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