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| Checklists | |
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| Preface | |
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| Principles | |
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| Characteristics of Writing at Work | |
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| Writing at Work versus Writing at School | |
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| Requires Acute Awareness of the Need for Strict Security Procedures; Poses Legal Liability for the Writer and the Organization; May Be Read by Readers Unknown to the Writer, Inside or Outside the Organization, for an Infinite Time | |
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| Achieves Job Goals | |
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| Addresses a Variety of Readers Who Have Different Perspectives | |
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| Creates Excessive Paperwork and E-Mails | |
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| Uses a Variety of Documents | |
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| The Foundations of Effective Writing at Work | |
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| The Qualities of Good Technical Writing | |
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| Exercises | |
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| Writing for Your Readers | |
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| Understand Your Readers--The Heart of the Planning Process | |
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| Business Readers Want Answers Now | |
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| Determine Your Readers and Their Perspectives | |
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| Determine Your Purpose | |
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| Understand Your Role as a Writer | |
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| Plan the Content | |
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| Anticipate the Context in Which Your Writing Will Be Received | |
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| Case 2-1 | |
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| Case 2-2 | |
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| The Basic Parts of the Composing Process | |
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| Analyzing the Writing Situation--Purpose, Readers, and Context | |
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| Choosing/Discovering Content | |
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| Arranging Content | |
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| Drafting | |
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| Revising | |
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| Editing | |
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| Case 2-3 | |
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| Planning and Revision Checklist | |
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| Exercises | |
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| Writing Ethically | |
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| Your Professional Obligations | |
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| Codes of Conduct | |
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| Recognizing Unethical Communication | |
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| Plagiarism and Theft of Intellectual Property | |
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| Deliberately Imprecise or Ambiguous Language | |
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| Manipulation of Numerical Information | |
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| Use of Misleading Illustrations | |
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| Promotion of Prejudice | |
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| Uncritical Use of Information | |
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| Managing Unethical Situations | |
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| Ethics Decision Checklist | |
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| Exercises | |
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| Achieving a Readable Style | |
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| The Paragraph | |
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| Examples for Study | |
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| Basic Principles of Effective Style | |
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| Determine Your Readers' Knowledge of the Subject | |
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| Determine Whether a Particular Style Will Be Expected | |
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| Adjust the Style to the Readers, the Purpose, and the Context | |
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| Keys to Building Effective Sentences | |
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| Select Your Level of Language; Adjust the Density of Information | |
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| Watch Sentence Length | |
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| Keep Subjects and Verbs Close Together | |
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| Write Squeaky-Clean Prose | |
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| Avoid Pompous Language; Write to Express, Not to Impress | |
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| Avoid Excessive Use of Is/Are Verb Forms | |
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| Use Active Voice for Clarity | |
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| Word Choice | |
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| Style Checklist | |
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| Exercises | |
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| Designing Documents | |
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| Understanding the Basics of Document Design | |
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| Know What Decisions Are Yours to Make | |
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| Choose a Design That Fits Your Situation | |
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| Plan Your Design from the Beginning | |
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| Reveal Your Design to Your Readers | |
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| Keep Your Design Consistent | |
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| Designing Effective Pages and Screens | |
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| Use Blank Space to Frame and Group Information | |
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| Space the Lines of Text for Easy Reading | |
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| Set the Line Length for Easy Reading | |
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| Use a Ragged Right Margin | |
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| Helping Readers Locate Information | |
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| Use Frequent Headings | |
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| Write Descriptive Headings | |
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| Design Distinctive Headings | |
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| Use Page Numbers and Headers or Footers | |
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| Document Design Checklist | |
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| Exercises | |
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| Designing Illustrations | |
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| Creating Illustrations | |
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| Tables | |
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| Bar and Column Graphs | |
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| Circle Graphs | |
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| Line Graphs | |
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| Organization Charts | |
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| Flow Charts | |
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| Diagrams | |
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| Photographs | |
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| Animation Clips | |
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| Film Clips | |
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| Designing Illustrations Ethically | |
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| Illustration Checklist | |
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| Exercises | |
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| Applications | |
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| E-Mails, Texts, Memos, and Letters | |
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| E-Mail and Text Messages | |
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| Memos and Letters | |
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| Guidelines for Ensuring Quality | |
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| Appropriate Tone in E-Mails, Texts, Memos, and Letters | |
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| Guidelines for Dealing with Tone | |
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| Planning and Writing Correspondence | |
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| Case 7-1: Informational E-Mail Message | |
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| Case 7-2: Instructional Memo | |
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| Case 7-3: Letter Requesting Information | |
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| Case 7-4: Unfavorable News Letter | |
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| Case 7-5: Letter of Reply | |
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| Correspondence Checklist | |
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| Exercises | |
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| Technical Reports | |
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| Kinds of Reports | |
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| Report Categories--Informal and Formal | |
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| Informal Report Heading | |
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| Subject Line | |
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| Reference | |
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| Action Required | |
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| Distribution List | |
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| Parts of an Informal Technical Report | |
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| Introduction | |
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| Summary | |
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| Discussion | |
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| Conclusion | |
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| Recommendation | |
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| Attachments | |
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| Developing Reports | |
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| Case 8-1 | |
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| Elements of Formal Reports | |
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| Prefatory Elements | |
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| Abstracts and Summaries | |
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| Discussion, or Body of the Report | |
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| Collecting and Grouping Information | |
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| Case 8-2 | |
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| Case 8-3 | |
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| Conclusion(s) | |
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| Recommendations | |
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| Appendices | |
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| Letter Reports | |
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| Example Report for Study | |
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| Writing Collaboratively | |
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| The Team Leader | |
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| Requirements of Team Leaders | |
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| Requirements of Team Members | |
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| Report Checklist | |
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| Exercises | |
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| Proposals and Progress Reports | |
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| Proposals | |
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| Example RFP | |
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| The Context of Proposal Development | |
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| Effective Argument in Proposal Development | |
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| Standard Sections of Proposals | |
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| Case 9-1: Research Proposal | |
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| Case 9-2: Project Proposal | |
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| Progress Reports | |
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| Structure of Progress Reports | |
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| Case 9-3 | |
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| Case 9-4 | |
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| Style and Tone of Proposals and Progress Reports | |
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| Checklist for Developing Proposals and Progress Reports | |
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| Exercises | |
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| Instructions, Procedures, and Policies | |
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| Instructions versus Procedures | |
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| Critical Role of Instructions and Procedures in the Workplace | |
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| Planning Instructions and Procedures | |
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| Structure and Organization | |
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| Introduction | |
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| Theory Governing the Procedure or Instruction | |
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| Warnings, Cautions, Hazards, and Notes Regarding Safety or Quality | |
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| Conditions under Which the Task Should Be Performed | |
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| Name of Each Step | |
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| Case 10-1: Process Instructions | |
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| Case 10-2: Job Instructions | |
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| Case 10-3: Instructional Letter | |
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| Online Instructions | |
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| Case 10-4 | |
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| Checklist for Developing Instructions/Procedures | |
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| Exercises | |
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| Oral Reports | |
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| Understanding the Speaking-Writing Relationship | |
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| Analyzing the Audience | |
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| Determining the Goal of Your Presentation | |
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| Choosing and Shaping Content | |
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| Analyzing the Context | |
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| Choosing the Organization | |
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| Choosing an Appropriate Speaking Style | |
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| Choosing Visuals to Enhance Your Purpose and Your Meaning | |
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| Planning Your Presentation--Questions You Need to Ask | |
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| Audience | |
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| Purpose | |
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| Context | |
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| Content | |
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| Graphics | |
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| Style | |
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| Speaking to Multicultural Audiences | |
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| Designing Each Segment | |
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| Choose an Interesting Title | |
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| Develop Your Presentation around Three Main Divisions | |
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| Plan the Introduction Carefully | |
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| Design the Body | |
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| Design the Conclusion | |
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| Choose an Effective Delivery Style | |
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| Techniques to Enhance Audience Comprehension | |
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| Designing and Presenting the Written Paper | |
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| Structuring the Written Speech | |
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| Writing the Speech | |
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| Practicing the Presentation | |
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| Checklist for Preparing Oral Reports | |
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| Exercises | |
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| R�sum�s and Job Applications | |
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| The Correspondence of the Job Search | |
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| Letter of Application | |
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| The R�sum� | |
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| Follow-Up Letters | |
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| Interviewing | |
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| The Interview | |
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| Negotiation | |
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| Before and After the Interview | |
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| Job Search Checklist | |
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| Exercises | |
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| Brief Guide to Grammar, Punctuation, and Usage | |
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| Using Information Sources | |
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| Annotated Report for Study | |
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| Index | |