The document discusses technical writing, defining it as writing used by experts and specialists in fields like science, technology, and business to communicate technical information to intended audiences. It explains that technical writing aims for clarity, conciseness, accuracy, organization, and ethics, and involves prewriting, writing, and rewriting processes. The goals of technical writing are to clearly and concisely communicate specialized information to intended readers or audiences in an accurate and organized manner that follows ethical standards.
The Role of Digital Literacy in Writing InstructionAmy Goodloe
This presentation represents the culmination of many years of research into and experience with incorporating digital literacy into writing instruction. I originally prepared the presentation for my colleagues in the Program for Writing and Rhetoric at CU Boulder, but it has also been used by other universities to help introduce writing faculty to the changing nature of literacy.
METHODS OF PARAGRAPH DEVELOPMENT
DEVELOPMENT BY CLASSIFICATION
1) Classification is grouping items into categories according to a certain principle.
2) A classification paragraph describes various classes related to one category of things.
3) This is done by grouping items into categories, such as characteristics, types, factors, and other classes or divisions.
For example: Winter Fruitsè apple, orange, tangerine…
You can divide Facebook users, according to the level of their
activity, into the following groups: online zombie, daily visitor, weekender, and “forgot my password” type.
4) The classification paragraph sticks to one basis of classification.
5) In order to be successful at this, you have to be very clear, specific and detailed.
6) Some useful expressions for classification paragraphs are the following:
a kind of
a type of
be divided into
falls under
belongs to
a part of
fits into
grouped with
related to
associated with
Study the following sample paragraph:
A farmer who decides to concentrate on viable products can choose from four general types of plants: edible, ornamental, raw-material, or shade. Edible plants include grains like rice and corn, fruits like santol and mango, vegetables such as pechay or cabbage, or spices like pepper. On the other hand, ornamentals are all kinds of flowering and non flowering plants used for decoration and landscaping. There are also plants that provide raw materials for other products. Examples of these types are rubber, palm, abaca, maguey, and ramie. The coconut may also belong to this type although the fruit is edible. The last are shade trees, grown primarily to reforest barren areas of mountains. However, some of them are used as ornamentals. Ipil-ipil and narra are the most common shade trees. All these types of plants can be grown profitably, depending upon the soil and climate found in the area.
Explanation: The paragraph shows how plants were classified according to general types.
These are patterns of development in writing and reading across disciplines. Ideal for Senior High School students and teachers who are taking and teaching Reading and Writing class.
This is a powerpoint presentation that covers one of the topic of Senior High School: Reading and Writing. For this presentation, it deals with the topic of patterns of idea development. It also discusses a type of pattern of idea development: definition. It also includes some activities and tips in patterns of idea development.
The Role of Digital Literacy in Writing InstructionAmy Goodloe
This presentation represents the culmination of many years of research into and experience with incorporating digital literacy into writing instruction. I originally prepared the presentation for my colleagues in the Program for Writing and Rhetoric at CU Boulder, but it has also been used by other universities to help introduce writing faculty to the changing nature of literacy.
METHODS OF PARAGRAPH DEVELOPMENT
DEVELOPMENT BY CLASSIFICATION
1) Classification is grouping items into categories according to a certain principle.
2) A classification paragraph describes various classes related to one category of things.
3) This is done by grouping items into categories, such as characteristics, types, factors, and other classes or divisions.
For example: Winter Fruitsè apple, orange, tangerine…
You can divide Facebook users, according to the level of their
activity, into the following groups: online zombie, daily visitor, weekender, and “forgot my password” type.
4) The classification paragraph sticks to one basis of classification.
5) In order to be successful at this, you have to be very clear, specific and detailed.
6) Some useful expressions for classification paragraphs are the following:
a kind of
a type of
be divided into
falls under
belongs to
a part of
fits into
grouped with
related to
associated with
Study the following sample paragraph:
A farmer who decides to concentrate on viable products can choose from four general types of plants: edible, ornamental, raw-material, or shade. Edible plants include grains like rice and corn, fruits like santol and mango, vegetables such as pechay or cabbage, or spices like pepper. On the other hand, ornamentals are all kinds of flowering and non flowering plants used for decoration and landscaping. There are also plants that provide raw materials for other products. Examples of these types are rubber, palm, abaca, maguey, and ramie. The coconut may also belong to this type although the fruit is edible. The last are shade trees, grown primarily to reforest barren areas of mountains. However, some of them are used as ornamentals. Ipil-ipil and narra are the most common shade trees. All these types of plants can be grown profitably, depending upon the soil and climate found in the area.
Explanation: The paragraph shows how plants were classified according to general types.
These are patterns of development in writing and reading across disciplines. Ideal for Senior High School students and teachers who are taking and teaching Reading and Writing class.
This is a powerpoint presentation that covers one of the topic of Senior High School: Reading and Writing. For this presentation, it deals with the topic of patterns of idea development. It also discusses a type of pattern of idea development: definition. It also includes some activities and tips in patterns of idea development.
Vince Ricci, University of Tokyo, Center for Innovation in Engineering Education (CIEE).
Please check out the course blog here
http://techwritingtodai.blogspot.com
Special thanks Morimura-sensei, Mr. Entzinger and the CIEE staff.
This is a powerpoint presentation that covers one of the topic of Senior High School: Reading and Writing. For this presentation, it deals with the topic of Text as a Connected Discourse and what it its definition.
This is a presentation I prepared for our class in the Teaching of Composition. It is about the Process Approach to Writing, its Theoretical Underpinnings, etc. The presentation was given last April 21, 2010.
Vince Ricci, University of Tokyo, Center for Innovation in Engineering Education (CIEE).
Please check out the course blog here
http://techwritingtodai.blogspot.com
Special thanks Morimura-sensei, Mr. Entzinger and the CIEE staff.
This is a powerpoint presentation that covers one of the topic of Senior High School: Reading and Writing. For this presentation, it deals with the topic of Text as a Connected Discourse and what it its definition.
This is a presentation I prepared for our class in the Teaching of Composition. It is about the Process Approach to Writing, its Theoretical Underpinnings, etc. The presentation was given last April 21, 2010.
"On the Description of Process in Digital Scholarship" Paper at the 1st Workshop on Humanities in the SEmantic web (WHiSE 2016) colocated with ESWC 2016, Heraklion, Crete, Sunday 29 May 2016
The Three Step Writing Process (Technical & Business Writing)Waleed Liaqat
Explains the three step writing process that needs to be followed while preparing letters, applications, brochures etc. Indirect and Direct approach in writing are also explained.
Technical Writing Annemarie Hamlin, Chris Rubio, Michele DeSilva.docxjacqueliner9
Technical Writing
Annemarie Hamlin, Chris Rubio, Michele DeSilva
Open Oregon Educational Resources
Technical Writing by Annemarie Hamlin, Chris Rubio,Michele DeSilvais licensed under a Creative CommonsAttribution-NonCommercial-ShareAlike 4.0 InternationalLicense, except where otherwise noted.
Contents
· Acknowledgements
· External LinkDisclaimer
· Introductioncc-by
· 1. ProfessionalCommunications
· 1.1Texting
· 1.2E-mail
· 1.3Netiquette
· 1.4Memorandums
· 1.5Letters
· 2. AudienceAnalysis
· 2.1 Types ofaudiences
· 2.2 Audienceanalysis
· 2.3 Adapting your writing to meet youraudience’s
needs
· 3.Proposals
· 3.1 Somepreliminaries
· 3.2 Types ofproposals
· 3.3 Typical scenarios for theproposal
· 3.4 Common sections inproposals
· 3.5 Special assignmentrequirements
· 3.6 Proposals andaudience
· 3.7 Revision checklist forproposals
· 4. InformationLiteracy
· 4.1 Informationformats
· 4.2 The informationtimeline
· 4.3 The researchcycle
· 4.4 Researchtools
· 4.5 Searchstrategies
· 4.6 Evaluatesources
· 5. Citations andPlagiarism
· 5.1Citations
· 5.2Plagiarism
· 6. ProgressReports
· 6.1 Functions and Contents of ProgressReports
· 6.2 Timing and Format of ProgressReports
· 6.3 Organizational Patterns or Sectionsfor ProgressReports
· 6.4 Other Parts of ProgressReports
· 6.5 Revision Checklist for ProgressReports
· 7.Outlines
· 7.1 Creating and usingoutlines
· 7.2 Developing the roughoutline
· 8. Creating and IntegratingGraphics
· 8.1 Deciding which graphics toinclude
· 8.2 Other considerations:audience
· 8.3 Other considerations: placement andcontext
· 8.4Samples
· 8.5 Guidelines for graphics: a finalreview
· 9. Ethics in TechnicalWriting
· 9.1 GeneralPrinciples
· 9.2 Presentation ofinformation
· 9.3 Typical Ethics Issues in TechnicalWriting
· 9.4 Ethics and documentingsources
· 9.5 Ethics, Plagiarism, and ReliableSources
· 9.6 Professionalethics
· 10. DocumentDesign
· 10.1 Coverletter
· 10.2 Coverpage
· 10.3 Abstract and executivesummary
· 10.4 Table ofcontents
· 10.5 List of figures andtables
· 10.6 Introduction
· 10.7 Body of thereport
1
AcknowledgementsAbout this free online technical writing textbook
Much of this text, published under a Creative Commons license, was originally developed by Dr. David McMurrey, who is both a technical writer and a college instructor. For more about him and his original work, please visit his biography page at: https://www.prismnet.com/~hcexres/index.html. He kindly gave his text a CC-BY license at our request so that we could adapt our text from it. We extend our sincere appreciation to Dr. McMurrey, the team of consultants at Saylor University whose work shared viaopen educational resourcesis also featured in this text, and the host of educators, librarians, and professionals who
have shared their creations with a Creative Commons license. Our thanks as well to our colleague, Dr. Eleanor Sumpter-Latham, whose work we consulted and adapted into this text.
Additional materials have been adapted or created by An.
Technical Writing Annemarie Hamlin, Chris Rubio, Michele DeSilva.docxSANSKAR20
Technical Writing
Annemarie Hamlin, Chris Rubio, Michele DeSilva
Open Oregon Educational Resources
Technical Writing by is licensed under a , except where otherwise noted.
Contents
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1
AcknowledgementsAbout this free online technical writing textbook
Much of this text, published under a Creative Commons license, was originally developed by Dr. David McMurrey, who is both a technical writer and a college instructor. For more about him and his original work, please visit his biography page at: . He kindly gave his text a CC-BY license at our request so that we could adapt our text from it. We extend our sincere appreciation to Dr. McMurrey, the team of consultants at Saylor University whose is also featured in this text, and the host of educators, librarians, and professionals who
have shared their creations with a Creative Commons license. Our thanks as well to our colleague, Dr. Eleanor Sumpter-Latham, whose work we consulted and adapted into this text.
Additional materials have been adapted or created by Annemarie Hamlin, Chris Rubio, and Michele DeSilva of Central Oregon Community College.
We also extend our gratitude to for the grant funding to pursue this project and especially to Amy Hofer of Open Oregon for her knowledgeable and helpful answers to many questions.
2
External Link Disclaimer
This textbook links to external websites over which the authors have no control. The authors have made efforts to ensure that external links are accurate and operational, but problems are inevitable. If you find a problem, please report it to Michele DeSilva at [email protected]
3
Introduction
Technical writing courses introduce you to some of the most important aspects of writing in the worlds of science, technology, and business—in other words, the kind of
writing that scientists, nurses, doctors, computer specialists, government officials, engineers, and other such people do as a part of their regular work. The skills learned in technical writing courses can be useful in other fields as well, including education and social sciences.
To learn how to write effectively for the professional world, you will study common types of reports, special format items such as lists and headings, simple techniques for creating and using graphics in reports, and some techniques for producing professional-looking final copy.
Technical writing courses build on what you have learned in other writing courses. But there is plenty new to learn! If you currently have a job in which you do some writing, you will discover that you can put what you learn in your technical writing course to immediate use.
About technical writing
While technical communication is essential in a wide range of fields and occupations, technical writing is also a fully professional field of its own wit.
What Is Technical Writing And Documentationanjaliarv
A summary of some of the slides that I use for my workshops on Technical Documentation. The section on language is actually an interative one, where the audience is invited to provide solutions to a set of problems.
The slide includes-
Define Communication
Roles of Communication-General & Technical
Technical writing
Common types of technical writing
Objectives of technical writing
Process of technical writing
Techniques for good technical writing
Brainfuse Provider Response FormWelcome to the Writing Lab!.docxjackiewalcutt
Brainfuse Provider Response Form
Welcome to the Writing Lab!
Analysis and recommendations regarding specific parts of your paper are included in the tutor response form. A copy of your paper is also posted below this form, and it includes additional comments in brackets. If you do not see the tutor’s comments or a tutor’s review appears to be missing, please contact [email protected]. For specific questions about your paper, please resubmit through the Brainfuse Writing Lab.
Thank you for choosing the Writing Lab. Best wishes with your revisions!
Part 1 – Organization
The argument is logical, but the presentation of the evidence is disorganized and could be improved.
1. Despite its value, the majority of professionals ignore the worth of having excellent writing skills and continuously improving the prowess in this area. For example, in marketing, it determines the credibility, quality and other values of the products or services that are being advertised. Ideally, having excellent writing skills eases communication within the workplace and goes further to affect an individual's careers positively
2. Having good writing skills is essential in carrying out business globally hence is a factor of great value irrespective of the geographical limits in existence in the world.
3. In the present age of technology, television and radio have become an obsolete way of advertising (Denise G.)
4. Another advantage is that it is open for general response and discussions.
5. Writing has always been a dominant mode of communication.
The obsolescence of television and radio, as well as certain characteristics of writing having to do with record keeping and analysis of data are excellent aspects of an argument about the role of professional writing skills in the industry. But they don’t fall under the portmanteau you suggest in the introduction. To keep these components of the discussion in play, look for a unifying remark to integrate them into the opening framework. Or find a way to integrate these elements of the discussion into core focus area.
Part 2 – Development
You’ve effectively developed a strong thesis, but it’s spread out over several sentences and takes a little too much time to state. By condensing the three sentences you use here, into one, you can organize the expectations of your readers to anticipate the flow of your argument. For example- Excellent writing skills determine the credibility and quality of marketing campaigns, improve communication within the workplace and expand the career prospects of professionals across the global marketplace. Packaging the whole arc of your assessment into one well-turned delivery like this will make your ideas more assimilable to the audience. It also makes it easier to steer the development of the body.
A strength you want to be sure to maintain in the revision is the way you implicitly address and deal with counter arguments.
Focus on adding transitions and connecting logic between sections. .
The Effects of Globalization on Technical Communication and Training Scott Abel
By Christie Fidura, SDL -- Presented at DocTrain East 2007. Globalization’ is the new buzz word, but what does this mean for a technical writer in the production of user documentation? In possession of specific skills, natural curiosity, and design abilities, technical writers are in a unique position to ensure their organization delivers information to a global audience that is accurate, consistent, and appropriate for local audiences. The efficient delivery of documentation is not the issue; instead, it is the efficient delivery of correct information across all content creators within the organization that is at stake. Technical writers are part of a larger organization due to hierarchical reporting structure. This silo approach does not encourage interactivity with other departments, leaving technical writers to wonder who is reviewing information that Marketing, Customer Support or Sales content. How can a technical writer affect change across the organization?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. What is Technical Writing?
Technical writing introduces you to some of
the most important aspects of writing in the
world of science, technology, and business –
the kind of writing that scientists, nurses,
doctors, computer specialists, government
officials, engineers, and other people
do as a part of their regular work.
3. What is Technical Writing?
The term “technical” refers to knowledge
that is not widespread, that is more the
territory of experts and specialists.
Whatever your major is, you are
developing an expertise, and whenever
you try to write anything about your field,
you are engaged in technical writing.
4. What is Technical Writing?
Technical
communication can be written, oral,
or visual.
Technical writing is composed in and for the
workplace.
Technical writing is a significant factor in work
experience for a variety of reasons.
Technical writing serves valuable purposes in
the workplace and often involves teamwork.
5. Importance of Teamwork
Business and industry have expectations about the
results of teamwork.
Business management philosophies depend upon
teamwork.
Total Quality Management (TQM) and Six Sigma
(continuous improvement) programs encourage
efficient teamwork.
Strategies for successful collaboration can improve
outcomes.
6. What is the purpose of technical
writing?
Technical
writing is the delivery of
technical information to readers in a
manner that is adapted to their needs,
level of understanding, and background.
Technical
writing is intended to
communicate to a specific audience, for a
specific purpose.
7. The Audience
The
audience element is so important that it is
one of the cornerstones of technical writing.
You
are challenged to write about highly
technical subjects but in a way that a beginner
—a non-specialist—could understand.
8. Translating Technical Information
In a world of rapid technological
development, people are constantly falling
behind and becoming technological
illiterates.
As a technical writer, you need to write
about the area of specialization you know
and plan to write about in such a way that
even Granddad can understand.
10. Effective Technical Writing: Clarity
Methods for developing ideas precisely
–
An expressive essay can clarify the writer’s intent
through emotional, impressionistic, connotative
words (soon, many, several, etc.).
–
An impressionistic word such as
“near” will mean different things
to different people which is okay
in in an essay where the goal may
be to convey a feeling.
11. Effective Technical Writing: Clarity
The ultimate goal of effective technical writing is to say
the same thing to every reader.
Let’s say I write instructional manuals for company
manufacturing space heaters. If I write,
“Place the space heater near an open window,”
what will this mean to thousands of customers who
purchase the machine?
12. Effective Technical Writing: Clarity
One
person may place the heater 6 feet from
the window.
Another reader will place the heater 6 inches
from the window.
As the writer, I have failed to
communicate clearly.
13. Effective Technical Writing: Clarity
Specify
–
Provide specific detail
–
Avoid vague words (some,
recently)
–
Answer reporters’ questions
(who, what, where, when, why,
how)
14. Effective Technical Writing: Clarity
Avoid
–
–
–
–
obscure words
Use easily understood words
Write to express, not to impress
Write to communicate, not to confuse
Write the way you speak
aforementioned
in lieu of
already discussed
instead of
15. Effective Technical Writing: Clarity
Limit
and/or define your use of
abbreviations , acronyms, and jargon.
Define your terms parenthetically
CIA
(Cash in Advance)
or
Supply a separate glossary
Alphabetized
definitions
list of terms, followed by their
16. Effective Technical Writing: Clarity
Use
the active versus the passive voice.
Passive voice:
It was decided all employees will take a ten percent cut in
pay.
Unclear: Who decided?
Active: The Board of Directors decided that all
employees . . .
Overtime is favored by hourly workers.
Wordy
Active: Hourly workers favor overtime.
17. Effective Technical Writing:
Conciseness
Limit paragraph, word, and sentence length.
–
A paragraph in a memo, letter, or short report should consist of
No
No
–
more than four to six typed lines or
more than fifty words.
Fog index (sixth to eighth grade level)
Strive
No
for an average of 15 words per sentence
more than 5 multisyllabic words per 100 words
18. Effective Technical Writing:
Conciseness
Fog Index
Count up to 100 words in successive sentences
– Divide words by number of sentences = average
number of words per sentence
Count number of long words (three or more syllables)
within sentences
– Don’t count proper names (Christopher Columbus),
long words created by combining shorter words
(chairperson), or three syllable words created by ed
or es endings (united).
19. Effective Technical Writing:
Conciseness
–
Use the meat cleaver theory of revision
Cut
–
the sentence in half or thirds
Avoid shun words
Avoid
Came
–
words ending in –tion or –sion
to the conclusion
concluded
Avoid camouflaged words
Make
an amendment to
amend
20. Effective Technical Writing:
Conciseness
Avoid
–
–
–
–
There is, are, was, were, will be
It is, was
There are three people who will work for Acme.
Three people will work for Acme.
Omit
–
–
the expletive pattern
redundancies
During the year of 1996
During 1996
22. Effective Technical Writing:
Accuracy
The
importance of correct
grammar and mechanics
–
Grammatical or mechanical
errors make writers look
unprofessional and
incompetent.
23. Effective Technical Writing:
Accuracy
Grammar
is so important in technical
writing that in a one page assignment
–
–
–
–
4 major grammatical errors = F
3 major grammatical errors = D
2 major grammatical errors = C
1 major grammatical error = B
“A”
means “excellent” which is defined as
“without flaw”
24. Effective Technical Writing:
Organization
Methods
for organizing
–
Spatial
–
General to Specific
–
Chronological
–
Mechanism Description
–
Process Description
–
Classification
25. Effective Technical Writing:
Organization
Methods
for organizing
–
Definition
–
Comparison/Contrast
–
More Important to Less Important
–
Situation-Problem-SolutionEvaluation
–
Cause-Effect
26. Effective Technical Writing: Ethics
Ethics
– methods encouraging moral
standards in technical writing
–
Practical
–
Legal
–
Moral
27. Effective Technical Writing: Ethics
General categories of ethics in communication
–
Behavior towards colleagues, subordinates and
others (plagiarism, harassment, malicious actions)
–
Dealing with experimental subjects, interviewees,
etc. (informed consent)
–
Telling the “truth” (falsify data, misrepresent facts)
–
Rhetoric—choosing your words (loaded words, discriminatory
language, logical fallacies)
28. Effective Technical Writing:
Process
The
writing process is effective . . . and
easy.
All
that you need to do is three things:
–
Prewrite (about 25 percent of your time)
–
Write
(about 25 percent of your time)
–
Rewrite
(about 50 percent of your time)
30. Technical Writing
Is
important to success in business
Lets you conduct business
Takes time
Costs the company
Reflects your interpersonal communication
skills
Often involves teamwork
31. Sources
Society
for Technical Communication
Technical
Writing - A Dalton: Organizing
Online
Technical Writing: Information
Infrastructures – Comparison
Online
Technical Writing