing," you suggest. Already you are
expecting the worst, but to your surprise find that only two other items have been
taken, one inconsequential and one important: about $6.00 from a tray in the
dash (parking meter loonies and quarters), and a video cameral and videotapes
from a storage box in the rear of the van.
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You try telephoning your office, but it is too early and no one answers. The motel
has a fax machine, so you write a memo to your manager and send it by fax with
a cover sheet. In it you describe what has happened and ask for a replacement
video camera to be sent to you. Here is some additional information you draw on
to write your incident report:
o
o
o
o
o
o
o
o
o
o
o
You are driving company panel van license number HLW 279; it is a Ford.
Your trip was authorized by Travel Order N-704,dated one week ago, and
was signed by your manager.
The power generating station is being constructed beside the Mooswa
River, 27 kilometres north of the small town of Freehampton.
The Clock Inn is 3.5 kilometres west of Clearwater Village, on highway
A1136.
The third member of your crew is Servi Dashi.
The video camera is a Nabuchi TX200 "Portacam." You rented it from
Meadows Electronics at 2120 Grassmere Road of your city. Its serial
number is 21784B. They will need to be told of the theft. You expect your
manager will deal with the insurance issue, although you had better clarify
that expectation.
Your manager's name is M. B. Corrigan.
The purpose of the video camera is to record construction progress
visually. The videotapes will be edited and then shown at the Power
Authority Directors' Meeting scheduled for the 22nd of next month.
You telephoned the RCMP detachment at Clearwater Village to report the
break-in and theft. They ask you to drop in and make your report in
person. You plan to do this at the start of your drive to the construction site
(which will be after you have sent your fax).
In your report you ask your manager to ship you a replacement video
camera by Greyhound bus the day after tomorrow. One bus a day passes
through Freehampton, but it stops only on request. (You will drive to
Freehampton to meet the bus, and will telephone your manager tomorrow
to check that the video camera will be on that particular bus.)
You use today's date as the date of your report.
5. PROGRESS REPORT: Installing a Lan (Source: Blicq, Ron. Technically Write!
Scarborough, ON: Prentice Hall, 1986. pp 99-101.) (Content and Formatting
Marks: /10)
Macro Engineering Inc (MEI) in Toronto has a contract to install a local area
network (LAN) to link the personal computers (PCs) installed in the various
offices of Multiple Industries Inc. across Canada. The project involves
o
installing a Model 2020 processor at each branch,
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o
o
o
o
installing an expansion card (part number 30766) in every PC at each
branch,
hard-wiring all of each branch's PCs to the 2020 processor (hard-wiring
means "connecting by wire"),
connecting the 2020 processor, via a modem, to a dedicated telephone
line (dedicated means "sole use") that will be installed by the local
telephone company, and
testing the system.
MEI has assigned the installation work to the branch offices of HL Winman and
Associates and has instructed each branch to install the LAN at a local office of
Multiple Industries. Vern Rogers, manager of the HL Winman branch in your city,
has assigned you to install and test the LAN in the Multiple Industries' offices at
1130 Portland Avenue of your city.
The following details describe your involvement with the project from November
13 to December 11:
o
o
o
You were assigned to the project on November 13.
The project coordinator at MEI in Toronto is Shirley Woburn.
You visited Multiple Industries on November 20, outlined to general
manager Klaus Wiens what you would be doing (he was aware that you
would be coming), and:
1. Counted the PCs (there were 37).
2. Asked where the 2020 processor was to be located. Klaus
suggested the stationery storage room, behind the switchboard,
and you agreed that it would be a suitable location because it would
be simple for the telephone company to install the dedicated line.
3. Measure the amount of cable you would need to connect all 37 PCs
to the processor. You estimated 360 metres.
4. Arranged to do the work from December 3 to 11 (excluding
Saturday the 8th and Sunday the 9th).
o
You ordered the necessary equipment and material from MEI on
November 21, and they arrived at your office on November 27. You
checked them against the packing list and found everything you had
ordered had been delivered.
You started the installation work on December 3, and in the ensuing days
you:
1. Checked with each PC user to determine exactly where he or she
wanted the PC to be located (Dec 3).
2. Installed cabling between the stationery storage room and each PC
(Dec 3 to 6) until you ran out of hookup wire. ("That's strange," you
thought, "I must have underestimated the amount I would need.")
3. Identified how many PCs still had to be hooked up: there were five
(Dec 6).
o
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4. Telephoned Shirley Woburn at MEI and obtained approval to
purchase 120 metres of No. 30-2 multi-strand hookup wire locally
(Dec 6).
5. Bought and installed the remaining cable (Dec 7).
6. Installed the 2020 processor in the stationery storage room and
connected the ends of the hookup wires to the processor (Dec 6
and 7).
7. Installed an expansion card into a spare slot in each PC. In eight
cases there were no slots and you had to modify the PC to accept
the card (Dec 10). You had anticipated this during your November
20 visit, having noticed during your initial inspection that there were
several older PCs, and so had brought sufficient hardware to
modify up to 12 terminals.
8. Discovered you were short six expansion cards (Dec 11). You
recounted the PCs and found there were 43, not the 37 you had
counted previously. ("Oh, yes!" Klaus Wiens said when you told him
of the problem. "I meant to tell you. We had six PCs on back order
and they came in on November 26. Sorry about that!") You asked if
any more PCs were on back order, and he said no.
9. Telephoned Shirley Woburn and asked for six additional expansion
cards (Dec 11). She said she would have to order them and would
not be able to get them to you until Dec 15 at the earliest.
Your Assignment
It is now December 11, the day originally scheduled for project completion, and it
is clear that you will not finish the work for at least another week. Write a memoform progress report to Shirley Woburn at MEI in Toronto, with a copy to Vern
Rogers (your branch manager). Include a revised completion date.
Page 53 of 56
Unit E4
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name E4 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content and Format (40) + Grammar and Mechanics (20) = Total (60)
See the checklist on pages 608-609 (5th edition) or pages 543-544 (6th edition) or page 478
(7th edition). All documents should reflect student’s understanding of the checklist, the 4
C’s and 2 A’s of technical writing, the format requirement for various types of documents,
and the design guidelines from unit D1.
1. Complete one of the following short formal reports requiring primary research.
Include a title page and the body of the report. Do not use memo format.
(Content and Formatting Marks: /20)
a. Advertising--Upward Communication: Martha McCreary is a vice
president at Knowles-Mead, a small stock brokerage house in your city. In
order to increase its clientele, the firm has decided to run a series of radio
advertisements designed to catch the attention of potential investors.
Knowing of your interest in local radio, Martha asks your advice. Of the
local stations, which one or two would be best for the low-key, factual
advertisements that her firm has in mind? At what times during the day
and the week might these spots be most effective?
Your task is to listen systematically to three or four radio stations in your
area to determine (a) what types of products their advertisers are
generally selling, (b) what their programming generally consists of, and (c)
what type of listener they seem to appeal to. Listen to each station at
several times during the day and during the week. Chart your findings.
Then draft a formal report to Martha that contains the results of your
research and your conclusions and recommendations. If the report is
thorough and accurate, Knowles-Mead should be able to choose the
appropriate times and stations for a series of advertisements that would
win new clients.
b. Strategic Planning--Public Sector: As an employee of the city, you been
assigned to inspect some of its parks. Your task is to visit a city park and
report back to your supervisor (Ben Willis, Commissioner of Parks) on the
use and condition of the park that you have inspected. Your report should
include at least the following information: the date and time of your
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inspection, a general description of the park and its facilities, an indication
of who (if anyone) was on duty at the time of your inspection, an estimate
of the number of people using the park at the time of your inspection, a
breakdown by age and activity of these people, conclusions about the
general use and condition of the park, recommendations for making the
park more useful or attractive, and a statement of any problems more
significant than ordinary day-to-day maintenance (such as inadequate
parking or inadequate facilities).
Show in your report that you have inspected the park carefully. Check the
bolts in the swings (for rust, wear, or inadequate lubrication), and make
other observations necessary for a conscientious inspection. Write
factually. A serious inspector would write, "The swing area was littered
with 12 empty soda cans," not "The swing area was filthy."
2. Complete 1 of the following Case Studies from your text. (Content and
Formatting Marks: /20)
5th Edition
Case Study 1 or 4, pages 610-615
6th Edition
Case Study 1 or 4, pages 546-550
7th Edition
Case Study 7 or 8, pages 485-488
3. Visit the following World Wide Web sites to broaden and enrich your grasp of the
subject of this chapter:
1. Writer’s Toolbox: Internet Resources for Writers
This is not assessed.
Page 55 of 56
Unit E5
Your work will be assessed for grammar and mechanics, as well as content. Therefore, be sure you
proofread your work carefully before submitting it. Create your answers in a WORD file. Be sure to
include your name and the unit name E5 in both the header of the document and the file name when you
save the document. That way your instructor will always know whose work he/she is looking at.
Marks: Content (35) + Grammar and Mechanics (10) = Total (45)
See the checklist on pages 656 and 575 (5th edition) or pages 563 and 582 (6th edition) or
pages 498 and 512 (7th edition). All documents should reflect student’s understanding of
the checklist, the 4 C’s and 2 A’s of technical writing, the format requirement for various
types of documents, and the design guidelines from unit D1.
1. Complete the following Exercise from your text. (Content Marks: /10)
5th Edition
Exercise 1, page 678
6th Edition
Exercise 1, pages 583-584
7th Edition
Exercise 15.1, pages 514
The required response is an “outline” of a 3-minute presentation they could make to their
class.
2. Which media would you use for the visual aids that accompany each of the
following speeches? Explain your answers. (Content Marks: /8)
a. An informal ten-minute speech explaining the purpose of a new training
program to 300 assembly-line employees.
b. An informal ten-minute speech explaining the purpose of a new training
program to five vice presidents.
c. A formal five-minute presentation explaining the purpose of a new training
program to the company's 12-member board of directors.
d. A formal five-minute speech explaining the purpose of a new company
training program to 35 members of the press.
Check for a comprehensive, reasonable response for each situation. No marks for
unexplained choices.
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3. Examine the nonverbal signals sent by a political figure, who is making a live or
televised speech. How do the speaker’s gestures, facial expressions, eye
contact, and posture contribute to the message? Do these nonverbal signals
detract from your confidence in the speaker? Do you detect any signs of
nervousness? Is there any aspect of his or her delivery that you think this
speaker should work to improve? Explain your answer. (Content Marks: /7)
Check for a comprehensive response.
4. Read the jacket of a book for information about the author. Analyze the author’s
biography to see how his or her credentials are established. Next, use this
biographical information to draft a brief introduction you might use when
presenting this speaker to an audience of people who haven’t read the book.
Consider how you can build the speaker’s credibility without exaggerating?
Submit a copy of the bookjacket along with your introduction. (Content Marks:
/5)
Check for a comprehensive response, that is not a mere duplication of the bookjacket.
5. From the speaker’s perspective, what are the advantages and disadvantages of
responding to questions from the audience throughout a speech or presentation?
From the listener’s perspective, which approach would you prefer? Why?
(Content Marks: /5)
Check for a comprehensive response, based upon the information provided on pages 675676 (5th edition) or pages 580-581 (6th edition), which is further developed into a personal
response.
6. Visit the following World Wide Web site to broaden and enrich your grasp of the
subject of this chapter:
Oral Presentations
This is not assessed.