Snagit is an example of ____ software

A Response To The Weekly Discussions

Weekly Discussion:

Read: Markel’s “Chapter 1: Introduction to Technical Communication

Read: Kimble’s “Part 1: A Personal Story” and “Part 2: The Elements of Plain Language” in Writing for Dollars, pages 1-4 and 5-11, respectively.

Read: Faigley’s “Nonacademic Writing: The Social Perspective”

Read: Chueng's "Plain Language to Minimize Cognitive Load: Social Justice Perspective"

Watch:

Deborah Bosley’s “Demand to Understand: How Plain Language Makes Life Simpler”
Sandra Fisher-Martin’s “The Right to Understand”
Demand to Understand: How Plain Language Makes Life Simpler | Deborah Bosley | TEDxCharlotte | 2015
Video: https://www.youtube.com/watch?v=OXcLwlZOE1s

The Right to Understand | Sandra Fisher-Martins | 2011

Video: https://www.ted.com/talks/sandra_fisher_martins_the_right_to_understand?language=en#t-2347

Read: Kimble’s “Part 1: A Personal Story” and “Part 2: The Elements of Plain Language” in Writing for Dollars, pages 1-4 and 5-11, respectively.

Technical communication is a conversation. This book will show you how to join it. Employers value communication skills today more than they ever have before. With easy-to- follow guidelines, helpful checklists, and plenty of annotated examples and sample documents, Technical Communication gives you all of the tools you need to excel at workplace writing.

macmillanhighered.com

Did your instructor assign LaunchPad for Technical Communication?

Where Students Learn

Technical Communication includes cross-references to LaunchPad, an online course space that provides adaptive quizzing, document analysis activities, cases, tutorials, and more. If your book did not come packaged with an access code, you can purchase access to LaunchPad for Technical Communication at macmillanhighered.com/techcomm11e.

macmillanhighered.com/techcomm11e

Technical Communication is available in a variety of e-book formats. For details, visit macmillanhighered.com/catalog/techcomm.

BEDFORD ST. MARTIN’S

Markel

Technical C

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mech_Markel-TechComm11-SE-102314

In LaunchPad, you’ll find:

• analysis activities based on multimodal sample documents, including video instructions and interactive visual reports

• downloadable versions of helpful forms discussed in the text

• LearningCurve: adaptive, game-like practice that will help you focus on the topics where you need the most help

• real-world case scenarios built around common workplace documents

• a test bank with quizzes and additional cases and exercises for every chapter

• tutorials on digital composition, tech tips, and documentation

• video-based modules on team writing

• two full-length e-books: Document-Based Cases for Technical Communication, Second Edition, by Roger Munger, and Team Writing by Joanna Wolfe

For a complete list of LaunchPad contents, see the next two pages.

More ways to learn with LaunchPad for Technical Communication

Where Students Learn

Technical Communication includes cross-references to LaunchPad, an online course space that provides document analysis activities, cases, tutorials, quizzes that provide immediate feedback, and more. If your book did not come packaged with an access code, you can purchase access to LaunchPad for Technical Communication at macmillanhighered.com/techcomm11e.

macmillanhighered.com/techcomm11e

Document AnAlysis Activities

Presenting Guidelines for Using Social Media 35 Identifying the Strengths and Weaknesses of a

Commercial Template 50 Critiquing a Draft Clearly and Diplomatically 71 Examining Cultural Variables in a Business Letter 102 Evaluating Information from Internet Sources 131 Using Multiple Organizational Patterns in an

Infographic 166 Analyzing Evidence in an Argument 181 Identifying the Elements of a Coherent

Paragraph 212 Revising for Conciseness and Simplicity 240 Analyzing a Page Design 280 Analyzing a Graphic 325 Interactive Graphic 326 and Obtaining Informed Consent 354 Following Netiquette in an Email Message 378 Preparing a Résumé 410 Blane C. Holden’s Online Portfolio 411 and Writing the Proposed Program 431

Marketing Proposal Presentation 432 and High Plains Water-Level Monitoring Study 448 and “Global Forest Change” Interactive Map 448 and Writing a Persuasive Directive 449 Analyzing an Executive Summary 485 Influenza 2010–2011: ACIP Vaccination

Recommendations 486 and Evaluating Lab Reports 524 Presenting Clear Instructions 568 Mechanism Description Using Interactive

Graphics 569 and Process Description Using Video Animation

569 and Instructions Using Video Demonstration 569 and Instructions Using Video Screen Capture 569 and Instructions Using a Combination of Video

Demonstration and Screen Capture 569 and Definition Using Video Animation 569 and Integrating Graphics and Text on a Presentation

Slide 595

c Ases

Using the Measures of Excellence in Evaluating a Résumé 16 and

The Ethics of Requiring Students To Subsidize a Plagiarism-Detection Service 40 and

Understanding Why Revision Software Cannot Revise and Edit Your Document 56 and

Accommodating a Team Member’s Scheduling Problems 79 and

Focusing on an Audience’s Needs and Interests 113 and

Revising a Questionnaire 145 and Organizing a Document for Clarity—and

Diplomacy 168 and Analyzing the Persuasiveness of a Website

191 and Emphasizing Important Information in a Technical

Description 214 and Revising a Document for Nonnative Speakers and for

Translation 247 and

Designing a Flyer 293 and Creating Appropriate Graphics To Accompany a

Report 339 and Revising a Document for a New Audience

356 and Setting Up and Maintaining a Professional Microblog

Account 384 and Identifying the Best-of-the-Best Job-Search

Sites 418 and Revising a Brief Proposal 444 and Writing a Directive About Using Agendas for

Meetings 467 and Analyzing Decision Matrices 514 and Introducing the Scientific Method Through a Lab

Report 532 and Choosing a Medium for Presenting

Instructions 575 and Understanding the Claim-and-Support Structure for

Presentation Graphics 604 and

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http://macmillanhighered.com/techcomm11e
Inside the LaunchPad for Technical Communication

C ASES

Case 1: Using the Measures of excellence in evaluating a Résumé

Case 2: The ethics of Requiring students To subsidize a Plagiarism-Detection service

Case 3: Understanding Why Revision software Cannot Revise and edit Your Document

Case 4: accommodating a Team Member’s scheduling Problems

Case 5: Focusing on an audience’s Needs and Interests Case 6: Revising a Questionnaire Case 7: Organizing a Document for Clarity—and Diplomacy Case 8: analyzing the Persuasiveness of a Website Case 9: emphasizing Important Information in a Technical

Description Case 10: Revising a Document for Nonnative speakers and

for Translation

Case 11: Designing a Flyer Case 12: Creating appropriate Graphics To accompany a

Report Case 13: Revising a Document for a New audience Case 14: setting Up and Maintaining a Professional

Microblog account Case 15: Identifying the Best-of-the-Best Job-search sites Case 16: Revising a Brief Proposal Case 17: Writing a Directive about Using agendas for

Meetings Case 18: analyzing Decision Matrices Case 19: Introducing the scientific Method Through a Lab

Report Case 20: Choosing a Medium for Presenting Instructions Case 21: Understanding the Claim-and-support structure

for Presentation Graphics

Document-based cases, previously included at the end of each chapter, are now presented online, where you can familiarize yourself with each scenario, download and work with related documents, and access assignment questions in a single space.

LEARNINGCURVE

Understanding the Technical Communication environment (Covering Part 1: Chapters 1–4)

analyzing Your audience and Purpose (Covering Chapter 5) Researching Your subject (Covering Chapter 6) Organizing and emphasizing Information (Covering Chapters

7 and 9) Communicating Persuasively (Covering Chapter 8) Writing Correct and effective sentences (Covering Chapter 10)

articles and Nouns for Multilingual Writers (Covering appendix Part D: Guidelines for Multilingual Writers)

Prepositions for Multilingual Writers (Covering appendix Part D: Guidelines for Multilingual Writers)

sentence structure for Multilingual Writers (Covering appendix Part D: Guidelines for Multilingual Writers)

Verbs for Multilingual Writers (Covering appendix Part D: Guidelines for Multilingual Writers)

Master the material covered in the first ten chapters of the text as well as key skills for multilingual writers with LearningCurve, a fun adaptive quizzing program that meets you where you are and gives you the extra support you need when you need it.

DOWNLOADABLE FORMS

Work-schedule Form (Chapter 4) Team-Member evaluation Form (Chapter 4) self-evaluation Form (Chapter 4)

audience Profile sheet (Chapter 5) Oral Presentation evaluation Form (Chapter 21)

Download and work with a variety of helpful forms discussed throughout the text.

LaunchPad materials are identified throughout the text with the icon.

To access the book’s LaunchPad, go to

macmillanhighered.com/launchpad/techcomm11e

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http://macmillanhighered.com/launchpad/techcomm11e
TEAM WRITING MODULES

Methods of Collaboration in Team 1 Responses and Outcomes for Team 1 Methods of Collaboration in Team 2 Creating Meeting Minutes for Team 3 Considering a Team Charter for Team 5 Creating a Task schedule for Team 2 Conflict Management in Team 4

Responses and Outcomes for Team 4 Conflict Management in Team 5 Responses and Outcomes for Team 5 Responses and Outcomes for Team 3 Competitive versus Considerate Conversation in

Teams 1 and 3 self-Promoting versus self-Deprecating speech in

Teams 3 and 4

These modules, built around five short videos of real team interactions, focus on the role of written communication in teamwork. They’ll teach you how to use written documentation to manage a team by producing task schedules, minutes, charters, and other materials and also provide models for working on large collaborative documents.

DOCUMENT ANALYSIS ACTIVITIES

Interactive Graphic: Tom Giratikanon and David schutz, How Hard the Wind Will Hit Your Area, and When (Chapter 12)

Online Portfolio: Blane C. Holden’s Online Portfolio (Chapter 15)

Proposal Delivered as a Prezi Presentation: andrew Washuta, Marketing Proposal Presentation (Chapter 16)

Report Presented as a Website: United states Geological survey, High Plains Water-Level Monitoring Study (Chapter 17)

Informational Report Presented Through an Interactive Graphic: Matthew C. Hansen et al., University of Maryland, Google, UsGs, and Nasa, “Global Forest Change” Interactive Map (Chapter 17)

Recommendations Presented in an audio Podcast: Centers for Disease Control, Influenza 2010–2011, ACIP Vaccination Recommendations (Chapter 18)

Mechanism Description Using Interactive Graphics: Hybridcenter.org and Union of Concerned scientists, Hybrids Under the Hood (Part 2) (Chapter 20)

Process Description Using Video animation: North Carolina Department of Transportation (NCDOT), Diverging Diamond Interchange Visualization (Chapter 20)

Instructions Using Video Demonstration: Partselect, Dryer Repair—Replacing the High Limit Thermostat (Chapter 20)

Instructions Using Video screen Capture: Techsmith, Jing Learning Center: Capture a Video (Chapter 20)

Instructions Using a Combination of Video Demonstration and screen Capture: Texas Tech University Multiple Literacy Lab (MuLL), Recording Audio in the Field Using an iTalk (Chapter 20)

Definition Using Video animation: aBC News, What Is the Cloud? (Chapter 20)

Explore real multimedia documents that harness digital technologies in exciting new ways, and respond to prompts that will help you analyze them.

TUTORIALS

DIGITAL WRITING TUTORIALS Cross-Platform Word Processing with CloudOn, Quip, and

More (Chapter 3) Tracking sources with evernote and Zotero (Chapter 6) Photo editing Basics with GIMP (Chapter 12) Building Your Professional Brand with LinkedIn, Twitter, and

More (Chapter 15) Creating Presentations with PowerPoint and Prezi (Chapter 21) audio Recording and editing with audacity (Chapter 21)

DIGITAL TIpS TUTORIALS Creating Outlines (Chapter 3) Creating styles and Templates (Chapter 3) scheduling Meetings Online (Chapter 4) Reviewing Collaborative Documents (Chapter 4) Incorporating Tracked Changes (Chapter 4) Conducting Online Meetings (Chapter 4)

Using Wikis for Collaborative Work (Chapter 4) Using Collaborative software (Chapter 4) Proofreading for Format Consistency (Chapter 11)

DOCUMENTATION TUTORIALS How To Cite a Database in aPa style (appendix B:

Documenting sources) How To Cite a Website in aPa style (appendix B:

Documenting sources) How To Cite an article in MLa style (appendix B:

Documenting sources) How To Cite a Book in MLa style (appendix B:

Documenting sources) How To Cite a Database in MLa style (appendix B:

Documenting sources) How To Cite a Website in MLa style (appendix B:

Documenting sources)

Engaging tutorials show you helpful tools and tips for creating your projects along with guidance on how to best use them, as well as the documentation process for citing the sources you use in MLA and APA style.

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http://Hybridcenter.org
Technical CommuniCation

ELEVENTH EDITION

Mike Markel Boise State University

Bedford/St. Martin’s Boston  •  New York

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For Bedford/St. Martin’s Vice President, Editorial, Macmillan Higher Education Humanities: Edwin Hill

Editorial Director for English and Music: Karen S. Henry

Publisher for Business and Technical Writing: Leasa Burton

Executive Editor for Business and Technical Writing: Molly Parke

Associate Developmental Editor: Regina Tavani

Editorial Assistant: Brenna Cleeland

Publishing Services Manager: Andrea Cava

Senior Production Supervisor: Steven Cestaro

Senior Marketing Manager: Christina Shea

Project Management: Lifland et al., Bookmakers

Director of Rights and Permissions: Hilary Newman

Senior Art Director: Anna Palchik

Text Design: Maureen McCutcheon Design

Cover Design: William Boardman

Cover and Title Page Art: © John Lund/Getty Images

Composition: Graphic World, Inc.

Printing and Binding: RR Donnelley and Sons

Copyright © 2015, 2012, 2010, 2007 by Bedford/St. Martin’s

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by the Publisher.

9 8 7 6 5 4

f e d c b a

For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116

(617-399-4000)

ISBN 978-1-4576-7337-5

Acknowledgments Acknowledgments and copyrights appear on the same page as the text and art selections they cover; these acknowledgments and copyrights constitute an extension of the copyright page. It is a violation of the law to reproduce these selections by any means whatsoever without the written permission of the copyright holder.

Distributed outside North America by PALGRAVE MACMILLAN

Houndmills, Basingstoke, Hampshire RG21 6XS

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TEChNICAL COMMUNICATION has always involved collaboration. A writer who needed to produce a user manual for a new software package would likely have interviewed the engineer who wrote the code. The company might also have convened a focus group to find out what users liked and didn’t like about the prototype of the software. Now, however, there is more interaction than ever before between the people who produce technical doc- uments and those who consume them. Often, that interaction goes in both directions. Using social media and new technologies, technical communica- tors can collaborate with their audiences at every step of the communication process. And thanks to online publishing, audience members contribute to the development of technical documents even after they have been pub- lished, by asking and answering questions, revising existing information, and contributing new information.

The types of documents that technical communicators routinely produce have changed as well. Microblog posts, contributions to discussion boards and wikis, and status updates to one’s LinkedIn profile—once the raw materi- als of longer and more formal documents—are now routinely used to com- municate important messages.

Despite these changes, the fundamentals of technical communication are at least as important as they always have been. An inaccuracy in a microblog post communicating a project update is every bit as big a problem as an inac- curacy in a traditional progress report. And even though we live and work in an era that values brevity and quick turnaround, some information can be properly communicated only through the longer, detailed documents that have always been at the center of technical communication.

I have revised this new edition of Technical Communication to help students learn how to communicate effectively in the fast-paced, highly collaborative world in which they will work. Employers have never valued communication skills as much as they value them today, and for good reason. Today’s profes- sionals need to communicate more frequently, more rapidly, more accurately, and with more individuals than ever before. This book will help prepare stu- dents to do so—in their courses and in their careers.

Preface for Instructors

v

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Preface for Instructors vi

New to This Edition The Eleventh Edition recasts the text’s most enduring features in the context of today’s professional environment. Chapter 1, thoroughly revised in light of the input of fellow technical-communication instructors, sets the stage for the text’s new focus. Throughout, I’ve updated and expanded coverage of the topics and technologies most relevant to the technical communica- tion process; in fact, I’ve eliminated Chapter 22, “Connecting with the Public,” altogether, as its topics are now integrated into many chapters throughout the text.

The chapter about audience includes an expanded introduction that pre- pares students who are, for the first time, considering audiences other than their instructors. In addition, this chapter presents techniques for analyzing social-media data to better understand those audiences. The correspondence chapter now includes guidelines on how to represent one’s organization on a microblog. The chapter on definitions, descriptions, and instructions covers the new role of discussion boards, wikis, and videos in disseminat- ing information. Updated sample documents, both in the print text and online, provide opportunities for students to analyze the types of documents they’ll need to produce or contribute to, such as a municipal government app that enables residents to report infrastructure problems directly from their phones, as well as an interactive map of global forest changes that allows dif- ferent audiences to customize their viewing experience to obtain the precise information they need.

In keeping with its promise of serving as a model of the principles it teaches, the new edition communicates in new ways. Online resources, labeled in the text with an icon, are located in the LaunchPad, a customiz- able online course space including a full e-book that can be packaged with new copies of the text for free. Cases are now presented in the LaunchPad so that students can easily download and work with related documents. Tutori- als introduce tools for multimodal composition, teach helpful technology tips, and offer another means of learning documentation. LearningCurve adaptive quizzing activities, covering the first ten chapters, help students master and apply concepts in a new, personalized way. LearningCurve activi- ties for multilingual writers are also available here, as are video-based team writing modules that help students learn collaborative writing skills. Also available in the LaunchPad are two full-length e-books: Document-Based Cases for Technical Communication, Second Edition, by Roger Munger, and Team Writ- ing, by Joanna Wolfe. Finally, instructors can access a variety of instructor resources here, including a new test bank featuring multiple-choice, true/ false, and short-answer questions for each chapter.

The following table describes the updates made to each chapter in the Eleventh Edition.

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Preface for Instructors vii

CHaPTEr WHaT’S NEW

Chapter 1 Introduction to Technical Communication

• New focus on continuous collaboration between technical communicators and stakeholders • a discussion of the challenges related to producing technical communication and how to

meet them • a discussion of the skills and qualities shared by successful workplace communicators • New annotated sample documents that set the stage for those that will follow throughout

the text, such as a company blog post and comment thread • LearningCurve: Understanding the Technical Communication environment, covering

Chapters 1–4

Chapter 2 Understanding ethical and Legal Considerations

• a discussion of ethical and legal issues related to social media, including guidelines for using social media ethically in the workplace

• Document analysis activity: Presenting Guidelines for Using social Media • LearningCurve: Understanding the Technical Communication environment, covering

Chapters 1–4

Chapter 3 Writing Technical Documents

• advice on choosing the best digital writing tool for a project • Document analysis activity: Identifying the strengths and Weaknesses of a Commercial

Template • Tutorials on cross-platform word processing and on creating outlines, styles, and

templates • LearningCurve: Understanding the Technical Communication environment, covering

Chapters 1–4

Chapter 4 Writing Collaboratively

• Tutorials on scheduling and conducting meetings online, reviewing collaborative documents, incorporating tracked changes, using wikis for collaborative work, and using collaborative software

• LearningCurve: Understanding the Technical Communication environment, covering Chapters 1-4

Chapter 5 analyzing Your audience and Purpose

• a new, more-detailed introduction to the role of audience and purpose • advice on using social-media data in audience analysis • Case: Focusing on an audience’s Needs and Interests • LearningCurve: analyzing Your audience and Purpose

Chapter 6 Researching Your subject

• advice on using social-media data in research • a tutorial on tracking sources using online research tools • LearningCurve: Researching Your subject

Chapter 7 Organizing Your Information

• Document analysis activity: Using Multiple Organizational Patterns in an Infographic • LearningCurve: Organizing and emphasizing Information, covering Chapters 7 and 9

Chapter 8 Communicating Persuasively

• Case: analyzing the Persuasiveness of a Website • LearningCurve: Communicating Persuasively

Chapter 9 emphasizing Important Information

• New focus on emphasizing important information at various document levels • Case: emphasizing Important Information in a Technical Description • LearningCurve: Organizing and emphasizing Information, covering Chapters 7 and 9

Chapter 10 Writing Correct and effective sentences

• Instruction on writing grammatically correct sentences relocated from appendix C • LearningCurve: Writing Correct and effective sentences

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Preface for Instructors viii

CHaPTEr WHaT’S NEW

Chapter 11 Designing Print and Online Documents

• advice on designing documents for mobile screens • a tutorial on proofreading for format consistency

Chapter 12 Creating Graphics

• a discussion of infographics • Document analysis activity: Interactive Graphic • Tutorial on editing photos

Chapter 13 Reviewing, evaluating, and Testing Documents and Websites

• Case: setting Up and Maintaining a Professional Microblog account

Chapter 14 Writing Correspondence

• Guidelines for representing your organization on a microblog

Chapter 15 Writing Job-application Materials

• advice on establishing your professional brand • Guidelines on creating and using a LinkedIn profile • Tutorial on building a professional brand online • Document analysis activity: Blane C. Holden’s Online Portfolio • Case: Identifying the Best-of-the-Best Job-search sites

Chapter 16 Writing Proposals

• sample internal proposal: Tablet study at Rawlings Regional Medical Center • Document analysis activity: Marketing Proposal Presentation

Chapter 17 Writing Informational Reports

• sample progress report: Tablet study at Rawlings Regional Medical Center • Document analysis activity: High Plains Water-Level Monitoring study • Document analysis activity: “Global Forest Change” Interactive Map

Chapter 18 Writing Recommendation Reports

• sample recommendation report: Tablet study at Rawlings Regional Medical Center • Document analysis activity: Influenza 2010–2011: aCIP Vaccination Recommendations

Chapter 19 Writing Lab Reports

• Relocated from Chapter 18 to enable the three chapters using the sample report suite (Tablet study at Rawlings Regional Medical Center) to appear consecutively

Chapter 20 Writing Definitions, Descriptions, and Instructions

• Discussion on the role of social media in the dissemination of instructional information • Guidelines for designing instructional videos • Document analysis activity: Presenting Clear Instructions • Document analysis activity: Mechanism Description Using Interactive Graphics • Document analysis activity: Process Description Using Video animation • Document analysis activity: Instructions Using Video Demonstration • Document analysis activity: Instructions Using Video screen Capture • Document analysis activity: Instructions Using a Combination of Video Demonstration and

screen Capture • Document analysis activity: Definition Using Video animation • Case: Choosing a Medium for Presenting Instructions

Chapter 21 Making Oral Presentations

• a discussion on creating presentation materials using Prezi • Tutorials on creating presentation slides and on recording and editing audio for recorded

presentations and other projects

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Preface for Instructors ix

Get the Most out of Technical Communication, Eleventh Edition The Eleventh Edition of Technical Communication lives not only in print but online, where you and your students will find an array of engaging resources to enhance your course. Bedford/St. Martin’s offers resources and format choices that help you and your students get even more out of your book and course. To learn more about or to order any of the following products, contact your Macmillan sales representative, email sales support (Sales _Support@macmillanusa.com), or visit the website at macmillanhighered .com/techcomm11e.

LaunchPad for Technical Communication: Where Students Learn LaunchPad provides engaging content and new ways to get the most out of your course. Get an interactive e-book combined with unique, book-specific materi- als in a fully customizable course space; then mix our resources with yours.

• Prebuilt units—tutorials, quizzes, and more—are easy to adapt and assign. Add your own materials and mix them with our high-quality multimedia content and ready-made assessment options, such as LearningCurve adaptive quizzing.

• LaunchPad also includes access to a gradebook that provides a clear window on the performance of your whole class and individual students, overall and on individual assignments.

• A streamlined interface helps students focus on what’s due, and social- commenting tools let them engage, make connections, and learn from each other. Use LaunchPad on its own or integrate it with your school’s learning management system so that your class is always on the same page.

LaunchPad for Technical Communication, Eleventh Edition, includes the fol- lowing book-specific media materials:

• Cases Previously located at the end of each chapter, these document- based cases now live online, making it easy for students to familiarize themselves with the case scenarios, download and work with related documents, and complete their assignments.

• Document Analysis Activities The online equivalent of the Document Analysis Activities (formerly Interactive Sample Documents) included in the print book, these models introduce students to the kinds of multimedia documents that can exist only online—such as a recommendation report presented as a podcast and a definition delivered via video and animation. Each model is accompanied by a set of assessment questions to guide students in their analysis.

• Downloadable Forms Students can download and work with a variety of forms discussed throughout the text, including an audience profile sheet, a team-member evaluation form, and an oral presentation evaluation form.

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