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| Introduction | |
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| Communication, Your Career, and This Book | |
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| Communication Expertise Will Be Critical to Your Success | |
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| Characteristics of Workplace Writing | |
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| At Work, Writing Is an Action | |
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| The Main Advice of This Book: Think Constantly about Your Readers | |
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| Qualities of Effective On-the-Job Communication: Usability and Persuasiveness | |
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| The Dynamic Interaction between Your Communication and Your Readers | |
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| Some Reader-Centered Strategies You Can Begin Using Now | |
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| Communicating Ethically | |
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| What Lies Ahead in This Book | |
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| Guidelines, Your Creativity, and Your Good Judgment | |
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| Case: Help Mickey Chelini Select the Right Forklift Truck | |
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| Overview of the Reader-Centered Communication Process: Obtaining a Job | |
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| Central Principles of the Reader-Centered Approach | |
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| A Reader-Centered Approach to Writing Your R?sum? | |
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| Writer's Tutorial: Using Tables to Design a R?sum? | |
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| Electronic R?sum?s: Special Considerations | |
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| A Reader-Centered Approach to Writing Your Job Application Letter | |
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| Ethical Issues in the Job Search | |
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| Writing for Employment in Other Countries | |
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| Interviewing Effectively and Displaying Your Work | |
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| Conclusion | |
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| Case: Advising Patricia | |
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| Defining Your Communication's Objectives | |
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| Defining Your Communication's Objectives: Purpose, Reader, Context | |
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| Create a Mental Movie of Your Reader in the Act of Reading | |
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| Guidelines for Describing Your Communication's Purpose | |
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| Describe the Task Your Communication Will Help Your Reader Perform | |
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| Describe the Way You Want Your Communication to Alter Your Reader's Attitudes. | |
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| Guidelines for Creating a Profile of Your Reader | |
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| Describe Your Reader's Professional Characteristics | |
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| Global Guideline: Describe Your Reader's Cultural Characteristics | |
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| Learn Who ALL Your Readers Will Be | |
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| Guidelines for Understanding Your Reader's Context | |
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| Describe the Context in Which Your Reader Will Read | |
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| Guidelines for Other Important Considerations | |
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| Identify Any Constraints on the Way You Write | |
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| Ethics Guideline: Identify Your Communication's Stakeholders | |
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| Conclusion | |
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| Case: Announcing the Smoking Ban | |
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| Planning | |
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| Planning for Usability | |
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| Process for Planning for Usability | |
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| Identify The Information Your Readers Need | |
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| Organize Around Your Readers' Tasks | |
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| Identify Ways to Help Readers Quickly Find What They Want | |
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| Techniques for Planning for Usability | |
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| Look for a Technical Writing Superstructure You Can Adapt | |
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| Plan Your Graphics | |
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| Outline, If This Would Be Helpful | |
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| Global Guideline: Determine Your Readers' Cultural Expectations About What Makes a Communication Usable | |
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| Check Your Plans With Your Readers | |
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| Ethics Guideline: Investigate Stakeholder Impacts | |
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| Conclusion | |
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| Case: Filling the Distance Learning Classroom | |
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| Planning Your Persuasive Strategies | |
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| Persuasion to Influence Attitudes and Action | |
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| Persuasion to Help a Team Explore Ideas Collaboratively | |
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| How Persuasion Works | |
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| The Sources of This Chapter's Advice | |
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| Listen--and Respond Flexibly to What You Hear | |
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| Focus on Your Readers' Goals and Values | |
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| Address--and Learn from--Your Readers' Concerns and Counterarguments | |
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| Reason Soundly | |
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| Organize to Create a Favorable Response | |
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| Build an Effective Relationship with Your Readers | |
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| Decide Whether to Appeal to Your Readers' Emotions | |
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| Global Guideline: Adapt Your Persuasive Strategies to Your Readers' Cultural Background | |
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| Ethics Guideline: Employ Ethical Persuasive Techniques | |
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| Conclusion | |
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| Case: Debating a Company Drug-Testing Program | |
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| Conducting Reader-Centered Research | |
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| Special Characteristics of the On-the-Job Research | |
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| What Readers Want | |
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| Guiding You through the Reader-Centered Information-Gathering Process | |
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| Define Your Research Objectives | |
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| Identify the Full Range of Sources that May Have Helpful Information | |
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| Gather Broad, Credible Information from Each Source | |
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| Gather Information that Can Be Analyzed in Subgroups | |
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| Create an Efficient and Productive Research Plan | |
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| Carefully Evaluate What You Find | |
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| Take Careful Notes | |
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| Ethics Guideline: Observe Intellectual Property Law and Document Your Sources | |
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| Conclusion | |
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| Writer's Reference Guide to Using Five Reader-Centered Research Methods | |
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| Exploring Your Own Memory and Creativity | |
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| Searching the Internet | |
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| Writer's Tutorial: Three Ways to Search Efficiently on the Internet | |
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| Using the Library | |
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| Interviewing | |
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| Writer's Tutorial: Conducting Efficient Library Research | |
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| Conducting a Survey | |
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| Analyzing and Interpreting Information and Data for Your Readers | |
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| Guiding Your Through the Reader-Centered Process for Analyzing Information and Data | |
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| Review Your Research Objectives | |
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| Arrange Your Information in an Analyzable Form | |
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| Find Meaningful Relationships in the Information | |
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| Examine Subgroups of Information | |
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| Interpret the Relationships for Your Readers | |
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| Identify the Significance of the Relationships to Your Readers | |
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| Recommend Actions Based on Your Analysis | |
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| Think Critically Throughout Your Analysis | |
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| Conclusion | |
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| Drafting Prose Elements | |
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| Drafting Paragraphs, Sections, and Chapters | |
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| The Bridge from Planning to Drafting | |
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| The Similarities of Paragraphs, Sections, and Chapters | |
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| Guidelines for Beginning a Segment | |
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| Begin by Announcing Your Topic | |
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| How Topic Statements Increase Usability | |
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| Present Your Generalizations Before Your Details | |
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| Guidelines for Organizing the Information in Your Segments | |
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| Move from Most Important to Least Important | |
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| Consult Conventional Strategies When Having Difficulties Organizing | |
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| Global Guideline: Consider Your Readers' Cultural Backgrounds When Organizing | |
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| Guidelines for Helping Readers See the Organization of Your Segments | |
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| Add Signposts that Create a Map of Your Communication's Organization | |
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| Smooth the Flow of Thought from Sentence to Sentence | |
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| Ethics Guideline: Examine the Human Consequences of What You're Drafting | |
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| Conclusion | |
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| Case: Increasing Organ Donations | |
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| Writer's Reference Guide to Using Seven Reader-Centered Organizational Patterns | |
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| Formal Classification (Grouping Facts) | |
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| Informal Classification (Grouping Facts) | |
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| Comparison | |
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| Description of an Object (Partitioning) | |
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| Description of a Process (Segmenting) | |
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| Cause and Effect | |
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| Problem and Solution | |
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| Combinations of Patterns | |
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| Developing an Effective Style | |
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| Creating Your Voice | |
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| Find Out What's Expected | |
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| Consider the Roles Your Voice Creates for Your Readers and You | |
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| Consider How Your Attitude toward Your Subject Will Affect Your Readers | |
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| Say Things in Your Own Words | |
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| Global Guideline: Adapt Your Voice to Your Readers' Cultural Background | |
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| Ethics Guideline: Avoid Stereotypes | |
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| Constructing Sentences | |
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| Simplify Your Sentences | |
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| Put the Action in Your Verbs | |
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| Use the Active Voice Unless You Have a Good Reason to Use the Passive Voice | |
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| Emphasize What's Most Important | |
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| Vary Your Sentence Length and Structure | |
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| Global Guideline: Adapt Your Sentences for Readers Who Are Not Fluent in Your Language | |
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| Selecting Words | |
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| Use Concrete, Specific Words | |
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| Use Specialized Terms When--and Only When--Your Readers Will Understand Them | |
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| Use Words Accurately | |
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| Choose Plain Words Over Fancy Ones | |
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| Choose Words with Appropriate Associations | |
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| Global Guideline: Consider Your Readers' Cultural Background When Choosing Words | |
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| Ethics Guideline: Use Inclusive Language | |
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| Conclusion | |
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| Beginning a Communication | |
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| Introduction to Guidelines 1 through | |
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| Guideline 1 Give Your Readers a Reason to Pay Attention | |
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| State Your Main Point | |
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| Tell Your Readers What to Expect | |
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| Encourage Openness to Your Message | |
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| Provide Necessary Background Information | |
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| Include a Summary Unless Your Communication Is Very Short | |
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| Adjust the Length of Your Beginning to Your Readers' Needs | |
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| Global Guideline: Adapt Your Beginning to Your Readers' Cultural Background | |
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| Ethics Guideline: Begin to Address Unethical Practices Promptly--and Strategically | |
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| Conclusion | |
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| Ending a Communication | |
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| After You've Made Your Last Point, Stop | |
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| Repeat Your Main Point | |
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| Summarize Your Key Points | |
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| Refer to a Goal Stated Earlier in Your Communication | |
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| Focus on a Key Feeling | |
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| Tell Your Readers How to Get Assistance or More Information | |
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| Tell Your Readers What to Do Next | |
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| Identify Any Further Study That Is Needed | |
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| Follow Applicable Social Conventions | |
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| Conclusion | |
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| Writing Reader-Centered Front and Back Matter | |
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| How Transmittal Letters, Covers, and Front and Back Matter Increase Usability and Persuasiveness | |
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| Review the Ways Your Readers Will Use the Communication | |
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| Review Your Communication's Persuasive Goals | |
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| Find Out What's Required | |
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| Find Out What's Expected | |
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| Evaluate and Revise Your Front and Back Matter | |
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| Conventions and Local Practice | |
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| Writing a Reader-Centered Transmittal Letter | |
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| Writing a Reader-Centered Cover | |
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| Writing Reader-Centered Front Matter | |
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| Writing Reader-Centered Back Matter | |
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| Drafting Visual Elements | |
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| Creating Reader-Centered Graphics | |
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| A Reader-Centered Approach to Creating Graphics | |
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| Look for Places Where Graphics Can Increase Your Communication's Usefulness and Persuasiveness | |
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| Writer's Tutorial: Graphics Help Readers Understand and Use Information | |
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| Select the Type of Graphic That Will Be Most Effective at Achieving Your Objectives | |
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| Make Each Graphic Easy to Understand and Use | |
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| Use Color to Support Your Message | |
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| Use Graphics Software and Existing Graphics Effectively | |
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| Integrate Your Graphics with Your Text | |
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| Get Permission and Cite the Sources for Your Graphics | |
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| Writer's Tutorial: Creating Reader-Centered Graphs with a Spreadsheet Program | |
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| Global Guideline: Adapt Your Graphics When Writing to Readers in Other Cultures | |
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| Ethics Guideline: Avoid Graphics That Mislead | |
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| Conclusion | |
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| Writer's Reference Guide to Creating Eleven Types of Reader-Centered Graphics | |
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| Tables | |
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| Line Graphs | |
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| Bar Graphs | |
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| Pictographs | |
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| Pie Charts | |
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| Photographs | |
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| Drawings | |
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| Screen Shots | |
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| Flowcharts | |
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| Organizational Charts | |
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| Schedule Charts | |
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| Designing Reader-Centered Pages and Documents | |
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| A Reader-Centered Approach to Design | |
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| Design Elements of a Communication | |
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| Begin by Considering Your Readers and Purpose | |
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| Create a Grid to Serve as the Visual Framework for Your Pages | |
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| Writer's Tutorial: Designing Grid Patterns for Print | |
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| Introduction to Guidelines 3 through 6 | |
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| Align Related Elements with One Another | |
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| Group Related Items Visually | |
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| Use Contrast to Establish Hierarchy and Focus | |
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| Using Word Processors to Create Page Designs | |
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| Use Repetition to Unify Your Communication Visually | |
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| Select Type That Is Easy to Read | |
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| Design Your Overall Document for Ease of Use and Attractiveness | |
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| Conclusion | |
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| Use What You've Learned | |
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| Revising | |
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| Revising Your Drafts | |
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| The Three Activities of Revising | |
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| Checking Your Draft Yourself | |
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| Check from Your Readers' Point of View | |
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| Check from Your Employer's Point of View | |
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| Distance Yourself from Your Draft | |
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| Read Your Draft More Than Once, Changing Your Focus Each Time | |
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| Use Computer Aids to Find (But Not to Cure) Possible Problems | |
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| Ethics Guideline: Consider the Stakeholders' Perspective | |
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| Reviewing | |
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| Discuss the Objectives of the Communication and the Review | |
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| Build a Positive Interpersonal Relationship with Your Reviewers or Writer | |
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| Rank Suggested Revisions--and Distinguish Matters of Substance from Matters of Taste | |
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| Explore Fully the Reasons for All Suggestions | |
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| Convey Suggestions to the Writer in the Most Helpful Way | |
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| Ethics Guideline: Review from the Stakeholders' Perspective | |
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| Guidelines for Managing Your Revising Time | |
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| Adjust Your Effort to the Situation | |
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| Make the Most Significant Revisions First | |
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| Be Diplomatic | |
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| To Revise Well, Follow the Guidelines for Writing Well | |
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| Revise to Learn | |
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| Conclusion | |
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| Testing Drafts for Usability and Persuasiveness | |
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| The Logic of Testing | |
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| Establish Your Test Objectives | |
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| Pick Test Readers Who Truly Represent Your Target Readers | |
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| Focus on Usability: Ask Your Test Readers to Use Your Draft the Same Way Your Target Readers Will | |
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| Focus on Persuasiveness: Learn How Your Draft Affects Your Readers' Attitudes | |
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| Interview Your Test Readers after They Have Read and Used Your Draft | |
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| Avoid Biasing Your Test Results | |
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| Interpret Your Results Thoughtfully | |
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| Test Early and Often | |
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| Global Guideline: With Communications for Readers in Other Cultures, Choose Test Readers from the Culture | |
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| Ethics Guideline: Obtain Informed Consent from Your Test Readers | |
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| Conclusion | |
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| Applications of the Reader-Centered Approach | |
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| Communicating and Collaborating in the Globally Networked World | |
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| Corresponding Digitally | |
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| Writing Collaboratively Online | |
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| Meeting virtually | |
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| Creating Communications with a Team | |
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| Varieties of Team Structures | |
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| Develop a Shared Understanding of the Communication's Objectives | |
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| Make and Share Detailed Plans | |
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| Make a Project Schedule | |
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| Share Leadership Responsibilities | |
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| Make Meetings Efficient | |
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| Encourage Discussion, Debate, and Diversity of Ideas | |
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| Choose the Computer Technology Best Suited to Your Team's Project | |
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| Global Guideline: Be Sensitive to Possible Cultural and Gender Differences in Team Interactions | |
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| For Virtual Teams, Foster Personal Relationships and Conversational Interchanges | |
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| Conclusion | |
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| Creating and Delivering Listener-Centered Oral Presentations | |
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| Define Your Presentation's Objectives | |
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| Plan the Verbal and Visual Parts of Your Presentation as a Single Package | |
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| Writer's Tutorial: Creating a Listener-Centered Presentation | |
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| Focus on a Few Main Points | |
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| Use a Simple Structure--and Help Your Listeners Follow It | |
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| Speak in a Conversational Style | |
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| Create Easy-to-Read, Understandable Graphics | |
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| Involve Your Audience in Your Presentation | |
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| Prepare for Interruptions and Questions--and Respond Courteously | |
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| Global Guideline: Adapt to Your Audience's Cultural Background | |
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| Rehearse | |
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| Accept Your Nervousness--and Work with It | |
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| Making Team Presentations | |
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| Conclusion | |
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| Creating Reader-Centered Web Pages and Websites | |
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| Creating a Website, Creating a Digital Portfolio | |
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| Digital Portfolio Websites | |
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| Writer's Tutorial: Using a Word Processor to Create a Digital Portfolio | |
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| Guidelines for Defining Objectives | |
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| Learn About Your Site's Readers and Define Its Purpose | |
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| Guidelines for Planning | |
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| Create the Map for a Site That Includes What Your Readers Want and Enables Them to Get It Quickly | |
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| Gather the Information Your Readers Need | |
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| Ethics Guideline: Respect Intellectual Property and Provide Valid Information | |
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| Guidelines for Drafting | |
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| Design Pages That Are Easy to Use and Attractive | |
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| Writer's Tutorial: Designing Grid Patterns for Web Pages | |
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| Provide Navigational Aids That Help Your Readers Move Quickly through Your Site to the Information They Want | |
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| Unify Your Site Verbally and Visually | |
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| Ethics Guideline: Construct a Site That Readers with Disabilities Can Use | |
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| Global Guideline: Design Your Site for International and Multicultural Readers | |
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| Help Readers Find Your Site on the Internet | |
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| Revising Guideline | |
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| Test Your Site Before Launching It | |
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| Writer's Guide and Other Resources | |
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| Conclusion | |
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| Managing Client and Service-Learning Projects | |
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| Overall Project Management Strategy | |
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| Determine Exactly What Your Client Wants and Why | |
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| Develop Your Own Assessment of the Situation | |
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| Create a Project Management Plan | |
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| Submit a Written Proposal to Your Client--and Ask for a Written Agreement | |
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| Communicate with Your Client Often--Especially at All Major Decisions | |
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| Advocate and Educate, But Defer to Your Client | |
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| Hand Off the Project in a Helpful Way | |
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| Conclusion | |
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| Superstructures | |
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| Writing Reader-Centered Letters and Memos | |
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| Adopt a Reader-Centered "You-Attitude." Guideline 2 State Your Main Point Up Front--Unless Your Reader Will React Negatively | |
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| Keep It Short Guideline 4 Give Your Readers the Background They Need | |
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| Use Headings, Lists, and Graphics | |
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| Global Guideline: Learn the Customs of Your Readers' Culture | |
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| Follow Format Conventions | |
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| Writing Reader-Centered Letters | |
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| Writer's Tutorial: Writing Letters | |
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| Writing Reader-Centered Memos | |
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| Writer's Tutorial: Writing Memos | |
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| Writing Reader-Centered Proposals | |
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| The Variety of Proposal-Writing Situations | |
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| Features of Proposals That Help You | |
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| The Questions Readers Ask Most Often | |
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| Superstructure for Proposals | |
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| Guiding You Through the Process of Preparing Proposals | |
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| Crafting the Major Elements of a Proposal | |
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| Sample Proposal | |
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| Writer's Guides and Other Resources | |
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| Writing Reader-Centered Empirical Research Reports | |
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| Typical Writing Situations | |
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| Features of Empirical Research Reports That Help You | |
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| The Questions Readers Ask Most Often | |
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| Superstructure for Empirical Research Reports | |
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| Guiding You Through the Process of Preparing Empirical Research Reports | |
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| Crafting the Major Elements of an Empirical Research Report | |
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| Sample Empirical Research Reports | |
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| Writer's Guides and Other Resources | |
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| Writing Reader-Centered Feasibility Reports | |
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| Features of Feasibility Reports That Help You | |
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| The Questions Readers Ask Most Often | |
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| Superstructure for Feasibility Reports | |
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| Guiding You Through the Process of Preparing Feasibility Reports | |
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| Crafting the Major Elements of a Feasibility Report | |
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| Sample Feasibility Report | |
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| Writer's Guides and Other Resources | |
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| Writing Reader-Centered Progress Reports | |
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| Typical Writing Situations | |
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| Readers' Concern with the Future | |
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| The Questions Readers Ask Most Often | |
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| Superstructure for Progress Reports | |
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| Features of Progress Reports That Help You. | |
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| Guiding You Through the Process of Preparing Progress Reports | |
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| Crafting the Major Elements of a Progress Report | |
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| Tone in Progress Reports | |
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| Writer's Guides and Other Resources | |
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| Writing Reader-Centered Instructions | |
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| Features of Instructions That Help You | |
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| The Questions Readers Ask Most Often | |
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| Superstructure for Instructions | |
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| Guiding You Through the Process of Preparing Instructions | |
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| Crafting the Major Elements of Instructions | |
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| Web Page Instructions | |
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| Digital Movie Instructions | |
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| Writer's Guide and Other Resources | |
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| Documenting Your Sources | |
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| Choosing a Format for Documentation | |
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| Deciding Where to Place In-Text Citations | |
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| Writing APA In-Text Citations | |
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| Writing An APA References List | |
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| Writing MLA In-Text Citations | |
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| Writing an MLA Works Cited List | |
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| Projects | |
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| R?sum? and Job Application Letter | |
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| Digital Portfolio | |
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| Informational Web Site | |
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| Informational Page | |
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| Unsolicited Recommendation | |
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| Brochure | |
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| Instructions | |
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| Digital Movie Instructions | |
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| User Test and Report | |
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| Project Proposal | |
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| Progress Report | |
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| Formal Report or Proposal | |
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| Oral Briefing I: Project Plans | |
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| Oral Briefing II: Project Results | |