Writing

That
Works
A Teacher’s Guide to
Technical Writing
by
Dr. Steven M. Gerson
Johnson County Community College

Developed and Published

by: Kansas Curriculum
Center Washburn
University Topeka, KS
 Writing
That
Works
A Teacher’s Guide
to Technical
Writing
by
Dr. Steven M. Gerson
Johnson County Community College

Project Advisor:
Dr. Craig Haugsness
Program Consultant: Technology Initiative
KS State Dept. of Education

Designed and Edited by:

Ben Clay
Kansas Curriculum
Center

Text Processing by:

Esperanza Root
 PREFACE

Welcome to
Technical Writing
by Dr. Steven Gerson

I hope this Teacher’s Guide will help you find new and
interesting ways to incorporate technical writing in your
classroom. The Teacher’s Guide seeks to accomplish the
following:

Chapter One not only provides a rationale for teaching technical

writing, but also defines technical writing and compares/contrasts
it to other types of written communication. This puts technical
writing into context, for you and your students. In addition, the
chapter gives you several teaching tools. These include tables,
which you can make into overheads, and a wide range of end-of-
chapter activities. These teaching tools lend themselves to
classroom discussions, assignments, and tests.

Chapter Two provides exact criteria for teaching technical

writing. The technical writing criteria is expressed in 5 Traits,
comparable to the 6 Traits rubric with which you may be
familiar. These 5 Traits include clarity, conciseness, accessibility,
audience, and accuracy. This chapter gives you a 5 Traits
grading rubric and many end-of- chapter activities.

Chapter Three discusses the different types of technical writing. These

include letters, memos, e-mail, reports, instructions, resumés, bro-
chures, newsletters, fliers, web pages, PowerPoint presentations, and
graphics. This chapter provides numerous samples for each type of
technical writing, as well as peer evaluation checklists, ready for
duplication and use in your classes.

Chapter Four focuses on technical writing assignments. Whether you

teach elementary school, English, Spanish, math, physical education,
business, history, psychology, or art, you will find assignments
geared toward your classes . . . and they all work. They are
interesting, diverse, and proven effective in classroom settings.
(Continued on next page…)

i
This revised teachers’ guide to technical writing includes the following
New and Updated information:
 Updated information and New samples (screen captures) for
websites. This includes revised criteria and explanations of
the importance of websites, as well as the ways in which on-
line text differs from hard copy.
 Updated information and New samples (screen captures) for e-
mail. This includes revised criteria and explanations of the
increased importance of electronic communication in the
workplace.
 Updated information and New samples of instructions,
appropriate for elementary as well as middle/high school
students.
 Updated information and New samples of brochures
and newsletters.
 New information and samples of fliers.
 New information on the use of online wizards and templates
for memos, letters, resumes, brochures, newsletters, and fliers.
This includes not only the benefits of wizards/templates but
also problems encountered.
 New information on the importance of graphics in technical
writing. This includes samples, criteria, and the reasons why
graphics (tables and figures) are important in technical writing.
 New and revised assignments for technical writing, including
—Assignments for elementary school students as well as middle/high
schools.
—Focus on different subject matters/disciplines, including
agricultural education, family and consumer sciences, industrial
technology, business/computer classes, etc.

I am available for on-line assistance via e-mail. I am always

happy to talk about technical writing. If you have questions
regarding assign- ments or curriculum, just contact me at:
[email protected]
or you could use the two, old-fashioned approaches: phone
(913-469-8500, ext. 3625) or mail (12345 College Blvd.,
Johnson County Community College, Overland Park, KS
66210).

I want to thank several people for helping me prepare this

Teacher’s Guide. Carol Hailey, Shawnee Mission North High
School, gave me many ideas for assignments and curriculum
options; Carmen Shelly, DeSoto High School, created the 5 Traits
rubric that I have adapted. My office mate, Professor James McWard,
reviewed early copies of this text and offered valuable suggestions
for revision. Finally, my wife, Professor Sharon Gerson (DeVry
Institute of Technology, Kansas City), was a constant source of

ii
assistance, helping me develop ideas, draft text, revise, and
proofread.

iii
Table of
Preface.......................................................................................i-ii
Contents
Chapter One: Why Teach Technical Writing........................1-9
Definition.............................................................................1
Rationale..........................................................................2-3
Communication Continuum..............................................4-5
Technical Writing vs. Essays..............................................6
Five Components of Technical Writing...........................7-8
End of Chapter Activities....................................................9

Chapter Two: Five Traits of Technical Writing................10-25

Clarity...........................................................................10-12
Conciseness.................................................................13-16
Accessibility.................................................................16-17
Audience Recognition..................................................18-19
Accuracy............................................................................20
Five Trait Rubric................................................................21
End of Chapter Activities.............................................22-25

Chapter Three: Applications of Technical Writing..........26-80

Letters..........................................................................26-33
Memos.........................................................................34-38
E-Mail...........................................................................39-42
Reports.........................................................................43-45
The Job Search...........................................................46-54
Instructions...................................................................54-57
Web Pages..................................................................58-62
PowerPoint Presentations...........................................63-65
Brochures.....................................................................66-69
Newsletters..................................................................70-74
Fliers............................................................................75-78
Graphics.......................................................................79-80

Chapter Four: Technical Writing Assignments...............81-96

Sales Letters......................................................................81
Letters of Inquiry...............................................................82
Memos.........................................................................82-83
E-Mail...........................................................................83-84
Reports.........................................................................84-85
The Job Search.................................................................85
Instructions........................................................................86
Web Pages and PowerPoint.......................................86-87
Brochures/Newsletters................................................87-88
Fliers..................................................................................88
Grouped Assignments.................................................89-90
Conclusion.........................................................................91
Sample Technical Writing I...............................................91
Sample Course Scope and Sequence........................92-96
 Technical Writing:
Chapter One
A Definition
Technical writing is
commu- nication written for
and about business and Why Teach
industry, focusing on
products and services: how
Technical Writing?
to manufac- ture them,
market them, manage
them, deliver them, and
use them.
Technical writing is written:
 in the work

environment (in the

office, from 8:00 to
5:00, not counting
overtime)
 for supervisors, col-

leagues, subordinates,
vendors, and
customers
Technical writing, which
must be understood easily
and quickly, includes:
 memos and e-mail Why is technical writing so important?
 letters

 reports
Why would I want to teach technical writing?
 instructions
Don’t I have enough to teach now without adding one
 brochures and newsletters
more assignment or series of assignments to my
 the job search

 web pages
curriculum?
 fliers
What’s the point?
 PowerPoint presentations

 graphics
 Technical writing is not literature; it’s neither prose which recounts
the fictional tales of characters nor poetry which expresses deeply
felt, universal emotions through similes and metaphors.
Technical writing is
 Technical writing is neither an expressive essay narrating
the resumé that helps
an occurrence nor an expository essay analyzing a topic.
get a job and the web
page that promotes a  Technical writing is not journalism, written to report the news.
company.  Technical writing does not focus on poetic images, describe
personal experiences, or report who won the basketball game.
In each case, the Instead, technical writing is:
technical document —an instructional manual for repairing machinery
must be quantifiable, —a memo listing meeting agendas
precise, and easily —a letter from a vendor to a client
—a recommendation report proposing a new computer system
understood.

1
 Once students are
employed, will they have to
write on the job? The
answer is a resounding
YES!

One reason for teaching technical

writing is so students will know
the types of documents they
will write on the job.

When our students are employed and have to

write on the job, will they write essays?
The answer is no. Our students, when employed, will not write
essays at work. They will write essays while working on their college
degrees; they might even be asked to write an essay on their job
Students often application when applying for work. However, once the job begins,
do not believe essays end.
they will have to
write at work; What takes the place of the essay?
they assume
that once their The answer is technical writing—memos, letters, reports, e-mail,
proposals, instructions, even web pages. That’s why technical
education is writing is important. Technical writing is the type of written
completed, communication that our students will be responsible for on the job.
writing will be a
distant memory. Is technical writing a necessary component of
They are wrong. every employee’s professional skill?

Daily, newspapers tell us that employers want to hire people who

can communicate effectively, both in writing and orally. Career
counselors reiterate this.
 In fact, we are told that on the job, an employee will spend at least
20 percent of his or her time writing.
 This number increases as an employee’s responsibilities increase.
 Managers spend up to 50 percent of their time writing.
 CEOs spend between 80 and 100 percent of their work
week communicating.

2
 How does technical writing compare/contrast
to traditional essays?
Technical writing is different from other types of written
communication. Does that mean, therefore, that you must relearn
all your teaching skills to accommodate this new communication
beast?
Absolutely not. Many of the writing skills you already teach
are applicable to technical writing. Others are less valid.

“Technical writing would come in handy

for some students, such as our vo-tech
kids. When they enter the job market,
they could benefit by knowing
how to write at work.
But what about our college-bound
students? Why would they need
technical writing?”

Here is a reminder…
College lasts only four to six years. In K-12, we should
continue to prepare our students for college by teaching essays. On the
In addition, we should prepare them for what comes next— next page is a
their jobs. After they graduate with their AA or BA or BS,
they go to work where they will write memos, letters, and Communication
reports. Continuum
The career and technical education students—the students including traits
who will work as mechanics, welders, office help, or daycare and examples
center assistants—can benefit by learning how to write
technical documents. of five types
However, our students who acquire associate degrees and
of writing,
bachelor degrees—the students who go on to become ranging
computer programmers, CAD/CAM operators, dental
hygienists, fashion merchandising specialists, graphic artists,
from the
engineers, architects, accountants, doctors, and lawyers—also connotative
will need to write memos, letters, and reports.
to the

3
 denotative.

4
 Communication Continuum
Connotative/Expressive
Type
Examples Traits
of
Writing

Creative Connotative and

Poems, plays, stories expressive words, fictional
Writing
characters, imagery, and
plots
Subjective, based on
Expressive personal experience,
Narratives, descriptions
Writing connotative and expressive
words

Comparison/contrast, Objective, connotative and

Expository
analysis, cause/effect, denotative words
Writing argument/persuasion

Objective, written from

factual observation, short
News stories, features,
Journalism sentences and paragraphs,
editorials
some connotative but
more denotative words

Memos, letters, reports, Objective, written about

Technical instructions, resumés, products or services, short
Writing web pages sentences and paragraphs,
denotative words

Denotative/Objective Legend Connotative Denotative

:

On the next page is

a poem about a
Of course, there are exceptions… tennis shoe as well as
Newsletters, sales letters, websites, and fliers might technical specifications
include promotional information. Such sales for manufacturing
details the same shoe.
could depend on expressive words—maybe even These two writing
fictional characters. However, generally speaking, samples further
illustrate the difference
most technical writing is denotative between technical
writing and other types
5 of writing.
versus connotative.

6
 Ode to a Shoe Technical Specifications for
Manufacturing Tennis Shoes
My son’s tennis shoes rest temporarily in
a heap against the kitchen door, The D40 Slammer Tennis Shoe will be
their laces soiled, their tongues hanging manufactured to the following specifications:
out like exhausted terriers.
The soles, worn down on the insides from Sole: Neoprene rubber #345
sliding into second, white enameled paint
are green, the shades of summer. 1.589" high
Canvas exteriors, once pristine white, are Slammer waffle-textured©
the colors of the rainbow— Uppers: Blue canvas
sun bleached, mud splattered, rained on, Tongue: White canvas
ketchup and mustard adorned, Oval Slammer© logo heat-
each shoe shouting a child’s joyous pressure sealed, centered
exuberance: “I’m alive!” .50" from all sides
Laces: 15" long
100% cotton
Aglets: Clear polyacetate plastic #290
Weight: 1 lb. 6 oz.

“Unclear writing costs

American businesses
real money—over one
billion
dollars a year, according to
one estimate…Did you know
the Three Mile Island nuclear
power plant meltdown was The
partly attributed to poorly graphic
written procedures?” appearing on
(“Why Dick and Jane Can’t Write on the Job…and How to Help Them,” Janet Van Wicklen, the next
American Society of Training and Development, 2000).
page
examines
“The ability to communicate
effectively is the most important how
skill you can have, whether you’re technical writing
giving speeches, pitching ideas to compares
your boss, or simply sending off an and
e-mail or leaving a voice message.” contrasts
(“What You Need to Know About Career Planning,” to
< http://careerplanning.about.com/cs/importantskills/ > 2002.)
essays.

7
 Comparison/Contrast: Technical Writing vs. Essays
Components Technical Writing Essays Summary

 Uses examples, anecdotes,  Uses examples,

Development testimony, data, research anecdotes, Same for both
testimony, data,
research

Grammar  It is important!  It is important! Same for both

 Provides an introduction,  Provides an

body, and conclusion introduction,
 Uses a subject line vs. a thesis statement,
thesis and itemization of body paragraphs, Similar in some
Organization points vs. transitional words transitional words, ways, different
 Uses topic sentences and topic in others
only when needed, sentences
dependent upon the type
and length of
correspondence
 Uses short, denotative  Uses longer,
words; short sentences; and connotative words;
Style short paragraphs longer sentences; Different
and longer
paragraphs

 Uses highlighting
Document techniques, such as  Not usually
Design graphics, headings, a factor Different
subheadings, various fonts,
white space, bullets, etc.

The five components

People read literature for pleasure, essays listed above are
for enlightenment, and journalism for news. discussed in
People greater
read technical writing to accomplish a job. detail on
the following
pages.

8
 Five Components of Writing

Development
If you have been teaching your students to develop their essays
using such traditional means as examples, anecdotes, testimony,
data, and research, then teaching technical writing will not be a
strain. The same development techniques are applicable when the
students write memos, letters, and reports.

Grammar
Grammar is important in essays. It might be more important in
technical writing. Whereas errors often can hide in longer essays,
those same errors loom large in one page memos or letters.

In a survey (Gerson) of over 700 technical writers (coast to coast)

asked to list important aspects of correspondence, 98% ranked
correct gram- mar as an essential component of successful writing.

Grammar is not merely the concern of English teachers.

Professional writers and business people perceive it as
essential.

Organization
Essays employ topic sentences, transition between and within
paragraphs, and a thesis statement. Technical writing usually does not.
In a memo, letter, or report, the thesis would be replaced by a
subject line. The different aspects of organization help distinguish
technical writing from essays.

Since paragraphs are shorter in technical writing (often between one

to three sentences) than in many essays, topic sentences are less
important. Transitional words and phrases in an essay can be
replaced by an enumerated list, by a list of bullets ( ♦, etc.),
and/or by headings and subheadings.

Style
Of greater importance is the different style (word usage, sentence
structure, and paragraph length) used in essays versus technical
writing. Essays rely on longer, more connotative words; longer, more
complex syntax; longer, more detailed paragraphs. Technical writing,
in contrast, demands short, denotative words; short, simple
sentences; short
(Continued on next page…)

9
Style (continued)
paragraphs with information clarified through graphics (pie charts,
line graphs, etc.). It has everything to do with audience and
purpose.

The reader of technical writing does not have time, nor

necessarily an interest in the subject matter. Envision this
scenario. It is the night before Christmas, your children are
asleep, and you are trying to put together a Christmas present—a
doll house, a train set, etc.

To assemble this present, you are sitting on the floor (you have been
sitting there for two hours, as your aching back attests). You are
trying to read the complicated instructions which accompanied the
toy (those instructions are a type of technical writing). You do not
enjoy the activity. In fact, you just want to end the task and go to
sleep. That is a typical technical writing situation.

The same holds true when you read an instruction to install

software, build a cabinet, lay tile, or any other task. People do not
read technical writing, such as instructions, for pleasure. The writing
is a means to an end. Thus, to help people accomplish the task as
quickly and as efficiently as possible, the writing style should be
concise—short words, short sentences, and short paragraphs.

Document Design
Document design refers to the physical layout of the
correspondence. Essays consist of words, words, and more words,
separated by indentations to create paragraphs. Technical writing, in
contrast, uses highlighting techniques and graphics for visual appeal
to help the reader access and understand the data.

Technical writing is written to

a different audience for a
different purpose than essays.
The reader of technical writing
does not have time, nor
necessarily the interest in the
subject matter.
10
 Conclusion:
If we want students to write technical
documents, we need to define what technical
writing is and provide a context for writing such
documentation.
This first chapter may be used
to accomplish those goals.

End-of-Chapter Activities
Read, Lecture, Invite, and
Test
Read this chapter for your own knowledge. Use this information to acquire a better
understanding of technical writing or as a reminder of what you’ve always known. Lecture
from the chapter.
Teach from this information to clarify for your students why technical writing is important, what
technical writing entails, and how it differs from the type of writing they are used to. Invite
people from business and industry to your classroom to discuss how technical writing is
important to them. Test students on the information in this chapter. A short test could include
the following:
 What percentage of time does a manager spend writing? Or a new employee, or a CEO?

 How does technical writing differ from essays? List at least three ways.

 Define technical writing. List five types of technical writing.

 Explain the writing continuum, giving examples to prove your points.

Have students create their own definition of technical writing

 Students could gather examples of technical writing (such as memos, letters, reports,
brochures, or instructions), or you could bring in examples (this Teachers’ Guide provides
you several examples). The students can get examples from their parents, from
businesses, or in your school’s office.
 Once they have examples, break the students into groups and have them review the examples.
 Ask them to brainstorm the examples’ unique characteristics (page layout, length, tone,
content, word usage).
 Next, give them essays—or poetry, or drama, or a short story, or a newspaper. Ask
them to compare the technical writing to the other types of correspondence.
 Based on these discussions, ask the students to create their own list of technical writing criteria.
 Finally, ask the students to create a technical writing rubric, perhaps comparing it to Six Traits.

Write and Rewrite

Have the students write a poem (or an expressive essay or an expository essay) about a
classroom object (a stapler, an eraser, etc.). Then have the students take the same subject
and write a technical memo, complaint letter, recommendation report, instructions for using
the object, or a manufacturing specification. Compare and contrast the results.

11
 Chapter Two

In this
Five Traits of
Chapter... Technical Writing
Students are not familiar with
technical writing. Unless we
teach them what this different
type of communication en-
tails, they will continue to 1. Clarity
write essays (the writing skill
they have practiced since
grade school).

This chapter provides

specific criteria to give
students before asking them
to write techni- cal
documents. The five traits
of technical writing are:
 clarity

 conciseness

 accessible

document design
 audience recognition

 accuracy

Clarity in technical writing is mandatory

The most important criteria for effective technical writing is clarity. If
the audience responds to a memo, letter, report, or manual with,
If a student fails to “Huh?” what has the writer accomplished? If the correspondence is
clearly understand not clearly understood, the reader will either call the writer for further
a poem, a short clarification, or just ignore the information. In either case, the writer’s
time is wasted; the reader’s time is wasted; the message is lost.
story, a play, or a
novel, that is Clarity, however, is not just a time concern. Think of it from this
unfortunate; perspective: your company has written an installation manual for a
product. The manual, unfortunately, is not clear. When the reader
however, fails to understand the content, three negatives can occur:
equipment is not  BAD—The equipment is damaged. This requires the owner to ship

the equipment back. The company will replace the equipment,

damaged, no one costs accrue, and public relations have been frayed.
is physically  WORSE—The owner is hurt, leading to pain, anxiety, doctor’s bills,

hurt, and no and bad public relations.

 EVEN WORSE—The company is sued. The company loses money,
one is sued. the writer of the manual loses a job, and public relations are
severed.

12
 Clarity achieved through reporter’s questions
Ask your students:
This flawed memo, written by a manager to a newly hired  What don’t you know
employee, highlights the importance of clarity. in this memo?
 What additional
Nothing is Date: March 5, 2004 information should
the
writer have included for
clear in this To: Michelle clarity?
memo, and Fields From:Earl
Eddings Obvious responses:
the reasons Subject: Meeting
are obvious.  When’s the meeting?
The manager  Where’s the meeting?
Please plan to  Who’s the meeting for?
has failed to How much information
prepare a 

answer is “very detailed”?

presentation on How will the
Reporter’s 

sales. presentation be made?

Questions:  Why is this meeting
who, what, M ake sure the being held?
when, where, information is very  What does the
manager want to be
why, how. detailed. conveyed about
sales?
Thanks.

Reporter’s Questions
Checklist

Wh is the audience? Who will know what? Will the

o
audience know a great deal (High Tech)? Will the
audience know a little about the topic (Low Tech)? Will
the audience know nothing about the topic (Lay)?

Wha do you plan to do? What do you want the audience to

t
do? What do you want to know?

When should the job be completed? What’s the turnaround

time? What’s the timetable? What’s the desired schedule?
When do you need an answer?

11
Where will the work take place?

Wh is the task being undertaken (the rationale, motivation,

y
goal)? Why is the desired date important?

Ho should the task be performed? What’s the preferred

w
procedure?

12
 Date: March 5,
2004 To:
Michelle Fields
Using the Reporter’s From: Earl Eddings
Subject: Sales Staff Meeting
Questions Checklist
as a prewriting tool,
the previous memo Please make a presentation on improved
could be revised to sales techniques for our sales staff. This
achieve greater meeting is planned for March 18, 2004, in
Conference Room C, from 8:00 a.m. - 5:00
clarity. Here is an p.m.
example of a revised
memo. Our quarterly sales are down 27%. Thus, we
need to help our staff accomplish the
following:
1. Make new contacts.
2. Close deals more effectively.
3. Earn a 40% profit margin on all sales.

Use our new multimedia presentation system

to make your presentation. With your help, I
know our company can get back on track.

Clarity achieved through specificity

When a student answers reporter’s questions, he or she has filled a
In contrast to page with words. But all words are not equal. Words like some,
mystery stories several, many, few, frequently, often, substantial, or recently will
which seek to take up space on the page and convey an impression. These
connotative words will not mean the same thing to everyone.
create suspense,
technical writing If a memo sent to six employees states that the company has lost
must be clear. a substantial amount of business, will all employees acquire the
same knowledge? One might assume that a substantial loss equals
$1,000; another might assume that a substantial loss equals twelve
The ultimate goal clients. In each case, the employees are guessing, and that is not
the goal of successful technical writing.
of effective
technical writing is (The previous memo using the phrase very detailed would be more
to say the same clear if the writer had said he needed an eight hour presentation.
Everyone receiving the memo then would know exactly how much
thing to multiple time they needed to set aside to attend the meeting.)
readers!

12
 Read the following paragraph,
taken from an actual business
2. Conciseness correspondence:

“In order to facilitate an efficient meeting and

fuel thought processes prior to June 25, I
want to provide you with a brief overview of
discussions recently carried out at the
director and manager level within the
process. These discussions involved
personnel from Accounts Payable, Information
Services, Procurement/ Materials
Management, Financial Systems, and
Property Accounting, centering on a
proposed framework for managing process
improvement moving forward.”

Do you understand this

letter? Do you remember what
you read? Did you even finish
reading it?

Successful technical writing should help the

reader understand the text, not present
challenges to understanding

No one curls printers.

up in bed at
night and for
pleasure reads
manuals
about
installing
computer

13
The above paragraph
is not successful
writing. It fails to
communicate clearly
because it is too long-
winded. In this case,
conciseness actually
would aid clarity.

Isn’t it the responsibility

of the reader to figure it
out? No. The responsi-
bility is with the writer.
Here is why.

If an individual reads
literature, it is his or
her responsibility to
under- stand the
writing. Creative
writers seek to
challenge us.
However, technical
writing, as noted in
Chapter 1, is not
literature. We read
technical writing
because it is a job
requirement.

Good technical writing

is concise. It is a tool
for the readers to use
to accomplish
whatever job they are
doing. In contrast to
traditional essays,
effective technical
writing uses short
words and short
sentences.

14
 Conciseness has unique importance
in technical writing
Where’s the user manual for your car? It’s inside the
glove compartment. In other words, that piece of very
complex technical writing had to be written concisely
enough to fit inside a specific-sized box. The content
Technical took a backseat, so to speak, to the user manual’s
predetermined location within the car.
Writing
Here’s another example: what’s the perfect length of a
Must resumé? One page, of course! Guess what? That’s a
box. We have decided that a great resumé should fit
Fit in inside a typical, 8” X 11” piece of paper.
the Box Now, think about the size of an e-mail screen. Yes, the
“box” is shrinking. A typical e-mail screen measures
about 3” X 6”. A Palm Pilot monitor is about 2” X 2”.
Your cell phone monitor is about 1” X 1”, and a pager’s
monitor is closer to ¼” X 1½”. In each instance, the
writer has less and less room to write.

Successful technical
writing tries to avoid
multisyllabic
words such as “mul-ti-syl-lab-
ic.”
Conciseness achieved through short words
Teach students to use one and two syllable words. Of course, some
multisyllabic words can not be changed. We can not replace
engineer, telecommunications, or Internet. Other words, however,
can be avoided. Look at these, for example.

Changing Long Words to Short Words

Long Words Short Words
cognizant know
endeavor try
domicile home

15
morbidity death
terminate end

16
 Conciseness achieved through short sentences
Here is an unsuccessful example of technical writing:
You can
“In order to successfully accomplish their job
shorten a functions, the team has been needing more
sentence by work space for some time now.”
avoiding: An improved sentence would read,
 redundancy
“The team needs more work space to do its jobs.”
 prepositional
The first sentence contains 20 words and 28 syllables; the second
phrases sen- tence contains ten words and ten syllables.
 passive voice

Avoiding redundancy
Why say, “The used car will cost the sum of $1,000.00”? It is
more concise to say, “The used car will cost $1,000.00.” In this
instance, “the sum of” is redundant. The following examples
replace redun- dancy with concise revisions:

Wordy Sentence Less Wordy Sentence

We collaborated to- We collaborated on

gether on the projects. the project.

This is a brand new

innovation. This is an innovation.

The other alternative is The alternative is

to eat soup. to eat soup.

Avoiding prepositional phrases

Prepositional phrases create wordy sentences. Consider the following
examples (note that the prepositional phrase is in bold type):

Wordy Sentence Concise Sentence

He drove at a He drove rapidly.

rapid rate.
I will see you in
I will see you soon.
the near future.
I am in receipt of
your e-mail message I received your e-
re- questing an mail message
increase requesting a pay
in pay. raise.

17
Avoiding passive voice
Passive voice constructions are weak for at least two reasons.
They are wordy, and they replace strong verbs with weak verbs.
Example:
“The window was broken by the boys.”
versus
“The boys broke the window.”

The first sentence contains seven words and the weak verb was.
In contrast, the second sentence contains five words and the
strong verb broke. The emphasis is placed on the individuals
(boys) rather than on an inanimate object (window). Other
examplesPassive
follow: Voice Active Voice
It is my decision to I decided to run for
run for office. office.

There are sixteen

people who tried out Sixteen people tried
for the basketball team. out for the basketball
team.
The computer was Tom purchased the
purchased by Tom. computer.

3. Accessible Document In addition to clarity and conciseness, a third trait of

effec- tive technical writing is accessibility (page layout
Design —
the way the text looks on the page). Look at the
following paragraph:

Regarding part number 315564-000, we

received 541 units of wafer #3206-2. These
were rejected. For the same part number,
we received 643 units of wafer #3206-4.
These were accepted. Three hundred and
twenty- nine units of wafer #3206-5 from
the same part number. These were
accepted. Next, 344 of part number
315564-000’s wafer #3206-6 were
accepted. However, the 143 units of wafer
#3206-7 (same part number) were rejected.
Finally, all 906 units of wafer #3206-8 were
rejected. These also were from part number
315564-00.

18
 Wall-to-wall words turn off readers.
Highlighting techniques make the text open,
airy, and inviting!

Students can make

information leap off
the page by making
content accessible
through the following
highlighting
techniques:

 Graphics
(table and
The paragraph on the bottom of page 16 consists of 84 words and figures)
ten sentences. The average number of words per sentence is
only 8.4.
White space


Because the sentences are not too long, the writing is concise.  Boldface text
Next, the text is clear, due to specificity of detail. However,
despite the clarity and conciseness, this writing fails. Why?  Headings
Essentially, this paragraph is unintelligible. The page layout and
makes it nearly impos- sible for the reader to understand the subheadings
text.
 Italics
Using highlighting techniques (tables, headings and subheadings, different  Underlining
font sizes, column lines, and white space), below is a revised copy of the
information presented on page 16.  Varied Font sizes
 Bullets (�)
Part Number 315564-00
 Numbered lists
Quantity Varied Fo nt types
Wafer # Accepted Rejected 
Received
(computers offer
3206-2 541 X many options)

3206-4 643 
3206-5 329 
3206-6 344 
3206-7 143 X

3206-8 906 X
19
 4. Audience Recognition
Who is writing to
whom? What does the
audience know, need
to know, and want to
know?

When your audience fails

to understand the text,
you have failed
to communicate!
Recognizing your audiences
Successful technical writers know that they can only achieve clarity
by recognizing their audiences. Basically, our students will write to
either High Tech Peers, Low Tech Peers, or Lay Readers. These Writing
three audi- ence levels have the following traits.
successfully to
High Tech Peers know as much about a subject matter as you.
They have the same job title, same education, same years of
these three
experience, and the same level of expertise. For example, a
medical doctor writing to another medical doctor would be writing
types of
High Tech to High Tech. audiences
Low Tech Peers who work in your company know something about requires
the subject matter. They may not have the same job title, education,
years of experience, or level of expertise. For example, a medical different
doctor writing to a staff nurse would be writing High Tech to Low
Tech.
techniques.
Lay Readers are your customers. They are completely out of the
loop. For example, a medical doctor communicating with a patient.

20
High Tech High Tech and High Tech and
Peers Low Tech Lay Reader
Communicating Peer

21
Writing to High Tech Peers
When writing to a high tech peer, one can use acronyms and
abbrevia- tions, usually without any definition. Educators are
familiar with QPA, NEA, and KPERS. But individuals in other fields Use pronouns
would assume that NEA meant National Endowment for the Arts,
not National in technical
Education Association. writing.
Writing to Low Tech Peers After all,
Accountants do not need their high tech peers to define FIFO or companies do
CPR. If these accountants write to one of their fellow employees not write to
in sales, computer technology, or human resources (low tech
peers), however, these high-tech terms must be explained. FIFO companies.
could be parentheti- cally defined as First In, First Out. CPR,
which everyone assumes means Cardiopulmonary Resuscitation,
People write
in fact means Continuing Property Records, something to people!
accountants understand.

Writing to the Lay Reader Readers want to be

Whereas high tech readers do not need acronyms or abbreviations spoken to, not spoken
defined, and low tech readers need a parenthetical definition, lay at. Pronouns are
readers want to avoid the confusion completely. All they want is effective in technical
the definition—no abbreviations or acronyms. In fact, they might writing. You, your, us,
also need follow-up explanations. Why would a homeowner in a we, our, I, me, and my
residen- tial area want to be told by local health authorities, “You create a personalized
are in danger of DBPs”? What’s a DBP? These lay readers do not tone.
even want to be told, “You are in danger of DBPs (disinfection by-
products).” What’s a disinfection by-product? Instead, the lay
reader wants to be told that their nearby streams contain high-
acid, chlorine, and ammonia levels.

Achieving Audience Recognition

Audience Style Example

High Tech Abbreviations/ Please review the enclosed

Peers Acronyms OK OP and EN.

Abbreviations/ Please review the enclosed

Low Tech Acronyms need OP (Operating Procedure)
Peers parenthetical and EN (Engineering
definitions. Notice).

No abbreviations/ By following the enclosed

Lay acronyms. operating procedure, you
Readers Explanations can ensure that your
instead. printer will run to our
engineers’ desired

22
 performance levels.

23
 5. Accuracy
Effective technical writing must be
correct, whether grammatically,
mathematically, electronically, etc.
Errors in technical writing make the
company and the employee look bad.
More importantly, errors can lead to
damages, injuries, lawsuits, or just
embarrassment and
misunderstandings.

Students must understand the importance of

proofeading

Ask your students to try these proofreading techniques:

Ode to  Use the computer’s spell check—remember, however, that a

Spell Check... spell check will not catch form if you mean from, to if you mean
too, or except if you mean accept.
I have a spelling
checker. It came with  Let it sit—for a day or a weekend. When the document is
my PC. cold, students are more objective about their own writing.
It plainly marks four my
revue Mistakes I cannot  Use peer evaluations—others will see the errors we miss.
sea.
I’ve run this poem threw it.  Read it aloud—sometimes we can hear errors.
I’m sure your pleased to
no, Its letter perfect in it’s
 Read it backwards—then you read words out of context.
weigh My checker tolled
You cannot anticipate the next word.
me sew.
—Unknown

24
 Conclusion:
Until we tell students what we want in a technical
document, they will not give it to us. Once they know the
criteria for successful technical writing, then you can hold
them account- able for these skills.

25
 5-Trait Rubric
This five-trait rubric can help
in assessing student work.

Trait 0 1 2 3 4 5
 Important points are delayed  Some important points  Important points come first
or absent are delayed  Reporter's Questions
CLARITY  Some Reporter's  Some Reporter's Ques- answered
Organization Questions never tions assumed  Specific, denotative words
answered understood used
 Many vague, connotative  Some vague, connotative
words used

 Longer words  Longer words used  Words are generally

CONCISENESS are when shorter words one or two syllables
commonplace exist  Sentences average
Sentence fluency/
 Sentences average over  Sentences average 10-12 words
word choice
20 words 15-20 words  Paragraphs do not
 Paragraphs often exceed  Some paragraphs exceed exceed six typed lines
six typed lines six typed lines

ACCESSIBLE  Highlighting is not used  Some main points  Highlighting techniques

DOCUMENT  Information is not accessible are highlighted emphasize main points
DESIGN  Highlighting is overused  Information is to help access
Ideas usually accessible  Highlighting techniques
and not overused
Content

 Writer does not  Writer usually defines  Writer defines all high-tech
define high-tech high-tech terms terms
AUDIENCE terms  Writer usually considers  Writer considers audience
RECOGNITION  Writer does not audience needs needs
Voice consider audience  Writer often  Writer uses pronouns
needs involves audience to involve audience
 Writer never uses through pronouns
pronouns to involve
audience

 Punctuation often incorrect  Punctuation is usually  Correct punctuation

ACCURACY  Spelling often incorrect correct  Correct spelling
Writing  Excessive grammar &  Spelling is usually correct  Correct grammar & usage
Conventions usage errors distort the  Grammar &
message usage somewhat
flawed
Original source: Carmen Shelly at DeSoto High School, DeSoto, KS

26
 End-of-Chapter Activities
Clarity and Conciseness
Revise the italicized vague words and phrases, specifying
exact information. (Students are allowed to invent
numbers.)

Specificity
Vague Word(s) Specified
I have a low GPA.
The b-ball player was
really tall.
I’ll be home as soon
as possible.
The team has a
losing record.
The computer has lots
of memory.

Change the following long words to shorter words.

Changing Long Words to

Short Words
Long Word Short Word

utilize
anticipate More student
cooperate activities for
indicate
initially clarity and
presently conciseness
prohibit
inconvenience
continued on
next page...

27
Clarity and Conciseness (continued)
Change the following long phrases to one word.

Changing Long Phrases

to One Word
Long Phrase One Word
In the event that
At this point in time
With regard to
In the first place
Is of the opinion that
Due to the fact that
Make revisions
Take into
consideration
With the exception of
Make an adjustment of

Revise the following long sentences, making them shorter.

1. I will be calling you on May 31 to see if you have any

questions at that time.
2. If I can be of any assistance to you in the evaluation of
this proposal, please feel free to give me a call.
3. The company is in the process of trying to cut the cost of
expen- ditures relating to the waste of unused office
supplies.
4. I am of the opinion that Acme employees have too much
work to do.
5. In the month of July, my family will make a visit to the
state of Arkansas.
6. It is the company’s plan to take action to avoid problems
with hazardous waste.
7. On two different occasions, the manager of personnel met
with at least several different employees to ascertain
whether or not they were in agreement with the company’s
policies regarding overtime.

28
 Accessible Document Design
Ask your students to reformat the following text by using
highlighting techniques. Consider using bullets or numbers,
headings, boldface or underlining, and white space.

To make a pie chart using your word processing

package’s graphic components, turn on the
machine. Once it has booted up, double click on
Student Activity the word processing icon. After the system is
 Bring a document to open, click on “graphic,” scroll down to “chart,”
class. (This could be a and double click. Next, click on “data chart types”
textbook, technical and select “pie.” Once you have done this, input
manuals, popular your new data in the “data sheet.” After this has
magazines, brochures, been completed, click anywhere on the page to
etc.) import your new pie chart. If you want to make
changes, just double click again inside the pie
 In a small group, chart; then you can revise according to your
determine which desires.
documents are
successfully accessible
and which documents are
not.

 Reformat any of the

flawed documents to
improve the document
design.

 Define the terms for a low tech reader and/or explain the terms for a
lay reader.

Acronyms &
Abbreviations
 Make a list of 4-6
acronyms or
abbreviations from an
area of interest. (Students
interested in computers
could list computer terms,
students in art could list
art terms, etc.)

 Read these terms to see

how many of your peers
understand the high tech
language.

29
 Audience Recognition ok from your class or other classes,
manuals found at home, popu- lar
magazines, brochures, etc.)
 B
r
 In a small group, determine
i
whether high tech terminology,
n
abbreviations, and/or acronyms are
g
used successfully and defined when
necessary?
a

d  Define the terminology and/or

o explain the terminology to
c improve the document’s clarity.
u
m
e
n
t
(On the next page is an answer key for student
activities on pages 22 and 23.)
t
o

c
l
a
s
s
.

(
T
h
i
s

c
o
u
l
d

b
e

t
e
x
t
b
o

30
 Answer Key
 Specificity: 1.6; six foot seven;
by midnight; 3 and 12; and
16 megs.

 Changing Long Words to Short

Words: use; await; help;
show; first; now; stop;
problem.

 Changing Long Phrases to One

Word: if; now; regarding or
about; first; thinks; because;
revise; consider; except; adjust
or fix.

 Revising Long Sentences:

1. I will call on May 31, 1998,
to answer questions.

2. If I can help you assess

this proposal, please call.

3. The company is trying to cut

costs of unused office supplies.

4. I think Acme employees

are overworked.

5. In July, my family will

visit Arkansas.

6. The company plans to

avoid hazardous waste
problems.

7. Twice, the personnel manager

met with six employees to
learn if they agreed with the

31
 Chapter Three
In This
Chapter...
No one type of correspon-
dence defines technical
Applications in
writing. Instead, technical Technical Writing
writing consists of many
dif- ferent types of
documenta- tion. As
teachers, we can help our
students by famil- iarizing
Letters
them with these various
types of technical writing.
This chapter in- cludes
criteria, samples, and
peer evaluation check-
lists for the following:

 Letters
 Memos
 Reports
 The Job Search
 Brochures
 Newsletters
 Fliers
 Graphics
 PowerPoint
Presentations
Letters, which rarely should exceed one page,
are a basic form of technical writing
A corporate environment will send letters (external correspondence)
to and receive letters from potential employees, vendors, clients,
lawyers, colleagues in other companies, and city, state, national, and
A successful letter will
interna- tional governments.
abide by all the criteria
discussed in Chapter 2.
No matter who the reader is or why the letter has been written, a letter
should have the following eight Essential Components:
An effective letter will be:
 clear  Writer’s address
 concise

32
  accessible  Date On the next page is a
 accurate and  Reader’s address
 recognize audience*  Salutation sample letter with
*By defining high-tech terms and by
 Text each of the essential
Complimentary close
achieving a personalized tone. 
components noted.
 Signature
 Typed name

33
 Writer’s Address

ACME NutZ & BoltZ

1800 West Hardware, Wheelbarrow, KS 66244

Dat
January 15, 2004

e Reader’s Julie Boyle

5982 Elm
Hastings, KS 62331
Address
Dear Ms. Boyle:

Salutati Thank you for your letter requesting information about our Acme
on Nutz & Boltz service contract. The following clarifies what we
cover and the duration of that coverage.

 Machinery maintenance: Free for 60 days after purchase. After

the first two months, we will provide complete maintenance
(parts and labor) for $24.00 a year up to five years. This main-
tenance contract requires you to bring the machinery to our
shop.

 On-site maintenance: Free for 60 days after purchase. After the

first two months, we will service your machinery at your site for
Text an additional $12.00 a year up to five years.

 Exclusions: We will maintain your machinery parts free for 60

days or for five years at $24.00 a year. This does not include
lubricants. You should lubricate your machinery quarterly with
2 oz. of silicon gel. You can purchase this at our parts counter.

With our expert maintenance, your machinery can last a lifetime. If

you purchase our five-year plan by the end of this month, Ms.
Boyle, we will offer you a 10% discount. Please contact our service
representative at 441-9026, ext. 1313.

Sincerely,
Complimentary
Close Becky Sandhaus
Becky Sandhaus
Signature

27
Typed Name

28
 All-Purpose Template
In addition to the eight essential letter components, an effective letter
will also contain an Introduction, a Body, and a Conclusion (the text of the
letter). To help students understand what these three parts of a letter
should include, use the following all-purpose template:

Introduction Body Conclusion

 Tell the reader why you are  Itemize what exactly you want  Tell the reader what’s next
writing and the reader to do or  Include when you plan a
follow-up action and
 What you are writing about  What exactly you plan to do  Why that date or time is
important

This is called the All-Purpose Template because students can use this organizational approach for every type of letter
they might write. Whether writing a cover letter for a resumé, a sales letter, or a letter of inquiry, the student will
respond to the same questions.

Type of Letter Introduction Body Conclusion

Question:
Why are you writing?
Answer:
Question: Question:
In response to a job advertisement.
Cover What exactly do you want to
say?
What is next?
Answer:

Letter
Question:
Answer: When can you meet with
What are you writing about? The reasons why you are quali- the personnel director to
Answer:
Name the specific job opening. fied for the job. discuss this job opening?
(Many companies list numerous
job openings.)

Question: Question:
Why are you writing? What is next?
Question:
Answer: Answer:
To solve a reader’s problem or ful- What exactly do you want to When the reader should
fill a reader’s need. say? pur- chase this product or
Sales Answer:
The reasons why your product service and why that date is
Letter Question:
What are you writing about? or service will benefit the impor- tant (a discount, an
extended warranty, or a
Answer: reader.
The product or service you are at- discontinued item date).
tempting to sell.

Question:
Why are you writing?
Answer: Question: Question:
To ask your reader a question. What exactly do you want to What is next?
Letter of say? Answer:
When do you want an answer
Inquiry Question: Answer:
What are you writing about? List your specific questions. and why is that date
Answer: important.
The specific topic of your inquiry.

29
Letter Wizards/Templates
Microsoft Word’s Wizards/Templates might help your students more
easily write letters (and memos, fliers, resumés, etc.). Students can
access Wizards/Templates by clicking on File, scrolling to New, and
then clicking on the Letters & Faxes tab. Inside this file, they will find
templates for contemporary, professional, and elegant letters.

Wizards/Templates are good and bad. On the good side, these

templates help students format letters and provide the standard
letter components. On the bad side, however, templates can be
restrictive, limiting the students’ options.

For example, I would NEVER teach students to begin a letter with

Dear Sir or Madam. It is too impersonal and old-fashioned. Yet, the
letter wizard provides this salutation in their template. Students
should be informed of both the pluses and minuses of wizards.

Screen shot reprinted courtesy of Microsoft Corporation.

Wizards provide your

students optional layouts
for letters. On the next
page is an example of what
the Contemporary
Letter template looks like.

30
 Here is what the Contemporary Letter template looks like.

Company Name Here

August 20, 2004

[Click here and type recipient’s address]

Dear Sir or Madam

Type your letter here. For more details on modifying this letter template, double-
click �. To return to this letter, use the Window menu.

Sincerely,

[Click here and type your name]

[Click here and type job title]

On the following
Student Activity… page is
After the criteria on the all-pur-
a Peer
pose template have been shared Evaluation
and discussed with the
students, have them write
Checklist for
rough drafts of a Cover Letter, a LETTER.
Sales Letter, or Letter of
Inquiry.
This checklist may be
(Samples of a Sales Letter and customized,
Letter of Inquiry follow the Peer
Evaluation Checklist.) depending on the
type of letter the
student is

31
 writing.

32
PEER EVALUATION CHECKLIST

Writer’s Name

Reader’s Name LETTER

Reader’s Name

QUESTIONS YES NO*

1 Has the student provided the eight letter essentials?

Does the student’s Introduction explain why he or she is writing and what he or
2 she is writing about?

3 Does the student’s Body explain what exactly he or she wants or plans to do?

Does the student’s Conclusion explain what’s next, specifying when there should
4 be a follow-up action and why that date/time is important?

5 Is the letter Clear, answering reporter’s questions and specifying?

Is the letter Concise, limiting word length, sentence length, and paragraph
6 length?

Does the letter provide an Accessible Document Design, using highlighting

7 techniques effectively?

8 Does the letter achieve Audience Recognition by defining high-tech terms?

Does the letter achieve Audience Involvement by personalizing through pro-

9 noun usage?

10 Is the letter Accurate, abiding by all grammatical conventions?

*If the answer is no, specify what is missing and suggest a solution.

33
Sample Sales Letter

Teaching Tools
1423 Excel
Collegetown, KS 65551

July 12, 2004

Flint Lake Hills USD

6590 Lakeside Dr.
Flint Lake, KS 68621

Subject: INTERACTIVE TEACHING EQUIPMENT

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from lecture to hands-on application instantaneously! Quick
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Sincerely,

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32
Sample Letter of Inquiry

Flint Lake Hills USD

July 15, 2004

Teaching Tools 6590 Lakeside Dr.

Flint Lake, KS 68621
1423 Excel
Collegetown, KS 65551

Dear Dr. Barry:

33
 Your Interactive Teaching Tools (ITT) might be what we are
looking for to increase student involvement and encourage hands-on
instruc- tion. Before we place an order, however, we need more
information. Please answer the following questions:

1. Do your ITT computer-generated presentation packages come

with user manuals, and will you provide free training at our
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2. Do you offer quantity discounts on your ITT palm-top comput-

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Our Fall semester begins August 13, 2004. If you respond to our
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board and consider a purchase.

Sincerely,

Walt D. McDonald, Ed.D.

Superintendent, Flint Lake USD

34
 Memos Memos differ from letters in two
significant ways
First, memos are internal correspondence, written by
employees in a company to employees in the same com-
pany. Letters, in contrast, are external correspondence,
written from within a company to outside vendors, clients,
or colleagues. Secondly, memos have a different format
than the letter essential components.

Memo components
Memos replace the eight letter essential components with
the following memo identification lines:

 Date is the month, day, and year in which

Date:
To:
you are writing
 To names your reader
From:
 From is your name
Teaching Subject:
 Subject (typed in all capitals)
Suggestion provides your audience two things: a
topic and a
 When teaching about focus. For example, a successful subject line would read as follows:
writing letters, the focus
is usually on types (such Subject: VACATION SCHEDULE FOR ACCOUNTANTS
as cover letters, sales Accountants is the topic of the memo; vacation schedule is the focus.
letters, and letters of The focus aids communication more than the topic. The topic of a
inquiry). memo, for instance, can stay the same, while the focus changes. Look at
the following examples:
 It is suggested that the
Subject: SALARY INCREASE FOR ACCOUNTANTS
instructor use modes
Subject: TERMINATION OF ACCOUNTANTS
to teach memos.
In each of these instances, the topic stays the same: Accountants.
 Students could write a Notice, then, how important the focus comments are. We see a huge
problem/solution, com- difference between salary increases, vacation schedules, and
parison/contrast, argu- termination.
ment/persuasion, a cause/
effect, a classification or In addition to the identification lines, memos differ from letters in one
analysis memo, etc. other subtle way. Whereas letters are signed (essential component #7),
memos are initialed next to the From line.
 This, of course, is not
mandatory. Using modes Though memos and letters differ as noted, they are similar in all other
is an easy tool since both ways. Successful memos, like letters, have an introduction, body, and
teachers and students are conclusion. Like letters, successful memos are clear, concise, accessible,
familiar with this accurate, and achieve audience recognition.
organiza- tional
technique. The next two pages contain sample
memos focusing on problem/solution
and comparison/contrast modes.

34
Sample Problem/Solution Memo

Date: March 15, 2004

To: Candice Millard
From: Larry Massin LMM
Subject: SOLVING PROBLEM WITH E-MAIL

Candice, as you noted in your March 13 memo, we are having prob-

lems with our e-mail. Intranet correspondence has evinced the
wrong tone, contained unnecessary spacing, and forced readers to
scroll end- lessly. Here are suggestions to correct these problems.

1. Improving Tone—Studies tell us that typing in all caps creates

a negative tone, called flaming. For example, when one writes,
TELL YOUR SUBORDINATES TO IMPROVE THEIR TONE IN E-
MAIL, readers feel they are being shouted at. Please ask your
colleagues to avoid typing in all capitals.

2. Omitting Unneeded Spaces—E-mail arrives looking as follows:

“Can you help us solve problems with odd spacing.
We can not seem to figure out why this is happening.”
This odd spacing is caused by the different sizes of monitors.
We commonly use word wrap when writing memos and
letters because all text will exist on an 8½ X 11 inch page.
Such is not the case with e-mail. E-mail on a 12” monitor will
look differ- ently than e-mail on a 16” monitor. To avoid the
problem of odd spacing caused by different monitor sizes, do
not use word wrap. Instead, use a hard return at the end of
each line, and limit your line length to approximately 60
characters.

3. Avoiding Endless Scrolling—A memo or letter follows the

WYSIWYG factor. When we get an 8½ X 11 inch memo or
letter, What We See Is What We Get. In contrast, e-mail screens
are smaller. Readers are often forced to scroll for several
screens. This is disconcerting. To avoid this problem, limit
your e-mail to approximately 14 lines (one screen).

By using these techniques, Candice, your department’s e-mail will

improve. Please e-mail my suggestions to your colleagues by today’s
end-of-business. If I can answer other questions, just call ext. 3625.

35
Sample Comparison/Contrast Memo

Date: December 2, 2004

To: Lupe Salinas
From: Larry Massin LMM
Subject: INCREASING PRINTER CAPABILITIES

Lupe, currently our printers are backing up. This is due to

increased demands placed on the printers. Now that we have 20
new em- ployees and 15 new accounts, our printers cannot keep
up with the demand. To solve this problem, you might want to
consider the following two options presented in Table 1:

Table 1: Printer Options

Options 5 B/W, Dot Matrix 1 Color Laser
Printers Printer

Cost 5 x $350=$1,750 $2,500

Capability Printing text Print text/graphics in color

Capacity Printing 1 page per 2 min. Printing 5 pages per 2 min.

Only 5 users can be linked All 35 users can be linked

Control

Both these options will meet our demands, Lupe. However, the
color laser printer, though more expensive, will save us time and
provide more quality. Let me know which option you prefer. If we
place an order before month end, we can buy this year’s model
(next year’s models will cost more).

Memo Wizards/Templates
Microsoft Word’s Wizards/Templates might help your students more easily write memos (and letters,
fliers, resumés, etc.). Students can access Wizards/Templates by clicking on File, scrolling to New, and
then clicking on the Memos tab. Inside this file, they’ll find templates for contemporary, professional,
and elegant memos.

Wizards/Templates are good and bad. On the good side, these templates help students format memos
and provide the standard memo components. On the bad side, however, templates are restrictive,
limiting the students’ options.

(See example screen shots of Memo Wizards on next page.)

36
 Wizards provide your students optional layouts for memos.

Below is an
example of what the
Contemporary Memo
template looks like.

Scree n shot reprinted courtesy of Microsoft Corporation.

interoffice memo
Date: 11/05/02
To: [Click here and type names]

cc: [Click here and type names]

From: Network Services
RE: [Click here and type subject] Following
[Click here and type your memo text]
is a Peer
Evaluation
Checklist for
MEMOS.

37
PEER EVALUATION CHECKLIST

Writer’s Name

Reader’s Name MEMO

Reader’s Name

QUESTIONS YES NO*

Does the student provide the memo identification lines (Date, To, From,
1 Subject)?

Does the student’s Subject line provide a topic and a focus; is the memo Initialed
2 by “From”?

Does the student’s Introduction explain why he or she is writing and what he or
3 she is writing about?

Does the student’s Body explain what exactly he or she wants or plans to do,
4 using appropriate modes (problem/solution, comparison/contrast, argument/
persuasion, cause/effect, classification, analysis, etc.)?

Does the student’s Conclusion explain what’s next, specifying when there should
5 be a follow-up action and why that date/time is important?

6 Is the memo Clear, answering reporter’s questions and specifying?

Is the memo Concise, limiting word length, sentence length, and paragraph
7 length?

Does the memo provide an Accessible Document Design, using highlighting

8 techniques effectively?

Does the memo achieve Audience Recognition by defining high-tech terms and
9 Audience Involvement by personalizing through pronouns?

10 Is the memo Accurate, abiding by all grammatical conventions?

*If the answer is no, specify what is missing and suggest a solution.

38
 E-mail E-mail is rapidly
becoming one of the
world’s most
important means of
communicating in the
business place.

To succeed on their
jobs, our students
need to learn how to
write successful
e-mail.

E-mail
Benefits
Why is E-mail important?
 E-mail allows a writer
Just look at these numbers: to instantly
communicate with a
 140 million people will use e-mail in 2003. reader.
 E-mail messages outnumber first-class letters 30-1.
 80 percent of business employees say that e-mail has replaced most  E-mail can be sent to
of their written business communication. numerous readers at
 45 percent of business employees say that e-mail has replaced most the same time.
of their business-related phone calls.
 66 percent of business employees say that they are e-mail only  E-mail allows the writer
communicators. and reader(s) to chat
with each other online. A
real-time dialogue is
E-mail is similar to and different from memos possible, whereas
and letters memos and letters may
require days or weeks
Letters are external correspondence; memos are internal for dia- logue to occur.
correspondence. E-mail (electronic mail), in contrast, can be both
internal and/or external. Employees can e-mail each other within  E-mail means
a company and/or e-mail vendors, clients, and colleagues outside no telephone
a company. tag.

E-mail is similar to memos in that both use identification lines

(Date, To, From, and Subject), in contrast to a letter’s eight essential
components. Like letters and memos, e-mail must be clear, concise,
However...
accessible, accurate, and achieve audience recognition. A wonderful value to
the slowness of memos
A successful e-mail contains a subject line with a topic and a focus, and letters is that time
an introduction, a body, and a conclusion. lets us correct errors.

39
 While the benefits of e-mail help
companies save time and
money, things can and do go
wrong.

E-mail problems

Specifically, e-mail causes the following problems:

Instantaneous communication hinders the writer’s
ability to double-check facts, effectively proofread
text, and achieve the correct tone.
—If we write something that has grammatical or math-
ematical errors, we can check these for correctness.

Highlighting —If we write something that might be offensive, we can set the memo
or letter aside for awhile. Then, at a later date, we could review the
techniques, original and revise accordingly.
such as boldface, —E-mail, in contrast, can be sent at the push of a button. This speed
underlining, may hinder our revision.

italics, color,  People don’t like scrolling endlessly. Instead, e-mail should abide
by the WYSIWYG factor (What You See Is What You Get). One,
and fonts, are not view- able screen of text is better than text that only can be read
when you scroll . . . and scroll and scroll.
possible for all
e-m ail packages.
E-mail and computer viruses

Some can use highlighting Computer viruses, easily spread via e-mail, make readers cautious about
techniques; other e-mail opening e-mail from unknown sources. To avoid this problem, you
packages cannot. If a should use Sig. Lines in your e-mail.
system can use highlighting
but another system cannot, These signature lines tell readers who
the codes used to highlight you are (since e-mail addresses like
will garble the e-mail [email protected] or
message. E-mail writers [email protected] don’t
should limit themselves to: communicate clearly).
 numbering,
 asterisks Ideal signature lines include your name,
 indenting (by using your organization/company, contact
the tab key or the information (phone and fax numbers),
space bar) and your URL and e-mail address.

40
 The biggest problem in e-mail is lack of
professionalism

Students are used to writing IMs—Instant Messages—to

their friends. That’s not what we’re talking about in this
chapter. We’re discussing e-mail written in the work-
place, to bosses, co-workers, vendors, and clients. In
instant messages, our students can get away with poor
punctuation and spelling.

As Diane Stafford, editoralist for the Kansas City Star,

says, “One could argue that the casual nature of instant
messaging has created a different mind-set among young e-mail users.
Perhaps the medium dictates the style, and [students] don’t think it
requires the same attention as, say, a school essay.”

But for business e-mail, those errors create the wrong image, making
employees and companies look unprofessional. Stafford continues by
stating, “job readiness education is a good thing in middle schools and
high schools…Teach [students] that what’s acceptable in instant messag-
ing isn’t appropriate for job hunting” (C1: May 2, 2002).

Sample Business E-Mail

From: [email protected]
Date: December 30, 2003
To: Christy McWard
Subject: CREATING A NEW PROFILE

Thank you for contacting our 800-hotline. Recent online nuvocom.net updates
have modified existing customer profiles. These changes can affect your e-mail. To
solve the problems you encountered, create a new customer profile as follows:
1. Click on the nuvocom.net icon to open your account.
2. Double click “Configure.”
3. Right click on “Manage Profiles.”
4. Scroll down to “New Profile.”
5. Type in your password and 6-digit PIN.
6. Click “Next.”
7. Click “Finish.”
This will allow you to access your e-mail. If you have any more questions,
you can contact us either by e-mail, at our 800-hotline, or online at
http://www.nuvocom.net/support.

On the next page is a

Peer Evaluation Checklist for E-mail.

41
PEER EVALUATION CHECKLIST

Writer’s Name

Reader’s Name E-MAIL

Reader’s Name

QUESTIONS YES NO*

Does the student provide the e-mail identification lines (Date, To, From,
1 Subject)?

Does the student’s Subject line provide a topic and a focus; is the Address to the
2 e-mail’s reader correct?

Does the student’s Introduction explain why he or she is writing and what he or
3 she is writing about?

4 Does the student’s Body explain what exactly he or she wants or plans to do?

Does the student’s Conclusion explain what’s next, specifying when there should
5 be a follow-up action and why that date/time is important?

6 Is the e-mail Clear, answering reporter’s questions and specifying?

Is the e-mail Concise, limiting word length, sentence length, paragraph length,
7 line length (to no more than 60 characters), and screen length (no more than
22 lines)?

Does the e-mail provide an Accessible Document Design, using only such high-
8 lighting techniques as numbers or asterisks?

Does the e-mail achieve Audience Recognition by defining high-tech terms

9 and Audience Involvement by creating a positive tone (versus “Flaming”- a
negative tone)?

10 Is the e-mail Accurate, abiding by all grammatical conventions?

*If the answer is no, specify what is missing and suggest a solution.

42
 Reports Reports come in all types and sizes
Students could write long reports (over three pages) or
short reports (under three pages). They could write:
 proposals to recommend the solution to a problem or to
assess the feasibility of a project
 trip reports about an off-site visit
 laboratory reports about the results of a procedure
 status reports about their progress on a project

Whichever type of report a student writes,

whether it is long or short, it should have
the following components:

Identification lines
Date, To, From, Subject (just as with memos and e-mail). The subject Remember the Five
line would be typed in all caps and contain a topic and a focus. Traits of Technical
Writing When
Preparing Reports
Introduction
Clarity--answering reporter’s
The introduction tells the readers what you are writing about and questions.
why you are reporting on this topic. This and the following comments
about body and conclusion abide by the same all-purpose template Conciseness--using short
discussed earlier in the chapter. words, short sentences, and
short paragraphs.

Body Document Design--

employing highlighting
techniques to make
The body of the report explains what exactly you accomplished and
information accessible.
what problems you encountered (status report); what you saw and
did (trip report); what procedure you followed and what you learned Audience Recognition-
from the task (laboratory report); what options exist as feasible defining high tech terms.
solutions to a problem (proposal). Throughout this chapter,
it has been suggested that
letters, memos, and e-mail
Conclusion use pronouns to achieve a
personalized tone. Most
The conclusion informs the reader what’s next. This could include reports, in contrast, are
what you plan to do during the next reporting period (status more objective, less
report), your suggestions for the next site visit (trip report), follow- personal.
up procedures and/or lessons learned (laboratory report), and
your recommendations to solve the problem (proposal). Accuracy--abiding by
grammatical conventions.

43
 Sample Report Reports, unlike memos and e-mail, contain first, second,
and third level headings, as you can see in this sample
report. The headings help the reader navigate text.
(A first level heading would be more emphatic than a second level,
a second level more emphatic than a third, etc.)

Date: October 3, 2004

To: Mr. Perry Michelson
From: Steve Janasz
Subject: LAB REPORT ON BACTERIA GROWTH
A first level heading
might be 11 POINT, INTRODUCTION
ALL CAPS, ARIAL,
Purpose
BOLDFACE. To determine the effects of antiseptics on the growth of bacteria. My
hypothesis is that Sodium Hyperchlorite (Clorox) will reduce
bacteria growth.
Materials/Equipment
 2 petri dishes  pencil
 5% Clorox  water
 soap  paper

 magnifying lens  agar

A second level, to
be less emphatic, DISCUSSION
could be 10 POINT, Procedure
INITIAL CAPS, 1. Obtain the petri dishes, then label one “control” and the other
OMEGA, BOLD- “5% Clorox.”
FACE. 2. Touch my unwashed hands to the petri dish labeled “control.”
Close the lid after touching the dish.
3. Wash my fingers in the 5% Clorox solution for 15 seconds.
4. Air dry my fingers for about 2 minutes.
5. Touch my washed fingers to the petri dish labeled “5% Clorox.”
Close the lid after touching the dish.
6. Wash my hands with soap to remove the Clorox.
7. Incubate the dishes at room temperature.
8. Record the day, date, number of colonies, and their color
for days 0 through 4.

A third level Results

heading might be 9 colony count color of colonies
point, no caps, Day Control 5% Control 5%
Omega, Italics. 0 0 0 off-white none
1 8 0 off-white none
2 285 0 off-white none
3 570 0 off-white none
4 411 1 off-white off-white

CONCLUSION
From the information gathered, I conclude that antiseptics kill most bacteria.
My hypothesis is true, even though the 5% dish had one colony on day 4.

Note how the differences create a

hierarchy, much like an outline, to On the next page is a
Peer Evaluation Checklist
lead the reader from point to point.
for REPORTS.

44
PEER EVALUATION CHECKLIST

Writer’s Name

Reader’s Name REPORT

Reader’s Name

QUESTIONS YES NO*

1 Does the student provide Identification lines (Date, To, From, Subject), and does
the Subject line provide a topic and a focus?

Does the student’s Introduction explain why he or she is writing and what he or
2
she is writing about?

Does the student’s Body explain exactly what options he or she has considered
(proposal), what has been accomplished (status report), what procedures have
3
been followed (laboratory report), or what has been seen and done on the site
visit (trip report)?

Does the student’s Conclusion explain what’s next, specifying when there should
4
be a follow-up action and why that date/time is important?

Does the report include First level, Second level, and/or Third level Headings to
5 help the reader navigate the text?

6 Is the report Clear, answering reporter’s questions and specifying?

Is the report Concise, limiting word length, sentence length, and

7 paragraph length?

Does the report have an Accessible Document Design, including bulleted lists
8 and graphics, such as a table and/or chart?

9 Does the report achieve Audience Recognition by defining high-tech terms?

10 Is the report Accurate, abiding by all grammatical conventions?

*If the answer is no, specify what is missing and suggest a solution.

45
 The Job Search The Job Search Includes. . .

 Finding job opportunities

 Creating a resumé
 Writing a cover letter/e-mail
 Interviewing
 Writing a follow-up letter/e-mail

Not many things are more important than getting a job.

After all, income is paramount. Our students will need to
find employment once they graduate from high school, the
community college, a college, or a university. You know
who might be best suited to help them find employment?
That’s right—their teachers, in all disciplines. We spend
more time with our students than anyone else, and we know the
students better than most people.

Whether you teach physical education, industrial technology, family

and consumer sciences, agricultural education, business/computer
Online classes, English, or any other discipline, you are the person who can
help prepare students for their job search.
Job Search Sites
 CareerLab.com
Finding job opportunities
 Career City Jobs

 Job Options Job Search Where should students look for jobs? They should try the following:

 NetTemps Networking. That can start with you, your school’s counselors, and, of
course, their families and friends.
 Internet Job Locator

 Career Shop Job Search Career placement centers. Does your school’s counseling area list job
opportunities? Many do, and that’s a great place for students to look.
 Career Builder Search Area community colleges or local universities offer other possibilities.
 HelpWanted USA
Online searches. Our students are very computer/Internet savvy.
 Career Magazine Jobline Today, a wonderful site for job opportunities is the Internet. Some
Database career placement experts suggest that within a few years, 95% of all jobs
will be found online (L. A. Lorek, “Searching On-line.” The Kansas City
What other possibilities Star. August 23, 1998: D1).
exist? Ask your students for
their suggestions. Monster.com, Headhunter.net, and Google.com, for example, let you
search for jobs by title and location. Google.com provides a link to
their cool jobs. All of these sites, and more, offer help with resumés,
interview tips, job search tips, and samples of cover and
thank-you letters.

46
 Don’t forget newspapers for
your job search. Times have
changed, and jobs can be found
online, but local newspapers are
still a solid standby.

Creating a resumé
Microsoft Word’s Wizards/Templates might help your
students more easily write resumés (and letters, fliers,
memos, etc.). Students can access Wizards/Templates
by clicking on File, scrolling to New, and then clicking
on the Other Documents tab. Inside this file, they’ll
find templates for contemporary, professional, and
elegant resumés.

Wizards/Templates are good and bad. On the good side, these

templates help students format resumés and provide the standard
resumé components. On the bad side, however, templates are
restrictive, limiting the students’ options.

Screen shot reprinted courtesy of Microsoft Corporation.

47
 Different types of resumés

M
Not that long ago, if one talked about different
types of resumés, that would have just meant
r reverse chronological vs. functional. A reverse
e chronological resumé would work for most of
s our students, since these types of resumés are

E!
u geared toward the traditional job applicant
(recent high school or college graduates) hoping
to enter a profession for the first time.
Functional resumés are more common for older
individuals who are changing jobs or career
fields.

However, nowadays, different types of resumés

refers to the format of the text versus the
content. Today, you can send three types of
resumés to prospective employers:

 Traditional mail versions. This is when you

mail an 8 ½” X 11" piece of paper to an
employer. In such a resumé, the student can use boldface headings,
colored paper, italicized subheadings, bullets, etc.

 An e-mail resumé. E-mail programs are different (AOL, Microsoft

Outlook, Hotmail, and Juno, for example). They use different ASCII
Many people coding. So, what you see on your e-mail might not be what your
consider a resumé reader sees. Thus, e-mail resumés cannot use boldface headings,
color, italicization, or bullets.
the perfect form of
technical writing. The coding required for these highlighting techniques might create
garbled text. An e-mail resumé, on the other hand, must limit
highlighting techniques to simple tools like the use of asterisks, all
Whether you write caps, and double spacing.
a traditional
An Internet resumé. This resumé will be delivered online, using
resumé, e-mail 
HTML coding. Internet resumés are very unique, rarely following any
version, or Internet set pattern.
resumé, they will all
have many of the A resumé requires the writer to use each of the technical writing
techniques already discussed. A resumé must be clear, concise (since
same components. most resumés are limited to one page), accessible, and correct.

In addition to the above concerns, a resumé would include identification

information of the writer, employment objectives, the writer’s education,
work experience, and references. (These components are further dis-
cussed on the next page.)

48
 Component Description
Identification The writer’s name, address, phone number, and e-mail address.

Objectives This is optional: telling what kind of employment the applicant is

seeking.

List in reverse chronological order the writer’s degree (possibly at

the anticipated graduation), school, city, state, and date of
Education graduation (or anticipated date of graduation). The writer also
could list achieve- ments, such as GPA, honors, and/or special
classes taken. (Education does not have to come before Work
Experience.)

List in reverse chronological order the writer’s job title, company,

city, state, and dates of employment. The writer also could list
Work achieve- ments, such as special tasks accomplished (open and shut
Experience store, train new employees, etc.), rapid promotions, number of
hours worked while in school, and special skills acquired (use ten
key calculator, computerized cash register, customer service,
problem/solving skills).

References Often noting References Supplied Upon Request is sufficient.

Incorrect information on a resumé is tantamount to lying,

which would destroy an applicant’s chances
at getting or keeping a job.
Activities
 Direct your students to go online (Internet Explorer or Netscape)
and type in individual resumés in the search box. Then, look at the
different ways in which Internet resumés can appear.
On the next
page is an
—Which are good? Which are bad? example
—Ask your students to make value judgments and then explain their
reasoning.
document
—Compare these online resumés to traditional, hard copy resumés. exemplifying the
What are the differences? five components
 Ask your students to find online sites giving tips for resumé
necessary for
writing. Then, in small groups, report their findings. an effective
—What sites have they found? resumé.
—What tips are provided?

49
Sample Resumé

Leonard J. Liss
55122 Chico
Mighty Oak, KS 66312
913-455-5555

OBJECTIVE
Seeking sales employment in the computer field, using my
technical knowledge, problem solving skills, and
interpersonal communication talents

WORK EXPERIENCE
Computer Salesperson, OmniTec Computers,
1997 to present
108 South Rd., Clayton, KS
 Provided computer training for new customers

 Exceeded my 15% sales quota each month

 Installed and repaired customer computers

Computer Technician, U-Bet-Your-Byte, 1996-1997

2111 Elm St., Mighty Oak, KS
 Repaired all computer makes and models
 Received a letter of commendation from my boss

Stocker/Checker, USack Groceries, 1994-1996

786 Summer Rd., Mighty Oak, KS
 Worked second shift (4:00p.m.-11:00p.m.) while
On the
going to high school full time following page
 Earned enough money to pay for my own car and
is a Peer
insurance
 Promoted to Head Stocker within three months
Evaluation
Checklist for
EDUCATION the
GED, Mighty Oak Alternative Education High School,
1997
RESUMÉ.
 Completed my degree while working 30 hours a week

Clayton High School, Clayton, KS, 1994-1996

 Member of the Computer Club

 Built own computer

 Maintained a 3.0 GPA while working over 20 hrs./wk.

References supplied upon request

50
PEER EVALUATION CHECKLIST

Writer’s Name

Reader’s Name RESUMÉ

Reader’s Name

QUESTIONS YES NO*

Does the student provide Identification lines (Name, Address—Street, City, State,
ZIP Code—and Phone Number)?

Does the student’s Objective section explain what kind of job he or she hopes
to find?

Does the student’s Education section explain in reverse chronological order

exactly what degree he or she has, which school has been attended, where that
school is located, and when the student graduated (or plans to graduate)? This
section also can list educational achievements.

Does the student’s Work Experience section explain in reverse chronological

order exactly what his or her job title is, which company the student worked at,
where this company was located, and the dates of employment? This section also
can list achievements on the job.

Does the resumé include a References section?

Does the resumé include First level, Second level, and/or Third level Headings to
help the reader navigate the text? For example, the student’s name would be a
first level heading, and “Objectives,” “Work Experience,” and “References”
would be a second level heading.

Is the resumé Clear, answering reporter’s questions and specifying?

Is the resumé Concise, limiting word length and omitting sentences?

Does the resumé have an Accessible Document Design, including bulleted lists
and white space?

Is the resumé Accurate, abiding by all grammatical conventions and making sure
that all dates, degrees, job titles, addresses, and phone numbers are correct?

*If the answer is no, specify what is missing and suggest a solution.

51
 Writing a cover letter/e-mail
The Cover Every resumé, whether traditional, e-mail, or
Internet, should be prefaced by a cover letter.
Letter This is important for two reasons: the cover letter
Customizes or cover e-mail customizes the job search, and the
cover letter highlights the student’s value.
the Job Students will use the same resumé regardless of
which job they are applying for.
Search
The cover letter, in contrast, should be written for
a specific job opportunity. Thus, whereas the
resumé is generic, the cover letter or e-mail will
highlight how the student is truly the best hire for
that specific job.

To accomplish this goal, the student will use the

cover letter to focus on how he or she can fulfill
the requirements of the job as it has specifically
been advertised.

What a cover letter should accomplish

The cover letter should accomplish the following (see pages 26-33 for
Activity more information on letters):
—Ask your students to
find online sites giving tips 1. Essential components of a letter (writer’s address, date, reader’s
for cover letters. address, salutation, text, complimentary close, signature, and typed
name.) If the student is sending the resumé via e-mail, then these
—Then, in small groups, components will change—no address, salutation, or signature
report their findings. will be required.

—What sites have they 2. Introduction. Tell why you are writing and what you are writing
found? What tips are about. This will tell the reader that you are applying for a job (that’s
provided? the “why”) and which job you are applying for (that’s the “what”).

3. Body. Tell what exactly makes you the best candidate for the job.
List the ways in which you specifically meet the advertised criteria.

4. Conclusion. Tell what’s next. When would you like to set up an

interview to discuss your credentials?

On the next page is

the text of a Sample
Cover Letter

52
Sample Cover Letter Text

Dr. John Smith, my physical education teacher at Bluff High School, informed
me of an opening for an umpire in the Bluff City Parks and Recreation Summer
3-2 Baseball League. Please consider me for this position.

Though I have attached a resumé, let me highlight my skills:

1. I played varsity baseball for Bluff High School, lettering for three years.
2. I was all-city second team catcher.
3. I have two years experience as a referee for youth soccer.
4. I was the assistant coach for my brother’s little league baseball team for
two years.

Eventually, I hope to get my teacher’s certification and coach high school

baseball. I am positive that my background and motivation will be an asset to
your Summer League. Could we meet to discuss my credentials and interest?

Interviewing

With luck, your student will write a cover letter/e-mail and

resumé effective enough to get an interview. Then the next
challenge occurs—landing the job. You can help by
working with your students on interview/oral presentation
skills. Basically, interviewing requires common sense:
 Arriving on time
 Dressing appropriately
 Looking people in the eye when speaking
 Sitting and standing straight
 Not smoking or chewing gum during an interview
Activities
—Ask your students to
find online sites giving tips
for interviewing. In small
Be Prepared. . .
groups report: what sites
 Be prepared to answer questions (“Why do you want
have they found? What
this job?” “What skills can you provide us?” “Why did
tips are provided?
you leave your last employment?” “What makes you
right for this job?”)
—Ask your students what
questions they might be
 Be prepared to ask the right questions (salary
asked on a job interview.
range, hours, tasks, chains of authority, etc.)
—Try mock interviews in
the classroom.

53
 Activity Writing a follow-up letter/e-mail
 Ask your students to find
A follow-up letter serves several purposes:
online sites giving tips
 Reminds the reader of your continued interest
for follow-up letters.
 Politely thanks the reader for his or her time
 Allows you to highlight additional reasons why you are the best
 In small groups
person for the job
report: what sites
have they found?
These letters or e-mail do not have to be long. In fact, just a few
What tips are
sentences will suffice.
provided?

Instructions The only people who read instructions are

those who need help performing the task

In a recent survey (Gerson & Gerson), 454 professional

technical writers nationwide were asked which type of
documentation they most often wrote. The writing of
instructions was named by 90.1% of them.

Instructions (or procedures) tell the reader how to do some-

thing. This could include programming a VCR, repairing a
broken bicycle, installing speakers in a car, making a clock in
industrial technology, performing a science experiment, or
throwing a pot in a ceramics class.

To write effective instructions, students again must create

clear, concise, accessible, and accurate text which achieves
audience recognition. The latter point, audience recognition, is espe-
cially important in instructions. If we knew how to do it, we would not
need to read the text.

Successful instructions often are much more detailed than the ones presented here.

1. Obtain the petri dishes, then label one control and the other 5% Clorox.
2. Touch my unwashed hands to the petri dish labeled control. Close the
lid after touching the dish.
3. Wash my fingers in the 5% Clorox solution for 15 seconds. The following
4. Air dry my fingers for about 2 minutes. pages illustrate
5. Touch my washed fingers to the petri dish labeled 5% Clorox. Close the the components
lid after touching the dish. and attributes
6. Wash my hands with soap to remove the Clorox.
7. Incubate the dishes at room temperature.
generally found
8. Record the day, date, number of colonies, and their color for days 0-4. in successful
instructions.

54
 Components of Instructions

Title

Graphic
to Represent
Topic Plant Cuttings
Instructions
Introduction With a cutting from a favorite plant, you
will be able to grow that plant forever!

Required Tools
Tools & Equipment  Propagation Pot  Potting Soil  Cloning Gel
 Razor Blade  Water

Instructions
1. Cover the bottom of your propagation pot with at least
3" of potting soil.
2. Select your plant for the cutting. NOTE: Pick the
healthiest plant you can find.
3. Choose a branch or stem with 2 or 3 sets of leaves.
Numbered 4. Using your razor blade, make a 45-degree angle cut
Steps Begin next to a leaf node (that’s where the branches leave
with a Verb the stem).
5. Immediately dip the cutting in your cloning
gel to prevent an air bubble from entering the
stem.
6. Place the cutting in the propagation pot, inserting the
cutting at least 2" into the potting soil.
Cautions 7. Moisten the soil. Do Not over water.

Enjoy your plants for years

to come

Conclusion

55
 Sample Instructions
The steps of
procedure
are the most
important aspect How to Yo-Yo
of any Yo-yoing is FUN! But it takes
instructions. practice. Learn how to yo-yo by
following these steps.

 Each step should be What Do You Need?

numbered. Any yo-yo will do. Be sure to buy one that will sleep (stay
 An action verb should be down) when you try to “walk the dog.” So the string can’t be tied
used to begin each step. or glued at the bottom. It must be loose enough to spin.

 Each step should have Steps for Yo-yoing Successfully

specificity of detail
for clarity. 1. Make about a ½ inch loop with the
 Short words and string, and then tie a knot. Pull about 2
sentences help achieve inches of the string through the loop.
conciseness.
 The use of graphics helps 2. Put your middle finger through the loop
the reader understand (between your first and second knuckle) and
each step. pull the string tight.

3. Holding the yo-yo in your palm (with the

Previously discussed palm facing up), throw your hand down,
attributes of accessibility, letting the yo-yo drop from your hand.
audience recognition, and
accuracy are important in
writing successful
instructions. 4. When the yo-yo reaches the bottom, twist
your hand counterclockwise so the palm is
now facing down.
Accurate and
correct information
5. To return the yo-yo to your hand,
when writing jerk your palm up.
instructions can
mean the difference
between life and
death. Just ask any
health practitioner.
On the next page is the Peer Evaluation
Checklist for INSTRUCTIONS.

56
PEER EVALUATION CHECKLIST

Writer’s Name

Reader’s Name
INSTRUCTIONS
Reader’s Name

Questions YES NO*

Does the instruction include a Title, mentioning the topic to be discussed?

Does the Title Page include a Graphic representing the topic?

Has an Introduction been included, explaining why the instruction will be

performed?

Have required Tools and/or Equipment been listed?

Has the writer provided Numbered Steps?

Do steps begin with Action Verbs?

Is each step clearly developed with Specific Details?

Are Hazards (warnings, dangers, cautions, notes) provided?

Are Graphics used to help the readers understand the steps?

Is a Conclusion provided to sum up the instruction?

*If the answer is no, specify what is missing and suggest a solution.

57
 Web Pages Technical writing is no longer
bound to hard copy
More and more, technical writing is online.
One component of this growth is the Internet,
which has generated a variety of occupations
related to design, development, and
maintenance of websites.

How rapidly are such jobs growing? Computer

and data processing services are projected to be
the fastest growing industry in the U.S.
economy. In fact, web design, responsible for
the creation of websites, is among the 10 fastest
growing occupations. (Occupational Outlook
Handbook, 2002.)

There is another reason to teach web pages, in

“I have been teaching addition to good job training: IT’S FUN!
composition and technical
writing for about twenty-five
years. In that time, I rarely
With Wizards, teaching web design has never
have heard students gasp been easier
with joy upon writing an
essay, memo, or letter.
Students actually gasp when If your students are using Microsoft Word, they can access a web pages
they see their hypertext go template. The students just open Microsoft Word, click on File, scroll to
online.” New, select the Web Pages tab, and they’re there. Wizards will allow
students to create various types of websites and easily save their work as
an HTML document.

Screen shot reprinted courtesy of Microsoft Corporation.

58
On-line vs. hard copy
The Internet is very different from traditional means of commun-
Start at the top left and end
ication, such as books, magazines, and journals. Books, for example, at the bottom right.
require that we read chronologically and linearly. That is, we must
read a book from beginning to end (chronologically) and line by line
(linearly). That’s the way it is; that’s the way it’s always been.

The Internet, however, allows us to read differently: randomly. With

hypertext links, you can jump to any page within a website, in any
order you prefer.

There is no page 1 or page 2, nor is there a beginning or an end.

Then, once within a web page, you should be able to scan the text
(reading it at a glance) rather than read it line by line. The Internet is a
paradigm shift in communication.

Think of it this way: the

Internet is like your hand
with individual pages (at
each fingertip) hanging
randomly. You can access
the pages in any order.

Criteria for web pages

All web pages are not equal. Some websites on the Internet are awful,
while others are very successful. To create an effective website,
students should abide by the following criteria.

Home Page. When you arrive at a website, by typing in its URL

(Uniform Resource Locator, the website address), you should see:
 A title of the product or service
 Contact information: street address, e-mail address, phone number,
and/or fax
 A graphic representing the topic
 An introductory lead-in telling readers who the company is
and/or what the product or service entails
 Hypertext links (leading to the linked screens, the major text and
development for the website)

59
Criteria for web pages (continued)
Page Layout. A successful web page should only use about 2/3 of the
screen for text. It’s hard for anyone to read an online page from margin
to margin due to a number of challenges. These include monitor
resolution, scrolling, glare, pixel distortion, animation, etc. To solve
these problems, limit line length, using about 1/3 of the screen for your
navigation bar and 2/3 for the text.

Navigation. Online, readers can’t turn pages, so they need some way to get
from screen to screen. You help them by providing:

 A “Home” button on each web page

 A navigational bar or separate hypertext linked words or icons to
all web pages within the website

Highlighting Techniques. You want to tastefully and judiciously use any of

the following techniques to design your website. But remember, a little
goes a long way:

 Colored or patterned backgrounds. Be sure the text is clearly legible

by striving for “optimum contrast”—black text on a white
background or yellow text on a blue background, for example.
 Horizontal divider lines
 Iconic bullets
 Colored text
 Different font sizes (first level headings, second level headings, etc.)
 Tables and figures

Conciseness, using short words, short sentences, and short paragraphs.

Again, this is important because people have trouble reading text online
and readers want to skim.

Clarity, answering reporter’s questions and providing specific

information.

Tone, through positive word usage and personalized pronouns. The

Internet is a very friendly communication medium.

Audience Needs, by defining terms, using the appropriate tone, and

developing ideas at the appropriate level. You can accomplish this by
deciding if your readers are high tech, low tech, or lay.

Grammar. The Internet is the World Wide Web. Remember that when
you communicate online, you are communicating to the WORLD. Do
you want everyone to see your grammatical errors?

On the next page is a

Sample Web Page

60
 Sample Web Pages

ProfCOM Technical
Creating a web page
Writing Services allows the students to
practice good technical
HOME
writing skills (clarity,
PRICES conciseness, document
design, etc.).
OPTIONS
We’re “Write” For More importantly, by
REFERENCES You! teaching students how to
create a website, you can
help prepare them for a
1818 Elm growing and profitable
Kansas City, KS career.
816-555-2121

The home page has four, hypertext links: Home, Prices, Options, and
References. Plus, it has:
 a left-margin navigational border
 a title for the company
 a logo representing the company’s services
 a clever introductory lead-in
 contact information

An example of one of the linked pages looks as follows:

Note the design of this web
page:
ProfCOM Technical Writing Services
 On 1/3 of the screen is the
PRICES navigation bar, including the
hypertext links
HOME
 On the remaining 2/3 of
PRICES the screen, you have the
name of the company, the
OPTIONS Projects Costs company logo, a title for
the web page (prices),
REFERENCES Technical Writing
Technical writing
and then the text
Editing, proofreading
$25 per hour
Software documentation
Online Help  The text is provided in an
easy-to-access manner,
Web Design
Website and page design $45 per hour using a table and lots of
Web-writing
Web-writing training white space

61
PEER EVALUATION CHECKLIST

Writer’s Name

Reader’s Name
WEB SITES
QUESTIONS YES NO*
Does the Home Page contain:
 A title of the product or service?

 Contact information—street address, e-mail address, phone number, and/or fax?

 A graphic representing the topic?

1  An introductory lead-in telling readers who the company is and/or what the product
or service entails?
 Three or more hypertext links (leading to the linked screens—the major text
and development for the web site)?
Does the web site contain 3 or more linked pages identified on the home page?

Do the Linked Pages contain the following:

3  A title for each page, allowing the reader to know where he or she is

 Text, developing this page’s points

Does the web site provide successful Navigation, including:

 A Home button on each web page?
4  Navigational links (a navigational bar or separate hypertext linked words or icons) to
all web pages within the web site.

Does the web site tastefully and judiciously use:

 Colored or patterened backgrounds (be sure the text is clearly legible)
 Horizontal divider lines

5  Iconic bullets
 Colored text

 Different font sizes (first, second, and third level headings, etc.)
 Tables and/or figures

Is the web site Concise (short words, short sentences, and short paragraphs; limiting the
text to no more than two-thirds of the screen)?

Is the web site Clear (answering reporter’s questions and providing specific information)?

Does the web site achieve an effective Tone (through positive word usage and personal- ized
pronouns)?

Does the web site address its specific Audience Needs by:
 Defining terms?
9  Using the appropriate tone?

 Developing ideas at the appropriate level?

Has the web site avoided Grammatical Errors?

*If the answer is no, specify what is missing and suggest a solution.

62
 PowerPoint PowerPoint is an amazingly valuable
Presentations and versatile tool

You can do so much with PowerPoint including oral

presentations for reports, user manuals, and websites.
Teaching students how to create PowerPoint
presentations helps them become more familiar with
technology (more and more important every day on the
job) and helps them practice good technical writing
skills: clarity, conciseness, document design, audience,
and accuracy.

Plus, every computer has PowerPoint, so it’s easy for

students to access and use. In fact, PowerPoint
presentations are a wonderful option to websites
(which can be very difficult due to computer
challenges).

Criteria for PowerPoint

Fonts. Use common fonts, such as Times New Roman, Courier, or
More About Arial. In fact, Arial is considered the best to use, since sans serif fonts
Fonts… (those without feet) show up best in PowerPoint. Use no more than
three font sizes per slide.
Weird but interesting
fonts, like Gallery, To make your slides legible, use at least between 18-point font size and
Old English, or 24-point. Bigger is better, however. Titles can be in font sizes 48-54;
Yearbook Outline,
are not only hard main text titles in 32 point; smaller text lines in 24 point.
to read but also will not
always be compatible with Color. Never use red or green text (individuals who are color blind
whatever computer you can’t see these colors). Use color for emphasis only. Strive for optimum
might use to show your contrast between your text and your background colors. In fact, a dark
presentation. background with light text gives the best contrast in PowerPoint. For
example, white and yellow letters look great on a blue background.
Script fonts, like NevisonCasD,
Lucida Handwriting, or Text. As with all good technical writing, the fewer the words, the better.
Challenge, are almost totally Strive for open white space. Limit the text to six or seven lines per slide
unreadable in PowerPoint. and six or seven words per line (think “6 X 6”). Two or more short and
simple slides of text are better than one slide with many words. Use no
more than 40 characters per line (a character is any letter, punctuation
mark, and/or space). Use headings for each slide.

Graphics. Use graphics instead of tables. Keep your graphics simple.

A graph that is too complicated, containing too much information, will
not be easy to read or understand.

63
 Whatever Criteria for PowerPoint (continued)
techniques you
use to create Emphasis techniques. To call attention to a word or phrase or idea, use
your color (sparingly), boldface, all caps, and/or arrows. But don’t overdo it.
A little goes a long way. Animation can be effective, but do not use
PowerPoint every special effect (sounds and fade-ins). Pick one effect and use it
presentation, consistently.
be sure to test
it on
two or three Sample PowerPoint Slides Heading
different
projection
systems or
computers.
Rather than be
surprised, be
prepared.

Simple Graphic

On the next page

is the Peer
Evaluation
Checklist for
POWERPOINT
PRESENTATIONS.

Source of Information

Note: All numbers given in this

report are from the March 6, 2001
5 lines of text
32-point Arial
Distance Learning Enrollment
Report, prepared by the JCCC
Office of Institutional Research.
64
PEER EVALUATION CHECKLIST

Writer’s Name

Reader’s Name
POWERPOINT

Reader’s Name
PRESENTATIONS

QUESTIONS YES NO*

Does the presentation include headings for each slide?

Is an appropriate font size used for easy readability?

Is the appropriate font type used for easy readability (Arial, for example, vs.
a script font)?

Are no more than 3 different font sizes used?

Has color been used effectively for readability and emphasis, including font
color and slide background?

Have special effects been used effectively (vs. being overused)?

Has text been limited on each screen (remembering the 6 x 6 rule)?

Are graphics sized correctly for readability, avoiding ones that are too small
and/or too complex?

Have highlighting techniques (arrows, color) been used to emphasize key points?

Have you avoided grammatical errors?

*If the answer is no, specify what is missing and suggest a solution.

65
 Brochures
Brochures are omnipresent!

When you go to a hotel, an amusement park, a histori-

cal landmark (like the Eisenhower Library in Abilene,
the capitol in Topeka, or Boot Hill in Dodge City), a
zoo, a museum, or a college campus, do you pick up a
research paper at the door, explaining the site’s
unique traits?

When you receive news from KNEA, TIAA, CREF, or

any of your stock companies, do you get this informa-
tion in a research paper? No, you do not. You either
pick up a brochure at the door or receive a newsletter
in the mail.

Many computer programs

allow students to format Criteria for brochures
brochures automatically. If
you do not have this capa- Title Page (Font Panel). Include these three things:
bility, it is no less demand-  Topic: In the top one-third of the panel, name the topic about
ing than setting up columns which you’re writing (product name, service, etc.).
on a computer and printing  Graphic: In the middle third of the panel, include a graphic to
as landscape versus appeal to your reader’s need for a visual representation of your
portrait. If this cannot be topic. The graphic will sell the value of your subject (its beauty, its
done, then the students will usefulness, its location, its significance, etc.) or visually represent the
need to type and fold the focus of your brochure.
pages accordingly.
 Contact Information: place contact information on the bottom third
Brochures can be any size, of this panel. You could include your name, your company’s name,
from a back and front street address, city, state, zip code, telephone number, fax number,
8½” X 3" card to four-panel and/or e-mail address.
or six-panel layout.
Back Panel. The back panel may include any of the following:
Back Front
 Conclusion: Use this panel to summarize your brochure’s content,
highlighting your topic’s benefits or suggesting a next step for your
readers to pursue.
 Mailing: This panel could be used like the face of an envelope. On
this panel, when left blank, you could provide your address, a place
Inside
for a stamp or paid postage, and your reader’s address.
 Coupons: As a tear-out, this panel could be an incentive for your
Fold-In Back Front readers to visit your site or use your service. Here you could
provide discounts or complimentary tickets.
 Location: Provide your address, hours of operation, phone
numbers, e-mail, and a map to help them locate you.
Inside

66
Criteria for brochures (continued)
Body Panels (Fold-in and Inside)
 Provide headings and subheadings.
 Use graphics (photos, maps, line drawings, tables, figures, etc.).
 Develop your ideas. Consider including the following infor- Teaching Tip
mation, dependent upon your topic:
—Locations, maps, directions Teaching research papers
—Technical Specifications and warranties is important because
—Prices and payment plans research is a valuable skill
—Credentials and company history for students. However, that
—Unique Characteristics of the product or service research can be packaged
—Personnel biographies and employment opportunities in a different form, one
—Options more commonplace in
—Delivery (Dates/Methods) society.

Document Design. Try using only three or so different highlighting How about teaching your
techniques for your document design. These options could include: students research, not by
 Color and graphics/tables
assigning a traditional
 Font changes
essay, but by having the
Though you want to make your brochure students write a researched
 Horizontal rules interesting to look at, you don’t want to
brochure or newsletter?
 Bullets overdo the use of highlighting techniques—
 Borders too much of anything is always a problem.
 Italics and boldface
Doing so is more fun and
lets the students create a
type of communication that
Clarity. Remember to be specific and answer reporter’s questions
they see in the mail and at
(who, what, when, where, why, how).
local points of interest.
Conciseness. Due to the limited size of each of your panels, you must
Doing so also lets the
limit your words (1-2 syllables), paragraphing (4 types lines), and
students practice technical
sentence length (10-12 words).
writing skills, including
document design, clarity,
Audience Recognition. Who are you writing to? Is your audience
conciseness, audience
high tech, low tech, lay, or combinations of the three? To avoid
recognition, and grammati-
problems, define any terminology, abbreviations, and/or acronyms
cal correctness.
which could cause confusion.

Audience Involvement. Brochures are very friendly methods of

communication. You want to personalize your text through pronoun
usage and contractions.

Accuracy. Your brochure might be the only thing a potential

customer ever sees about your company. You want to make a good
first impression. Poor grammar, in contrast, will make your company
look very bad. Proofread to avoid any grammatical errors.

67
Sample Brochure Cover

The Kansas State Department

Students can
of Education presents create
brochures
A premier staff development
opportunity focusing on developing for a number
appropriate and effective test items, of topics.
including multiple choice, true/false,
matching, completion, and essay. Each
participant will receive a copy of. . .  They could write bro-
chures about businesses
in their community,
historic landmarks, parks,
museums, zoos, day care
centers, geriatric homes,
or hospitals.
Is This a  They could create bro-
Trick chures about their
school organizations,
Question? such National Honor
Society, Art Club, Drama
A Short Guide Club.
to Writing Effective
Test Questions
 The students could make
brochures based on
fiction they are reading,
focusing on the charac-
ters, settings, and/or
themes.
Interested?
 They could create a
Want More Information? brochure about an
Contact: author they are studying.
Dr. Mary Ann The list is endless.
Smith Workshops
Coordinator Washburn
University 785-231-
1010 x1895
Following
e-mail: is a Peer
[email protected]
Evaluation
More details inside. . .
Checklist for
BROCHURE.

68
PEER EVALUATION CHECKLIST

Writer’s Name

Reader’s Name
BROCHURES

69
 QUESTIONS YES NO*

Does the brochure’s Title Page (front panel) include the following:
 Topic—in the top one-third of the panel, the topic about which you’re writing

 Graphic—in the middle third of the panel, a visual representation of your topic

 Contact Information—on the bottom third of this panel, including your

company’s name, street address, city, state, zip code, telephone number, fax
number, and/or email address

Does the brochure’s Back Panel include at least one of the following options:
 Conclusion—summarizing your brochure’s content, highlighting your topic’s
benefits, or suggesting a next step for your readers to pursue
 Mailing—providing your address, a place for a stamp or paid postage, and
your reader’s address
 Coupons—as a tear-out, acting as an incentive for your readers to visit your site or
use your service
 Location—providing your reader with your address, hours of operation, phone
num- bers, email, and a map to help them locate you

Does the brochure’s Body Panels (fold-in and inside) accomplish the following:
 provide headings and subheadings

 use graphics (photos, maps, line drawings, tables, figures, etc.)

 develop your ideas

Does the brochure use Highlighting techniques for access and visual appeal?

Does the brochure have a Positive Tone:

 insuring that pleasant, interpersonal communication is achieved

 motivating the reader to action

Is the brochure Personalized using pronouns and contractions?

Does the brochure Recognize Audience by defining high-tech terms?

Is the brochure Concise, fitting in each panel by using:

 short words

 short sentences
 short paragraphs

Is the brochure Clear:

 achieving specificity of detail

 answering reporter’s questions

Does the brochure avoid Grammatical Errors?

*If the answer is no, specify what is missing and suggest a solution.

70
 Newsletters
Why have students write
newsletters? Because we get
many more newsletters in
the mail than we get
research papers.
Newsletters are
everywhere; someone writes
them and gets paid to do so.

Criteria for newsletters

Newsletters can be
one page or more. 1. The Flag
Include the following:
 title of your newsletter

As with brochures,  the date of its publication

 perhaps the publication volume and issue number

newsletters can
help students The Flag will be placed at the top of your newsletter in a bold, large
practice technical font.
writing skills: 2. Columns
 clarity Divide your newsletter into two to three columns. Strive for variety;
the top half of the page could have two columns while the bottom
 conciseness half would use three, for example.

 accessible 3. Headlines and Subheadings

document design Help your readers navigate the text by providing the following:
 a headline for the major article on page one

 audience  first-level headings for all other articles

 second-level subheadings
recognition
 accuracy. In your headings and subheadings, use present tense, avoid
excessive punctuation, omit titles (such as Dr., Mr., Mrs., Ms.),
avoid abbreviations and acronyms, use strong verbs, and use short
words and phrases.

71
Criteria for newsletters (continued)

4. Pop-Up Quotes
Gain your reader’s interest through pop-up quotes. These
“talk- bubbles” or “pull-out quotes” are usually:
 printed in larger front than the articles Teaching Tip
 centered on a page or within a column

 printed inside a border  Newsletters can be written

 printed in a different color about a host of topics.
Rather than assigning
5. Sidebars another staid research
Add variety to your page layout through sidebars. These are paper, why not ask
often shaded or gradient-colored textboxes which present late- students to research a
breaking, additional, and/or contrasting short news items. topic and turn it into a
newsletter.
6. Table of Contents
Include a table of contents to help your readers find  They could research
information within the newsletter. historical figures, literary
figures, national parks,
7. Initial Caps vacation spots,

M any newsletters begin each article with an initial cap

for visual appeal. Use these larger, capital letters to preface the
businesses in their
community, or school-
related organizations.

first word of the first sentence of an article—as shown in this

paragraph.

8. Newsletter Style
As in all effective technical writing:
 limit your word length (one-two syllables)
 limit sentence length (10-15 words)
 limit paragraph length.

(The length of paragraphs is especially important when writing

a newsletter, since columns make your writing more cramped.
You want to limit your paragraphs to four to six lines.) On the next page
9. Highlighting
is a Sample Front
Add interest to your newsletter by including typical Page of a
highlighting techniques, such as: Newsletter.
 tables and figures
 font changes
 bullets This is followed by
 numbering a Peer
boldface and italics.
Evaluation


10. Accuracy Checklist for

Proofread to avoid grammatical errors. Newsletters.

71
Sample Newsletter Front
Page

Parrot Beach N ational

Park
N ewsletter
October 25, 2003

Inside. . .
Meet Our Staff........................................2
Parrot Beach offers you many
Calendar of Events.................................3
benefits. These include 27 miles of
Visitors Reactions...................................3 sand, gently rolling surf (with waves
Current & Future Projects.......................4 that rarely top 5
feet), and one of the state’s best
collections of seashells. The beach’s
History of Parrot Beach shells include “ collector items like
starfish, conch, murex, mussels,
R
ecognized as a nation- and nautilus shells” (Shoults 25).
al park by Theodore Parrot Beach also offers many
Roosevelt in 1908, Parrot activities such as “ bike riding,
Beach had been a swimming, skating, sailing, and sand
hunting ground for the
Seminole Indians and
then a favorite haunt
for pirates and How to Get There
buccaneers (Herrman 16). The president We’re in the center
saw its natural grandeur and sought to save its of it all, just ten miles 
beauty for generations to come. from Tampa.

The island is 27 miles long by 3 miles wide.

The highest point in the island is only 10 feet
above sea level (Shoults 12). This has The Parrot Habitat
caused problems during hurricane weather, One unique feature of Parrot Beach is
when the island is in the most danger from its bird sanctuary. Here, injured
flooding. and orphaned parrots are rehabilitated.
To solve this problem, a seawall was built in Parrots can be hurt by hunters, by
1927. The wall is “12 feet high, 10 feet wide “ingesting nylon fishing lines” or by
at its base, and 5 feet wide at the top. The pollution (Shoults 34). The habitat
concave design allows waves to roll back uses donations to educate tourists and
into the Gulf of Mexico” (Weese 2).
to provide care for the birds. The
habitat is open year round and
provides guided tours.
Works Cited
The sunsets Herrman, Jess. Teddy. Boston: Polar House Pub.,
are 2000. Shoults, Whit. Parrot Beach. New York: Ornxy,
1998.

72
PEER EVALUATION CHECKLIST

Writer’s Name

Reader’s Name NEWSLETTERS

QUESTIONS YES NO*
First Page
Does the first page provide a Flag that names the newsletter and gives the date,
volume, and issue number?
1
Does the first page provide a table of contents to help the reader find
information throughout the newsletter?
Is the headline story the most important article in the newsletter?

Text
Are headings used effectively to clarify the article’s content as well as to arouse the
reader’s interest?
Do the headings:
 use present tense instead of past?
 avoid excessive puncutation?

 omit titles, such as Dr., Mr., Mrs., and Ms.?

 avoid abbreviations and acronyms?

 use strong verbs, short words, and phrases?

2 Are sidebars used to introduce short additional, contrasting, and/or late-breaking

information?
Is the text clear, answering reporter’s questions (who, what, when, where, why, how)?
Does the newsletter meet the writer’s goals?
 create awareness of the company, product, or service
 increase understanding

 advertise new aspects

 change negative attitudes

 show ways in which the topic surpasses the competition

 inform the reader of new information

Access
Are subheadings used to break up blocks of paragraphing and to help the
readers navigate the text?
Do the headings and subheadings vary font sizes and type for emphasis and
3 visual appeal?
Are bullets and numbers used to itemize ideas for better access?
Has ample white space been used to help the reader access information and to
make reading easier?
Has color been used effectively for visual appeal?

* If the answer is no, specify what is missing and suggest a solution.

Continued on next page…

73
PEER EVALUATION CHECKLIST

Writer’s Name

Reader’s Name
NEWSLETTERS

QUESTIONS YES NO*

Access (continued)
Have photographs, figures, and tables been used to add interest as well as to
make information more clear?
Have pop-up quotes been used for interest and clarity?
3
Has the newsletter varied its use of two and three columns?
Have color, shading, and/or gradients been used for interest?
Have initial caps been used at the beginning of an article or new paragraph for
interest, visual appeal, and to call attention to a new idea?

Style
Is the text concise, using:
4  short words (one to two syllables)?

 short sentences (10-15 words long)?

 short paragraphs (preferably no longer than six lines)?

Audience
Are all unfamiliar terms defined?
Is the level of writing appropriate for the audience (high tech, low tech, lay,
5 multiple readers)?
Has the appropriate tone been achieved through positive words and
personalized pronouns?

Accuracy
6 Is the technical content correct, verified by peer review?
Is the newsletter grammatically correct?

* If the answer is no, specify what is missing and suggest a solution.

74
 Fliers Fliers get the word out!

Fliers, as small as a postcard or as large as one, 8½

x 11 page, are external correspondence sent to
prospective or existing customers. Fliers, usually
limited to one, very specific topic, highlight a way in
which you or your company can meet a customer’s
unique needs.

How could
Fliers are your
effective students
for inviting parentsuse fliers?
to orchestral
concerts, dramatic plays or musicals, or dance
team recitals. Agricultural Education students
could create fliers about hydroponic plants; Family
and Consumer
Fliers were the
dominant form of Science students could create fliers about food products,
advertising in the nutritional ideas, or clothing construction; Industrial Technology
nineteenth and early students could create fliers about robotics, aviation, or computer-
twentieth centuries. aided drawing.

Fliers come with easy-to-use Microsoft Wizards

As always, the students would open Microsoft Word or Microsoft
Publisher. In Word, the students would click on File, scroll to New,
click on the Direct Mail Manager tab, and then click on Flyer Wizard.
(It seems that flier can be spelled several different ways!)

Screen shot reprinted courtesy of Microsoft Corporation.

(If using Microsoft Publisher, choose the Flyers link and then one

75
of several optional templates provided.)

76
Criteria for fliers
1. Limit the Length of your Flier to one page (8½ x 11).

2. Focus on one Specific Idea. This could be a feature, a benefit,

a component, a use, a person, a place, an object, an activity, etc.
Consider a technical description/specification. Then, your Flier
could focus on dimension, colors, material, etc. This, of course,
would only apply if you were writing about a product. For a
service, a person, or a place, your Flier would focus on some
other user benefit.

3. Include a Title at the top of your Flier. A word, a phrase,

a question—but give it impact to attract your reader’s
interest!

4. Limit your Text. As with all good technical writing, text should
be short. Strive for no more than 100 words, or fewer.
Remember, a graphic should be the key to your Flier (more on
this in point number 6 below).

5. Increase your Font size. You want your reader to see the key
points at a glance. Increased font size, with limited text, will help
accomplish this goal. Think 20 point and up for titles, 16 point
and up for subtitles, and 12 point and up for text.

6. Use Graphics. This is important. Let a picture emphasize your

key point and draw the reader’s attention. This could either be
a technical specification, as shown in the sample, or a host of
other possibilities.

7. Use Color. Attract your reader’s attention, but be careful.

Don’t overuse color. A little bit goes a long way.

8. Use Highlighting techniques. As with color, a little bit goes a

long way. Be careful. Limit yourself to no more than three or so
highlighting techniques.

9. Find the “Phrase.” Be clever. Come up with 3-5 words that

draw your reader in and/or that highlight your topic’s worth or
reader benefit.

10. Avoid Grammatical

errors.
On the next
page is a Sample
Flier. This is
followed by a

77
Peer Evaluation Checklist
for Fliers.

78
Sample Flier

“Pop” Goes the

Rivet!
Ajax can manufacture
cold-headed, solid, tubular, and
semi-tubular pop rivets

Weight 2 oz
1. Body Diameter .118"
2. Head Diameter .213"
3. Head Height .029"
4. Hole Depth .077"

Let us add “pop” to

your
fastening system needs.

77
PEER EVALUATION CHECKLIST

Writer’s Name

Reader’s Name

FLIERS
Reader’s Name

QUESTIONS YES NO*

1 Did the student limit the length of the flier to one page (8½x11)?

Did the student focus on one specific idea, such as a feature, a benefit, a
2
compo- nent, a use, etc.?

3 Did the student include a title at the top of the flier—a word, a phrase, a
ques- tion—to make it interesting and to give it impact?

4 Did the student limit the text, striving for no more than 100 words, or fewer?

Did the student increase font size, helping the reader see the key points
5 at a glance? Did the student use 20 point and up for titles, 16 point and up
for sub- titles, and 12 point and up for text?

6 Did the student use graphics to visually depict the key idea being highlighted?

Did the student use color to attract the reader’s attention? Has the
7
student avoided overusing color?

Did the student effectively use highlighting techniques? As with color, a little bit
8
goes a long way.

Did the student find the phrase, a clever, 3-5 word phrase to highlight the
9
topic’s worth or reader benefit?

10 Is the flier grammatically correct?

* If the answer is no, specify what is missing and suggest a solution.

78
 Graphics Ironically, technical writing often
has more to do with graphics than
writing

Graphics can be a major part of communication in

the workplace. Just look throughout this book to see
the importance of graphics. You’ll notice that the
instruction and flier samples include line art, a memo
sample includes a table, a sample PowerPoint slide
include a bar chart, and the discussion of Wizards/
Templates includes screen captures.

Graphics can be divided into two categories: tables

and figures. Tables are obvious. Figures include pie
charts, bar charts, photographs, line drawings, icons,
maps, schematics—in fact, a figure is anything that’s
not a table. Tables, composed of rows and columns,
allow
readers to grasp details at a glance. Notice how the following memo
uses a table to clarify its conclusions.

It’s important to teach your

students the importance of
graphical interpretations of
MEMO
text. Graphics aid Date: August 20, 2003
To: Ms. Kanakis
communication for several
Cc: Dr. Jim McWard, Dr. Tom Lisk, Ms. Ellen Mohr
reasons: From: Greg Mundy
RE: Stock Purchases
 Entertainment. Graphics
add interest to the Last April, I purchased 20 shares of Empire District Electric stock at
writing. $24 per unit. Empire serves Missouri, Kansas, Oklahoma,
and Arkansas. I purchased this stock because everyone uses
 Clarity. Often, electricity. Also, I assumed that the stock prices would go up
information is more during the summer months, as people used their air
obvious when conditioners to cool their homes.
shown visually than
As shown in the following table, the stock price generally has
when discussed gone up, increasing 75%, ending at $32 a share.
verbally.
Change in Stock Value
 Variety. Words, words,
Month Stock Value Gain/Loss
and more words might
turn the reader off. April $24 ———
Graphics break up the May $22 -$2 per share
monotony of wall-to- June $28 + $4 per share
wall words. July $24 ———
August $32 + $8 per share
 Conciseness. Sometimes,
“one picture really is Based on the overall growth of this stock, I plan to
worth a 1,000 words.” purchase 10 additional shares.

79
Beyond columns and rows
Whereas tables provide information in columns and rows, figures can
present information in many different ways. A line drawing presents a
photographic view of a topic. These are especially valuable in
instructions, which help an end user perform a task. Bar charts and/or
line graphs help readers make comparisons. Schematics visualize
circuitry. Maps show contour or direction.

(Note how the same memo now uses a combination graph to

depict the growth and decline of stock prices.)

MEMO
Date: August 20, 2003
To: Ms. Kanakis
Cc: Dr. Jim McWard, Dr. Tom Lisk, Ms. Ellen Mohr
From: Greg Mundy
RE: Stock Purchases

Last April, I purchased 20 shares of Empire District Electric stock

at
$24 per unit. Empire serves Missouri, Kansas, Oklahoma,
and Arkansas. I purchased this stock because everyone uses
electricity. Also, I assumed that the stock prices would go up
during the summer months, as people used their air
conditioners to cool their homes.

As shown in the following table, the stock price generally has

gone up, increasing 75%, ending at $32 a share.

35 Price of Stock vs. Stock Value

30
25
20
15
10
5
0
April May Price
June July
of Stock August
Stock Value

Based on the overall growth of this stock, I plan to

purchase 10 additional shares.

80
 Chapter Four

Technical Writing
Assignments
In This
Chapter...
Technical writing can be
in- corporated into your
class- room in a host of
Sales Letters
ways. Per- haps you only
 Write a letter selling a product, such
want to incor- porate one
as a VCR, CD player, computer,
technical writing
printer, car, motorcycle, roller blades,
assignment (a letter,
tennis racket, golf clubs, vintage
memo, or report).
records, jewelry, etc.
Maybe you would like the  Write a letter selling a service, such as car detailing, lawn
students to write mowing, babysitting, dog walking, house painting, deck
several, grouped building, basement refinishing, computer installation, computer
documents in a technical repair, tennis or golf lessons, tutoring (math, languages,
writing module. Then science), etc.
again, you might teach an
entire term or a year-long  Foreign Languages: write a sales letter detailing the unique
course in technical aspects of foreign countries studied in class.
writing. This chapter will
present ways to meet  Industrial Technology: write a sales letter about class
each of these goals. projects, including car maintenance, welding, CAD/CAM
operations, wood- working, robotics, etc.
Here are ideas for
individual letters, memos,  Art: write a sales letter focusing on the unique traits of class
e-mail, re- ports, resumés, projects, including ceramics, jewelry, painting, mixed media, etc.
instructions, web pages,
brochures,  Literature: write a sales letter marketing sites in a novel, such as
newsletters, f liers, and East or West Egg in The Great Gatsby, Tom’s Island in The
PowerPoint presentations. Adventures of Tom Sawyer, or Holden Caulfield’s military school
in The Catcher in the Rye.

 Family and Consumer Sciences: write a sales letter about a

food or clothing project you have been working on, highlighting
the unique benefits offered.

 Elementary: your students have just returned from a class trip to

the fire station, museum, science city, zoo, or theatre. Write a
sales letter about that locale, highlighting its unique values.

81
Letters of Inquiry

 Write a letter of inquiry to a company about its products,

services, warranties, guarantees, costs, maintenance, etc.

 Write a letter of inquiry to a company about job openings, job

require- ments, hiring trends, salary ranges, etc.

 Write a letter of inquiry to a community college, vo-tech school,

col- lege, or university about its degree requirements, programs,
tuition, housing fees, extracurricular activities.

 Foreign Languages: write a letter of inquiry to a travel agency for

information about a country, to a country’s local ambassador, or to
the country’s ambassadors at the United Nations, etc.

 Industrial Technology: write a letter of inquiry to a company

about its CAD/Cam equipment, welding equipment, woodworking
equipment, automotive equipment, etc.

 Art: write a letter of inquiry to an art supply company about its

clay, precious and semi-precious stones, paint, mixed media, etc.

 Government: Write a letter of inquiry to a city, county, or state

elected official, asking questions about governmental procedures.

 Elementary: your class will have a visitor—a dentist, firefighter,

police officer, local government official, etc. Prior to the visit, have
students write a letter asking the kinds of questions they would like
to have answered.

Memos
 Write an explanatory memo to your boss, teacher, parent,
friend, etc., explaining the causes for your absence, tardiness,
inability to do the work, inability to meet deadlines, failure to
return a bor- rowed item, etc. Then explain the effects of these
actions.

 Write an evaluative memo to your boss, teacher, parent, friend,

etc. comparing and contrasting a topic such as two movies, two
CDs, two novels (which to see or purchase or read); two cars,
trucks, bikes, roller blades (which to purchase); two restaurants
(which to frequent); two colleges (which to attend); or two jobs
(where to seek employment).

82
 (Continued on next page…)

83
Memos (continued)
 Write an argument/persuasion memo to your teacher, boss, parent,
friend, explaining why he or she should allow students to rewrite
essays for a new grade or extend due dates; implement a new
work schedule, pay scale, or method of promoting employees;
allow a later curfew or allow you and friends to go to Padre Island
for spring break; seek a career option or attend a specific college.

 Write a problem/solution memo to your teacher, boss,

parent, friend, etc. documenting a problem and suggesting
solutions.

 Business & Computer Technology: write a cause/effect memo

from Stephen Jobs to Bill Gates explaining why Apple should
join ranks with Microsoft (or vice versa).

 Art: write a problem/solution memo from Michelangelo to

Pablo Picasso explaining how to draw more realistic portraits.

 Literature: write a memo from Mark Twain comparing/contrasting

Tom Sawyer to Huck Finn.

 Social Studies: write an argument/persuasion memo from President

Truman to General MacArthur explaining why the general was
removed from his command; or from President Roosevelt to
General Eisenhower explaining why Normandy was the best site
for D-Day.

 Physical Education/Health: write a memo explaining what

causes certain health problems and what effects these
problems have.

 Elementary: your class has been involved in an “Around the

World” discovery. Write an explanatory memo about one
country’s culture, foods, religion, and/or history.

E-mail
 E-mail your teachers, bosses, parents, friends, to argue a
point, compare and contrast two topics, solve a problem,
etc.

 E-mail your fellow students with peer evaluations about their

creative or expository writing, about their artistic achievements,
about math or science tutoring, etc.

 Business & Computer Technology: write an e-mail explaining

84
the steps for performing a computer operation, such as opening
a file, saving a file, downloading graphics, copying and pasting,
etc. Or, write an e-mail explaining computer ethics.
(Continued on next page…)

85
E-mail (continued)

 Industrial Technology: write an e-mail providing instructions for

editing a video production, producing an animated cartoon,
construct- ing circuit boards, or building a bridge.

 Family and Consumer Science: write an e-mail explaining the

key concepts of parenting skills.

 Marketing & Management: write an e-mail explaining key

concepts of personal finance or how to become a successful
entrepreneur.

 English: write an e-mail from one character in a novel, play, or

short story to another character. The topic will depend on the
story’s context. Or, you could write an e-mail from one character in
a story to another character in a totally different story—from Romeo
to Ham- let, from Huckleberry Finn to Holden Caulfield, for
example. These e- mail messages could focus on the character’s
respective era or per- sonal challenges with family members, etc.

 Elementary: write an e-mail explaining safety procedures on the

playground or about other safety issues, such as fire safety, bike
safety, water safety, life saving techniques, etc.

Reports

 Industrial Technology: write a recommendation report about

im- proving safety in the classroom or a progress report about your
project (clock making, race car construction, welding, automotive
work).

 English: write a progress report on your work this semester

(where have you succeeded; where can you improve).

 Write a recommendation report to the school principal or school

district proposing:
—a new, expanded parking lot
—new swimming pool
—new competitive sports
—new art courses in jewelry
—a new computer lab
—a school television or radio station
—improved tennis courts
—better cafeteria options (name brand food services)
—on-campus day care centers

86
—earlier dismissal for college-now courses
(Continued on next page…)

87
Reports (continued)

 Science: write a laboratory report about one of your projects

(including the purpose of the project, equipment used, activities
accomplished, and lessons learned).

 Social Studies: write a status report and/or recommendation report

about stocks and bonds you’ve purchased (a mock purchase
works well). How are you doing, should you sell, should you
buy?

 Art: write a trip report about a museum visit.

 Physical Education/Health: write a feasibility report studying a

health- related problem (smoking, obesity, anorexia, etc.). Then
suggest solutions to the problem.

 Elementary: your class has been studying biodegradable

substances. After burying an item and then digging it up, write
a report on the findings.

The Job Search (Resumés/Cover Letters)

 Write your resumé and a cover letter (letter of application). Direct

the letter to an actual job listing found in your city’s newspaper,
your school’s job placement center or counseling center.

 Foreign Languages: write a resumé and cover letter about an author

(Cervantes, Kafka, or Dumas) or about a literary figure (Don Quixote,
Gregor Samsa, or Jean Valjean).

 Business & Computer Technology: write a resumé and cover letter

for Stephen Jobs or Bill Gates.

 Literature: write a resumé and cover letter about an author (Mark

Twain, F. Scott Fitzgerald, or Shakespeare ) or about a literary character
(Tom Sawyer, Gatsby, or Macbeth).

 Social Studies: write a resumé and cover letter for George

Washington, Sojourner Truth, Martin Luther, or Sigmund Freud.

 Art: write a resumé and cover letter for Pablo Picasso, Andy Warhol,
or Andrew Wyeth.

88
 Instructions
Studies tell us that students learn best when they have to teach
someone else how to do something. Have your students write
any of the following instructions, geared toward another
student.

 Industrial Technology: write safety instructions or instructions for

building any project.

 Business & Computer Technology: write instructions for any computer

operation: printing, saving a file, opening a file, creating a folder,
making a computer-generated presentation, etc.

 English: write instructions for revising an essay.

 Art: write instructions for creating a sculpture, a piece of jewelry,

a photograph, a ceramic pot, etc.

 Science: write an instruction for performing any lab.

 Math: write an instruction for performing any geometric, algebraic,

or trigonometric equation or project.

 Social Studies: write an instruction for purchasing stocks or bonds.

 Careers: write an instruction on how to get a job, focusing on

interviewing techniques, job searches, or writing the different types
of correspondence needed for a job (resumé, cover letter, follow-
up thank you, etc.).

 Physical Education/Health: write an instruction on how to

correctly lift weights.

 Elementary: write an instructional recipe about how to make a

pizza, a taco, a peanut butter and jelly sandwich, or any food item.

Web Pages and PowerPoint Presentations

Every topic imaginable can be turned into a Web or PowerPoint
presentation. And it’s good to have your students use these
computer applications. After all, according to business and
industry representatives, a primary skill our students need to
succeed on the job is computer technology.
(Continued on next page…)

89
Web Pages and PowerPoint Presentations (continued)

 Create web pages for your school or your school district; for
your school club or activity; or an invented company.

 English: create web pages or PowerPoint presentations about

an author, a piece of literature, a genre, or a literary
movement/era.

 History: create web pages or PowerPoint presentations about

any historical moment (the Oklahoma City Bombing, the World
Trade Center attacks, the charge up San Juan Hill, the Chicago
riots ac- companying the 1968 Democratic National Convention,
etc.); any historical figure (presidents, revolutionaries, inventors,
etc.); histori- cal eras (the Renaissance, the Enlightenment, the
Victorian era, etc.).

 Foreign Languages: create web pages or PowerPoint

presentations about foreign countries and their culture.

 Science: create web pages or PowerPoint presentations about topics

studied in chemistry, geology, biology, etc.

 Family and Consumer Sciences: create web pages or

PowerPoint presentations about parenting skills, interior
design, fashion mer- chandising, or foods.

 Elementary: create web pages or PowerPoint presentations about

animal habitats, dinosaurs, minerals and rocks, etc.

Brochures and Newsletters

In Chapter Three it was suggested that students do a research

brochure or a newsletter instead of a research paper. Consider
these possibilities.

 Write a brochure or newsletter:

—about a vacation spot (national or local park, wildlife
reserve, city, country).
—about a school organization (Key Club, Honor Society,
Drama Club, Art Club, Foreign Language Club, etc.)
—about a city organization, agency, or company (a local
business, geriatric home, community center, Rotary Club,
Lions Club).
—about your city’s Hispanic culture and/or business owners;
Native American culture and/or business owners; unique
ethnic background (Swedish, German, Polish, etc.); frontier

90
history;
railroading, agricultural, ranching, or cattle industry.
(Continued on next page…)

91
Brochures and Newsletters (continued)

 Invent a topic for a newsletter or brochure (a new country, a

new planet, a new company, an invention).

 English: research an author and write a brochure or newsletter

about him or her, reporting your findings. These could include
biographical data, analyses of stories, critical responses, awards
and accomplish- ments, etc.

 History: create a brochure or newsletter about a local historical

figure (President Eisenhower, Bat Masterson, Jesse Chisolm, Amelia
Earhart, General Custer, Senator Bob Dole); an occurrence of local
historical importance (trail drives, dust bowl events, cow town
histories, border war activities); a historical era (the Renaissance
or the Great Depression).

 Family and Consumer Science: create a brochure or newsletter

about parenting, interior design, fashion merchandising, or foods.

 Industrial Technology: create a brochure or newsletter

reporting about a bridge construction, electricity (how to
measure it, how to generate it, how to figure its cost, etc.),
simple machines, and/or graphics, animation, and video
production projects.

 Art: create a brochure or newsletter about an artist, type of art,

or about your class’s art project(s).

 Foreign Languages: Create a brochure or newsletter based on

having researched a country and its culture. Or, create a brochure
or newsletter about a famous author, artist or historical figure from
a country relevant to the language studied.

 Elementary: your class has been studying the regional parts of the
country, climate, rocks, minerals, dinosaurs, volcanoes, ocean life,
the solar system, and/or the food pyramid. Select any of these
topics, and write a brochure or newsletter to report on your studies.

Fliers
Fliers are written primarily to promote, sell, or advertise a
product, service, or event. Thus, your classes could create fliers
about many topics. These include machines (Industrial
Technology), food or clothing (Family and Consumer Sciences),
an art object (Art), a locale (from a story in English), a scientific
or historical invention (History and Science), a play performance
or recital (Music and Drama), etc. The list is endless.

92
 Grouped Assignments (Instructional
Modules)
An excellent way to have students write more
technical documents is to create technical writing
modules (grouped assignments with a central
focus).

For example, tell students on the first day of class

that they will be employed by a company (one they
will invent). For this company, they will write
several, related technical documents. There are
different ways to approach this assignment.

Option #1
For Option #1
Students write a: Company Client
1. Report to a boss
recom- mending a new
product/ service
2. Directive memo from a
boss approving the product
3. Sales letter marketing
the product Boss
4. Web page marketing the 3. Sales

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 product Letter
1. Recommendation 2. Directive 4. Web 5/6. Instructions/
5. Instructions manual for
Report Memo Pages Cover Letter
the product
6. Cover letter
Employee

Option #2
1. Sales letter marketing Option #2
a product or service
2. Flier highlighting
one specific aspect Company Client
of the product or
service 1
3. Website advertising or 2
explaining the product 3
or service 4
4. PowerPoint presentation
advertising or explaining
5
the product or service
5. Newsletter informing the
public or co-workers
about the product or
service (Option #3 continued on next page…)

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 Option #3
For Option #3
Students write a:
Company Client
1. Sales letter marketing
1. Sales
a product or service Letter
2. Letter of inquiry from a
prospective client request- 2. Inquiry
ing more information Letter
3. Directive memo
from the boss Boss
4. Proposal 4. Proposal 5. Instructions 6. Cover
5. Instructional 3. Directive Letter
manual Memo
6. Cover letter

Employee

The primary difference between Option #1, Option #2, and Option #3
is computer access. If you teach in a computer laboratory, students
can create web pages, fliers, and powerpoint presentations. If you
Teaching modular teach in a regular classroom without access to computers, replace the
groupings is web pages,
fliers, and powerpoint presentations with reports and memos.
effective because
it simulates the Variations for modular groupings
reality of corporate
communication, Modular groupings let students role play (boss, client, employee),
where one write different types of documentation, and write for different
document leads to purposes (to rec- ommend, sell, instruct, direct, request, etc.).

another. Six grouped documents may be more than you would like to assign. If
so, assign fewer (the modules are flexible). Combine just two or three
of the assignments. For example, the students may write (1) a
directive memo from a boss asking for (2) a sales letter and (3) then
create a web page. Or the students may write (1) a letter of inquiry
requesting (2) a proposal and then (3) an instructional manual.

Job packages

Job packages are an excellent way to group assignments. The

students could write (1) a letter of inquiry to a local company asking
for information about job openings, salary ranges, job requirements,
etc. (2) Upon receiv- ing answers from the company’s Human Resources
staff, the students could present this information to the class or teacher
by way of a report, memo, e-mail or PowerPoint presentation. (3)
Then students could write a follow- up thank you letter or e-mail. (4)
Students could write a resumé and (5) a cover letter/e-mail for a job of
their choice within that company. (6) Fi- nally, students could perform

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mock interviews based on these resumés and cover letters. (These six
assignments could be reduced to two or three.)

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 Conclusion
There is no one way to teach technical writing. Teach one
assignment or many; teach stand-alone, unrelated assignments
or groups of assignments unified by a central theme; teach
technical writing in one term or as a year-long course.
Technical writing can be incorporated successfully into any
course . . . in many different ways.

However you decide to make technical writing a part of your

class, your students will benefit. They will learn a type of
writing that will help them get jobs and succeed in the
workplace. They will learn writing that works!

Sample Technical Writing

I
Week 1 Introduction to Technical Writing
Criteria for Effective Technical Writing discussed
Week 2 Sales Letters/In-class Writing Activity
HW: Prewrite and Write Rough Draft Sales
Letter Prewriting and Rough Draft Due/Peer
Evaluations
Week 3 Sales Letters due/Fliers/In-class Writing Activity
HW: Prewrite and Write Rough Draft Flier
Prewriting and Rough Draft Due/Peer Evaluations
Week 4 Fliers due/Letter of Inquiry/In-class Writing Activity The following
HW: Prewrite and Write Rough Draft Letter of Inquiry is an example of a
Prewriting and Rough Drafts due/Peer Evaluations Scope and Sequence
Week 5 Letter of Inquiry due/Memos/Prewriting Outline for a year-long
HW: Write Rough Draft Memo technical writing
Rough Drafts Memo due/Peer Evaluations
course titled Technical
Week 6 Memo due/E-mail
HW: Prewrite and Write Rough Draft E-mail Writing and Applied
E-mail due Communications.
Week 7 Begin Website Team
Work Week 8 Team Work
Continues Week 9 Team Websites
due
Week 10 Begin Team User Manuals/Team Work
Week 11 Team Work Continues
Week 12 Team User Manual due
Week 13 Progress Reports/Graphics
HW: Rough Draft
Week 14 Peer Evaluations/Progress Reports due
Week 15 Finals begin

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Sample Course
Scope and Sequence of
Year-
Long Technical Writing Course
Technical Writing & Applied Communications
Course Description: Technical writing is worthy of a year-long course. If you would like to teach a year-long
course in technical writing, here is an approach currently used by Carol Hailey at
Shawnee Mission North High School (Overland Park, KS).

Grade Level:  12
Prerequisites:  English 9, 10, 11; Introduction to Computers
Articulations:  Johnson County Community College (JCCC) Technical Writing I; JCCC Tech Prep
Trans- formations--Applied Communications
Required Text:  Technical Writing: Process and Product (Gerson and Gerson, Prentice Hall,
1997, second edition)

Course Overview: Technical Writing and Applied Communications is a course for career-oriented students
who plan to attend two or four year college. Because the course is designed to introduce
students to writing required in the work environment, students will complete assignments
in both class- room and community settings. Students will learn reading, listening, and
speaking skills; will explore group dynamics, interviewing and problem-solving
strategies; and will write various types of technical correspondence demonstrating
accuracy in grammar.
Course Objectives: Students will read and respond to nonfiction literature including articles on applied
communi- cations and career areas of interest, occupational handouts, biographies,
autobiographies, and social agency and business communications. Students will demonstrate
comprehension through written or oral assignments.

Students will demonstrate effective empathetic and critical listening skills at a 70% level
on the instructor's rubric.

Students will perform small group or individual speaking presentations, role-playing activities,
and interview situations at a 70% skill level on the instructor's rubric.

Students will demonstrate use of the writing process in completing written assignments for
specific audience and purpose.

Students will demonstrate ability to work effectively in small groups to complete problem
solv- ing, projects, presentations, and research.

Students will use word-processing and computer-generated graphics to complete written

assignments.

Students will produce the following written assignments scoring a minimum of 3 on each
of the 5 Traits.
 Letters
 Summaries
 Paraphrases
 Short research reports
 Resumés
 Newsletters
 Brochures

Students will successfully complete a college application.

Students will complete writing assignments that contain no more than three grammar
errors per page.

92
After completing a Basic Business Grammar review module, students will demonstrate
80% accuracy on a post assessment.

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 Quarter 1

Course Objectives: Introduction to Applied Communications

Rationale: Course objectives

Classroom management
Parent letter from instructor
 Rationale for class
 Community/business involvement
 Group work/attendance
 Multi-media/technology
 Assessment
a. Portfolio
b. Projects
c. Presentations

Introduction to Technical Writing: Compare/contrast essay composition to technical writing

Define criteria
Readings/analyze models
Assessment—Rewrite 6 Traits for technical writing
 Student handbook
 Student self-assessment tool

Exploring Group Dynamics: Rationale for cooperative workplace

 Guest speakers from business
 Possible visit to business environment

Responsibilities in group/cooperative production

 Group responsibilities
 Attendance

Simulated group activity

 Video tape
 Identify and analyze group roles

Group roles inventory

 Identify individual roles
 Short written report/response

Effective listening skills

 Importance in group/cooperative work
 Practice activities

Assessment—Group/Problem solving activities

 Video tape
 Analysis
 Individual written/oral response

Grammar Review: Pretest

Business Grammar Module
Post test
Practice proofreading exercises/technical writing context
Peer group editing practice and exercises

Writing Assignments: Summary

 Quoting/Paraphrasing/Documentation
 Objective Summary
 Subjective response

Short Reports

Assessment Portfolio for course: Introduce concept and assignment

Assessment/selections to demonstrate technical writing
College application and resumé

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 Quarter 2

Course Objectives: Applied Communications Within the School Community

Introduction to Problem Solving: Steps in problem solving

Written proposals
Interviewing/investigation skills
Assessment--Project: Group practice in problem solving
 Student groups identify problems within the school (parking, cafeteria food,
discipline, drugs, etc.)
 Interview/investigate (principal, cafeteria administrator, counselor, etc.)
 Draft proposal/short report suggesting solutions to the problem

Writing Brochures & Newsletters: Criteria

Models/analyze
Computer graphics/layout
Practice activity

Final Assessment--Project: Student groups identify need for brochure and newsletter within the school community
(Key Club, Honor Society, band, drama department, Spanish Club, etc.)
Student groups interview organization, determine needs
Presentation of product to peers
Evaluation
 Peer evaluations
 Teacher evaluations
 Group work evaluations
Assessment of Portfolio Revision/Update

Quarter 3

Course Objectives: Applied Communications Within the Community

Identify community problems/ Research problem/issues—Secondary sources (nonfiction readings)

issues and organizations  Articles
 Newspapers
that
 Essays
address them:
Research problems/issues—Primary sources--community guest speakers
 Follow-up thank you letters

Research problems and issues

 Research techniques
 Documentation

Assessment Projects
 Short reports--reporting on the problems/suggesting solutions
 Oral presentation

Writing for the community: Develop student groups

Identify a community or service organization
 Writer letter of inquiry/contact/interview
 Prepare written proposal for instructor/present to class
 Spend day in community or service organization--shadowing
 Write follow-up thank you letter
Develop brochure or newsletter for
organization Class presentations
 Peer evaluations/group evaluations
 Teacher evaluations
Class develops slide presentation/narrative of projects for selected audience

95
 Quarter 4
Course Objectives: Applied Communication and Career Exploration

Assessment Portfolio Student selects career for exploration

Revisions/Update: Student researches bibliography/resources

Review Areas of Biography/autobiography

Career Interest—ACT Discover  Read
 Develop brochure or short report
Program:
Periodicals appropriate to career
Readings—Career Interest:  Read
 Writer summaries/response

Professional journals/occupational handbooks

 Read
 Writer summaries/response

Interview corporate personnel director, human resources administrator or employee in

your field:
 Write letter of inquiry
 Interview/visit/shadow at work/on-site experience
 Follow-up thank you letter
 Short report
 Update Resumé
 Cover letter of Application
 Complete Portfolio
 Assessment: Mock interview with personnel director/present
portfolio/receive feedback

Sample Five Day Technical Writing Instructional Module

Unit Objective: Upon completion of this unit, students will be able to identify criteria for writing an effective ,
prewrite to gather data, write a rough draft, and revise others’ work through peer group assessments.

Day #1 Day #2 Day #3 Day #4 Day #5

Introduce Practice Instructor Review Individual Peer

Topic Assignment Review

*Provide criteria *Group writing *Assess group *Assign students *Students assess
for a based on Day work on to write a others’ writing
#1 criteria overhead based on Day #1
projector criteria

*Review samples *Collect writing to *Compare/contrast *Students prewrite * Homework:

of good/bad make overheads to Day #1 criteria Revise for
submis- sion next
class
*Students write
rough drafts

*Complete at
home

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 Five Day Technical Writing Instructional Module

Unit Objective:

Day #1 Day #2 Day #3 Day #4 Day #5

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