COMMUNICATION Mike MarkelMore ways to learn with LaunchPad for Technical Communication macmillanhighered.com/techcommile o LQURCHPad — 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 maemillanhighered.com/techeommfle. InLaunchPad, youl 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 willhelp you focus on the topics where youneed the most hel + real-world case scenarios bull around common workplace documents * atest 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 lst of LeunchPad contents, see the next two pages.Inside the LaunchPad for Technical Communication LaunehPad materials are dentifed throughout the text withthe [EI eon Toaccess the book's LaunchPad, goto ‘macmillanhighered.com/launchpad/techcommtte DDocument-based cases, previously included atthe end of each chapter are now presented online here you can famiarze yourself lth each renarg, download and work with elated document, and access agnment questions na single space. ASE 1: Using the Measures of Excellence in Evaluating @ Résumé CASE 2: The Ethics of Requiring Students Te Subsidize a PlagiarismDetection Service ‘CASE 3: Understanding Why Revision Software Cannot Revise and Edi Your Socument CASE 4: Accommodating 2 Team Member's Scheduling Problem: CASE 5: Focusing on an Audience's Needs and Interests Revising a Questionnaire Organizing a Document for Clatity—and Diplomacy CCASE 6: Analyzing the Persuasiveness of a Website CASE 9: Emphasizing Important Information in a Technical Deseription CASE 10; Revising « Document for Nennative Speakers and {or Translation, CASE 11: Designing a Flyer (CASE 12: Creating Appropriate Graphics Te Accompany a Report CASE 13: Revising a Document for aNew 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:Introdueing 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 Pre a Download and work with a variety of helpful forms discussed throughout the ex WorksSchedule Form (Chapter 4) Tearn-Member Evaluation Form (Chapter 4) Self-evaluation Form (Chapter 4) Audience Profle sheet (Chapter 5) (Oral Presentation Evaluation Form (Chapter 21) Master the mater cveredin the fist ten caper of the text as wells key hls for multiingual tert with LermingCurve, fun ‘adaptive gulzing program that mets ou where you are and gives ou the extra support you need len yu need it Understanding the Technical Communication Environment {Covering Part 1: Chapters 1-8) ‘Analyzing Your Audience and Purpose (Covering Chapter 5) Researching Your Subject (Covering Chapter 6) Organizing and Emphasizing Information (Covering Chapters Zand) Communicating Persuasively (Covering Chapter 8) Writing Correct and etfective Sentences (Covering Chapter 10) Articles and Nouns for Multilingual Writers (Covering ‘Appendix Part O: Guidelines for Multilingual Writers) Prepositions for Multilingual Writers (Covering Appendix Part D: Guidelines Yor Multlingual Writers) Sentence Structure for Multilingual Writers (Covering “Appendix Part D: Guidelines for Multilingual Writers) Verbs for Multilingual Writes (Covering Appendix Part D: ‘Guidelines for Multilingual Writers)DOCUMENT ANALY: roi Explore real multimedia documents that hamess digital technologies in excing new ways, and respond te prompts thot ep ‘youanalyze them, Interactive Graphic-Tom Giratikanon and David Sehutz, ‘ow Hard the Wind Wil Hie 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 a: a Website: United States Geological Survey, High Plains Water-Level Monitoring Study (Chapter 17) Informational Report Presented Through an Interactive Grophie: Matthew C. Hansen et al, University of Maryland, Google, USGS, and NASA, “Glabal Forest Change’ Interactive Map (Chapter 17) Recommendations Presented in an Audio Podcast: Centers “or Disease Contra}, Influenza 2010-2011, ACIP Vaccination Recommendations (chapter 18) -Mechanism Description Using Interactive Graphics: Hybridcenterorg and Union of Concerned Scientist, Hybrids Under the Hood (Part 2} (Chaptet 20) Process Description Using Video Animation: North Carolina Department of Transpartation (NCDOT}, Diverging Diamond interchange Visualization (Chapter 20} Instructions Using Video Demonstration: PartSelect, Dryer Repair Replacing the High Limit Thermostat (Chapter 20) Instructions Using Video Seren Capture: TechSmith, Jing Learning Center: Capture a Video (Chapter 20), Instructions Using a Combination of Video Demonstration tne Screen Captures Texas Tech University Multiple Literacy Lab (MuLL), Recarding Audio inthe Feld Using an ‘alk (Chapter 20) Definition Using Video Animation: ABC News, Whats the ‘loud? (Chapter 20) ye ‘These modules, bull around five short videos of rea team interactions, fcuson the role of written communication in team ork They reach you how tase writen documentavon to managed team by producing tsk schedules, minutes, chars, andather ‘materials and als provide models for working on large collaborative documents Methods of Collaboration in Team 1 Responses and Outcomes fer Team 1 Methods of Collaboration in Team 2 Creating Meeting Minutes for Tear 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 $ Responses and Outcomes for Team 3 ‘Competitive versus Considerate Conversation in “Teams 1 and 2 Sell-Promoting versus Sell-Deprecating Speech in ‘Teams ang 4 inte Engaging tutorial show you helpfl tool and ifr creating your projects along wth guidance on how to best uethem, as wea {the documentation processor ng the soures you use n MLA and APA tye DIGITAL WRITING TUTORIALS ross-Platforrs Word Processing with CloudOn, Quip, ane More (Chapter 3) Tracking Sources with Evernote and Zotero (Chapter 6) Phote Felting Basics with GIMP (Chapter 12) Building Your Professional Brand with Linkedin, Twitter, and ‘More (chapter 15) ‘Creating Presentations with PowerPoint and Pres (Chapter 21) ‘Audio Recording and Eaiting 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 Documenting Sources) How To Cite a Website in APA Style (Appendix a: Documenting Sources) How To Cite an Article in MLA Style (Appendix 8: Documenting Sources) How To Cite a Book in MLA Style (Appendix ®: Decumenting Sources} How To Cite a Databace in MLA Style (Appendix 8: Documenting Sources) How To Cite a Website in MLA Style (Appendix 8: Documenting Sources)Technical COMMUNICATION Mike Markel ey ace ITC ata ued Boston + New YorkFor Bedford/St. Martin’s Vice President, Editorial Macmillan Higher Education Humanities: Eéwin Hill Faitrial Director for English and Music: Katen S. Henry. Publisher for Business and Technical Writing: Leasa Burton Executive Editor for Business and Technical Writing: Molly Parke ‘Associate Developmental Editor: Regina Tavani Fitri 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 Palchike “Text Design: Maureen McCutcheon Design CCover Design: Wiliam Boardman Cover and Tite Page Art: © John Lund/Getty Images Composition: Graphic World, ne. Printing and Binding: RR Donnelley and Sone Copyright © 2025, 2012, 2010, 2007 by Bedford/St. Martin's Al 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 expresely permitted by the applicable copyright statutes or in writing by the Publisher. For information, write: Bedford/St. Martin's, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN 978-1.4576-7337- 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 teproduice these selections by any means whatsoaver without the written permission of the copyright holder Disuibuted outside North America by PALGRAVE MACMILLAN Houndmills, Basingstoke, Hampshire RG21 SKSPreface for Instructors 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 tumaround, some information can be properly communicated only through the longer, detailed documents that have always been at the center of technical communication, Thave revised this new edition of Tecknical 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 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 frst 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: Docurment-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Preface for instructors Chapter 1 Introduction to Technical Communication "New focus on continuous collaboration betiveen technical communicators and stakeholders [A discussion of the challenges relate to producing technical communication and how meet them Alscussion of the sls andl qualtes shared by successful workplace communicators New annotated sample documents tha set the stage for those that wil follow throughout the text such as 2 company blog post and comment thread {LearningCurve: Understanding the Technical Communication Environment, covering Chapters 1-4 chapter2 Understanding Ethical and Legal Considerations A discussion of ethical and legalissues related to social media, including guidelines fr using social media ethcallyn the workplace Document Analysis Activity: Presenting Guidelines for Using Social Media LearningCurve: Understanding the Technical Communication Environment, covering Chapters 1-4 chapters + Advice on choosing the best digital wrting tool fora project Writing Technical + Document Analysi Activity: Identfying the Strengths and Weaknesses ofa Commercial Documents 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 ¢ ‘+ Tutorials on scheduling andl conducting meetings online, reviewing collaborative documents Waiting Collaboratvely Incorporating tacked changes, using wikis for collaborative work, and using collaborative software LearningCurve: Understanding the Technical Communication Environment, coveting Chapters 4) Chapters. + Ane, more-detaile introduction to the role of audience ane purpose Analyzing Your Audience advice on using socialmedia data in auience analysis and Purpose + Case: Focusing on an Audience's Needs and Interests + LearmingCurve: Analyzing Your Audience and Purpose © chapter + Advice on using social media data in research Researching Your Subject tutorial on tracking sources using online research tools LearningCurve: Researching Your Subject chapter? + Document Analysis Activity: Using Multiple Organizational Patterns in an Infographic Ciganng our + LeaeningCurve: Organizing and Emphasizing Information, covering Chapters 7 and Chapters ‘+ Case: Analyzing the Persuasiveness of Website Communicating + LearningCurve: Communicating Persuasively Persvacively chapter “+ New focus on emphasizing important information a various document levels Emphasizing Important Information Case: Emphasizing Important Information ina Technical Description LearningCurve: Organizing and Emphasizing Information, covering Chapters 7and9 Chapter 10 Writing Correct and Effective Sentences Instruction on writing grammatically correct sentences relocated from Appendix C LearningCurve:Witing Correct and EMectve SentencesPreface for Instructors chapter 11 + Advice on designing documents for mobile screens Designing Print anc : tutorial on proofreading for format consistency Online Documents Chapter 12 + Aclscussion of infographles ‘Creating Graphics + Document Analysis Activity: Interactive Graphic + Tutorial on editing photos 2 Chapter 13 + Case: Setting Up and Maintaining a Professional Mieroblog Account Reviewing, Evaluating and Testing Documents and Websites Chapter14 + Guidelines for representing your organization ona microblog iting Correspondence Chapter 15 + Advice on establishing your professional brand Wing obsAppieaton —< Guidlines on cresting and sing a Linkeatn pofte jateras + Tutorial on building a professional bandnline + Document Analysis Activity: Blane C.Holden's Online Portfol + Case: Kenting the Bestofthe-Best ob-Search Sites chapter 16 + Sample intemal proposal Tablet Study at Rawlings Regional Medical Center Writing Proposals + Document Analysis Activity Marketing Proposal Presentation chapter 17 + Sample progress report Tablet Stuy at Rawlings Regional Medical Center writing informational + Document Analysis Activity: High Plans Water-Level Monitoring Study Reports + Document Analysis Activity: "Global Forest Cnange'Interactive Map ©) Chapter 18 + Sample recommendation report Tablet Study at Raulings Regional Medical Center ‘writing Recommendation. Document Analysis Activity: Influenza 2010-2011: ACIP Vaccination Recommendations Reports Chapter 19 + Relocated fom Chapter 1810 enable the tree chapters using the sample report site Tablet Writing Lab Reports Study at Rawlings Reglanal Medical Centr) to appear consecutively Chapter 20 + Discusion on the role of social media inthe dissemination a insrucional information Writing Defiitions, + Guidelines for designing instructional videos Deserptions and + Document Analysis Activity: Presenting lear structions erections + Document Analysis Activity: Mechanism Description Using interactive Graphics + Document Anayss Activity: Process Descrintion Using Video Animation Cl + Document Anaiyss Activity: Instructions Using Video Demonstration + Document Analysis Activity: Instructions Using Video Screen Capture) + Document Analysis Activity: Instructions Using a Combination of Video Demonstration and Sereen Capture © + Document Analysis Activity: Definition Using Video Animation + Case: Choosing 2 Medium for Presenting structions Chapter 21 + A discussion on creating presentation materials using Prezi Making Ort : “Tutorials on creating presentation sites and on recording and editing aude fr recorded Presentations presentations and other projectsPreface for instructors 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/techcommtiie 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 unite—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 LeamingCurve 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. + Astreamlined 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 decument- 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 podeast and a definition delivered vvia 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,Preface for Instructors + LearningCurve LeamingCurve is an adaptive, game-like quizzing program that helps students master comprehension and application of the course material. Six LearningCurve activities cover material from the first ten chapters of the text (the first four chapters are covered in the activity "Understanding the Technical Communication Environment,” and Chapters 7 and 9 are covered in the activity “Organizing and Emphasizing Information”), as well as key topics for multilingual writers. + Team Writing Assignment Modules Based on Team Writing by Joanna ‘Wolfe, these modules focus on the role of written communication in teamwork. The modules are built around five short videos of real team interactions. They teach students 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. + Test Bank Instructors using LaunchPad have access to a robust test bank which offers multiple-choice, true/false, and short-answer questions for each chapter. + ‘Tutorials Engaging tutorials present digital tips and introduce students to ‘helpful multimodal composition tools, such as Prezi and Audacity, providing guidance on how to best use them for projects. Documentation tutorials provide a fun new way for students to learn citation. + Full-Length e-Books The LaunchPad includes access to two 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 content, see the inside front cover of this, book. ‘To get the most out of your course, order LaunchPad for Technical Commnuni- cation packaged with the print book at no additional charge. (LaunchPad for ‘Technical Communication can also be purchased on its own.) An activation code is required. To order LaunchPad for Technical Communication with the print book, use ISBN 978-1-319-00982-3. Choose from Alternative Formats of Technical Communication Bedford/St. Martin's offers a range of affordable formats, allowing students to choose the one that works best for them. For details, visit ‘macmillanhighered.com/techcomm11e/formats. + Bedford e-Book to Go A portable, downloadable e-book is available at about half the price of the print book. To order the Bedford e-Book to Go, use ISBN 978-1-4576-8849-2. + Other Popular e-Book Formats For details, visit macmillanhighered.com Jebooks.Preface for instructors Select Value Packages ‘Add more value to your text by packaging one of the following resources with Technical Communication, Eleventh Edition. To learn more about package options for any of the products below, contact your Macmillan sales repre- sentative or visit macmillanhighered.com/catalog/techcomm11e Document-Based Cases for Technical Communication, Second Edition, by Roger Munger, Boise State University, offers realistic writing tasks based on seven context-rich scenarios, with more than 50 examples of documents that students are likely to encounter in the workplace. To order the textbook pack- aged with Document-Based Cases for Technical Communication for free, use ISBN 978-1-319-00980-8. ‘Team Writing by Joanna Wolfe, University of Louisville, is print supple- ment with online videos that provides guidelines and examples of collaborat- ing to manage written projects by documenting tasks, deadlines, and team goals, Two- to five-minute videos corresponding with the chapters in Team Writing give students the opportunity to analyze team interactions and learn about communication styles. Practical troubleshooting tips show students how best to handle various types of conflicts within peer groups. To order the textbook packaged with Team Writing, use ISBN 978-1-319-00981-6, Instructor Resources You have a lot to do in your course, Bedford/St, Martin's wants to make it easy for you to find the support you need—and to get it quickly, Computerized Test Bank for Technical Communication, Eleventh Edition, is a new test bank that combines—and builds upon—existing assessment resources, including the self-assessment quizzes previously available on TechCommn Web and reading quizzes. The test bank offers a convenient way to provide additional assessment to students, Instructors using LaunchPad will find the test bank ‘material available in the “Resources” section, where they can add the items they ‘wish to their units for the course, The test bank files are also available to down- load from the Bedford/St. Martin's online catalog macmillanhighered.com /catalog/techcommtte. Instructor's Resource Manual for Technical Communication, Eleventh Edition, is available in the “Resources” section of LaunchPad and as a PDF file that can be downloaded from the Bedford/St. Martin's online catalog macmillanhighered.com/catalog/techcomm1te. In addition to sample syllabi, chapter summaries, and suggested teaching approaches, the Instructor's Resource Manual includes suggested responses to every Document Analysis Activity, exercise, and case in the book. The manual also includes a unique series of teaching topics Additional Cases and Exercises for every chapter are available in the LaunchPad, and you can choose which ones you assign to students. Sug- gested responses to each case and exercise are also available. Presentation Slides are available to download and adapt for each chapter.Preface for Instructors Acknowledgments All of the examples in this book—from single sentences to complete documents—are real, Some were written by my students at Boise State University. Some were written by engineers, scientists, health-care providers, and businesspeople, with whom I have worked as a consultant for more than 35 years. Because much of the information in these documents is proprietary, Ihave silently changed brand names and other identifying information. I thank the dozens of individuals—students and professionals alike—who have graciously allowed me to reprint their writing. They have been my best teachers, ‘The Eleventh Edition of Technical Communication has benefited greatly from the perceptive observations and helpful suggestions of my fellow instructors throughout the country. I thank Rebecca Agosta, Rowan-Cabarrus Community College; James Anderson, University of Arkansas; Gabriella Bedetti, Eastern Kentucky University; Teriann Blaisdell, University of Texas at Arlington; Osen Bowser, Central Piedmont Community College; Lee Brasseur, Ilinois State University; Steven Cohen, University of Maryland; Armondo Collins, Rowan-Cabarrus Community College; Dan Colson, Emporia State University; Tracy Dalton, Missouri State University; Jan Ellsworth, University of Arkansas at Little Rock; Joe Erickson, Angelo State University; Cynthia Faircloth-Smith, Southwestern Community College; Mary Taure, The Ohio State University; Brian Fehler, Tarleton State University; Samantha Gendler, University of Mazyland, College Park; Ian Granville, University of Florida; Julia Hardie, Louisiana Tech University; Jennifer Hewerdine, Southern Ilinois University; Catherine Howard, University of Houston-Downtown; Bobby Kuechenmeister, University of Toledo; Amber Lancaster, University of Maryland-University College; Zretta Lewis, Texas A&M International University; Chadwick Lyles, Louisiana Tech University; Bruce Magee, Louisiana Tech University; Jodie Marion, Mt. Hood Community College; Tanya McInnis, Bowie State University; David Merchant, Louisiana Tech University, Josie Mills, Arapahoe Community College; Melissa Mohlere, Rowan-Cabarrus Community College; Michele Mosco, Arizona State University; Vicki Moulson, College of the Albemarle; Richard Ogle, University of Houston-Downtown; Amy Patterson, Moraine Park Technical College; Lori Pennington, Boise State University; Kristin Pickering, Tennessee Technological University; Cassie Plott, Rowan-Cabarrus Community College; Justin Rademaekers, Purdue University; Lisa Ragsdale, College of Humanities and Social Sciences; Sumita Roy, Southern University; Dr. Laurie Rozakis, Farmingdale State College; Michelle Schafer, University of Florida; Charles Sides, Fitchburg State University; Krista Soria, University of Alaska Anchorage; James Tichgelaar, ‘The Ohio State University; Nicole Wilson, Bowie State University; and several anonymous reviewers. I would like to acknowledge the contributions of one of my colleagues from Boise State University, Russell Willerton. Russell developed two of thePreface for instructors new LeamingCurve activities and contributed substantially to the new test bbank and to various instructor resources. I greatly appreciate his expertise and hard work. I also wish to thank Flaine Silverstein, who developed the text's other four LearningCurve activities with great patience, wisdom, and care Thave been fortunate, too, to work with a terrific team at Bedford/St Martin’s, led by Regina Tavani, an editor of great intelligence, judgment, and energy. Regina has helped me improve the text in many big and small ways. also want to express my appreciation to Joan Feinberg, Denise Wydra, Karen Henry, Leasa Burton, and Molly Parke for assembling the first-class team that has worked so hard on this edition, including Andrea Cava, Brenna Cleeland, ‘Anna Palchik, Carrie Thompson, Sarah and Pablo D’Stair, Quica Ostrander, and Sally Lifland, For me, Bedford/St, Martin's continues to exemplify the highest standards of professionalism in publishing, The people there have been endlessly encouraging and helpful. I hope they realize the value of their contributions to this book, My greatest debt is, as always, to my wife, Rita, who, over the course of many years and eleven editions, has helped me say what I mean. A Final Word Tam more aware than ever before of how much I learn from my students, my fellow instructors, and my colleagues in industry and academia. If you have comments or suggestions for making this a better book, please send an email to techcomm@macmillan.com. I hope to hear from you. Mike Markelthis page left intentionally blankIntroduction for Writers ‘THE ELEVENTH EDITION of Technical Communication is organized into five parts, highlighting the importance of the writing process in technical com- munication and giving equal weight to the development of text and graphics in documents and websites Part Provides abasic understanding of important topics in technical Understs ‘communication, inching ethical and legal considerations, the the Technical role of the writing process in planning and developing technical Communication documents, an the practice of collaborating on documents Environment pare 2cuses on rhetorical concerns, suchas considering audience and Planning the purpose, gathering information through primary and secondary Document research, and planning the organization of documents, pares Describes communicating persuasively: wring coherent Developing ‘documents; writing effective sentences; designing documents and and Testing the websites; creating graphics and reviewing, evaluating, and testing Verbalanaviscal documents and websites, Information Parca ‘Covers a wide range of types of technical communication: eters, Learning memos, emails, and microblogs job-application materials includ Irnportant ing print and electronic résumés; proposal; informational reports, Applications such as progress and status reports, incident reports, and meeting minutes; recommendation reports lab reports: definitions, descriptions and instructions: oral presentations; and applications used in communicating with the public including newsletters, brochures, white papers, podcasts, discussion boards, blogs, ane wiki Appendix (Offers adlttonal help with skimming sources and taking notes Reference documenting sources using the APA IEEE, and MLA styles and Handbook tediting and proofreading decuments, Als provides advice to muttlingualweters on cultura, stylist, and sentence-levelIntroduction for Writers ‘Technical Communication offers a wealth of support to help you complete your technical communication projects: Annotated Examples make it easier for you to learn from the many model documents, Scemuieetcenies — uuarnowecacecea mnjom ona an ere illustrations, and screen shots throughout the text Guidelines boxes throughout the book sum- ‘marize crucial information and provide strategies related to key topics. Ethics Notes in every chapter remind you to think about the ethical implications of your writing and oral presentations. Designing Easy-To-Read Text * Griuminqea sem counannrontanecatwcsenene tem vamicetatpoubesiscraises mrt oOo PeeeeeeeeneeesIntroduction for Writers Using Mutple Organizational Patterns nan nfographic % 2296, ae ae aaa HooTo Usethe Ses Grou fe Document Analysis Activities (formerly Interactive Sample Docu- ments), located both in print and online, allow you to apply what you have just read as you analyze a real business or technical document, Tech Tips for using basic software tools give you step-by- step, illustrated instructions on topics such as tracking changes, creating graphics, and modify- ing templates. Keywords in each ‘Tech Tip help you use the Help ment in your word-processing software to find additional information,Introduction for Writers Writer's Checklists summarize important concepts and act as handy reminders as you draft and revise your work. Cases in every chapter present real- ‘world writing scenarios built around common workplace documents that you can critique, download, and revise, ‘cect ty ag 1 doesstdemt sta 8 Capea odour 6 Ca ie ena og tir ee nd senate Remecrnt ‘Sherer se agua ape pg peer blegspe inc eeeiterenen coer eset ‘emma comincosanenmt For quick reference, many of these features are indexed on the last book page and inside back cover of this book.Brief Contents Preface for Instructors v Introduction for Writers x Tene Part 1 Understanding the Technical Communi 1 Introduction to Technical Communication 2 2. Understanding Ethical and Legal Considerations 17 3 Writing Technical Documents 41 4 Writing Collaboratively 57 8 Communicating Persuasvely v0 8 Emphasizing Importantinformation 12 10. Writing Correct and Effective Sentences. 21 11 Designing Print and Ontine Documents 48 12 Creating Graphics 254 13 Reviewing, Evaluating, and Testing Documents and Websites 40 V4 Wilting Correspondence 358 15 Wilting Job-Application Materials 38s 16 Writing Proposals 19 17. Wirting Informational Reports 45 18 writing Recommendation Reports 68 19 Writing Lab Reports sis 20. Writing Definitions, Descriptions, nd Instructions 532 21. Making Oral Presentations 576 Poa ed ‘A Skimming Your Sources and Taking Notes 606 B Documenting Your Sources 14 © Editing and Proofreading Your Documents 655 1D Guidelines for Multiingual Writers (ESL) 677 Selected Bibliography 695 References 697 Index 702 Index of Selected Features 720this page left intentionally blankContents Preface for Instructors v Introduction for Writers xv eens Oneal kauri umanieet ees 1 Introduction to Technical Communication 2 What Is Technical Communication? 3 The Challenges of Producing Technical Communication 5 Characteristics of aTechnical Document 7 Measures of Excellence in Technical Documents 7 ‘Skills and Qualities Shared by Successful Workplace Communicators 9 How Communication Skills and Qualities Affect Your Ca Alook at ThreeTechnical Documents 12 LEARNINGCURVE: Understanding the Technical Communication Environment 16 and CCASE 1: Using the Measures of Excllence in Evaliating a Résumé 16 and 2 Understanding Ethical and Legal Considerations 17 ABrief introduction to Ethics 18 YourEthical Obligations 21 OBLIGATIONS TOTHE PUBLIC. 22 ‘OBLIGATIONS TOTHE ENVIRONMENT 23 YourLegal Obligations 2 copynicHTLAW 21 {GUIDELINES Dealing wih Copyright Questions 26 1 ETHics NOTE: Distinguishing Plagiarism om Acceptable Revie of Information 26 TRADEMARKLAW 26 contRacrLaW 27 LABILITY LAW 28 + GUIDELINES: Abiding by ably Laws 29 The Role of Corporate Culture in Ethical and Legal Conduct 30 5 macmillanhighered comilaunchpaditechcommite xcontents Understanding Ethical and Legal Issues Related to Soci = GUIDELINES: Using Social Media Ethically and Legally 33 = DOCUMENT ANALYSIS ACTIVITY: Presenting Guidelines for Using Social Media 35 Media 32 Communicating Ethically Across Cultures 36 ‘COMMUNICATING WITH CULTURES WITH DIFFERENT ETHICAL BELIEFS 36 Principles for Ethical Communication 37 ABIDE BY RELEVANT LAWS 37 [ABIDE BY THE APPROPRIATE PROFESSIONAL CODE OF CONDUCT 37, ‘TAKE ADVANTAGE OF YOUR EMPLOYER'S ETHICS RESOURCES 37 TELLTHETRUTH 36 USE DESIGN TO HIGHLIGHT IMPORTANT ETHICAL AND LEGAL INFORMATION 38 ACKNOWLEDGE ASSISTANCE FROM OTHERS 39 WRITER'S CHECKLIST 39 EXERCISES. 39 LEARNINGCURVE: Understanding the Technical Communication Environment 40 and CCASE2:The Ethics of Requiring Students To Subsidize a Plaglarirm-Detection Service 40 and © 3 Writing Technical Documents 47 Planning «2 ANALYZING YOUR PURPOSE 43 TUTORIAL Cross-Platform Word Processing with CloudOn, Quip, and Mere GENERATING IDEAS ABOUT YOUR SUBJECT 44 ORGANIZING AND OUTLINING YOUR DOCUMENT 46 ‘TECHTIP: HowTo Use the Outline View 46 SELECTING AN APPLICATION, A DESIGN, AND A DELIVERY METHOD 47 TUTORIAL: Creating Outlines Drafting 48 USING TEMPLATES 48 = GUIDELINES: Drafting Eflectively 48 = TECH TIP: HowTo Modify Templates 49 = DOCUMENT ANALYSIS ACTIVITY Identifying the Strengths and Weaknesses of @ Commercial Template 50, B macmillanhighered com/launchpadtechcommttecontents USING STYLES. 51 1 TECHTIP:How To Use the Styles Group 51 TUTORIAL: Creating Styles andTemplates 8 Revising 32 SEEKINGHELP FROM OTHERS. 52 ‘ETHICS NOTE: Acknowledging Reviewers Responsibly $4 Editing 54 Proofreading s+ WRITER'S CHECKLIST 55 EXERCISES 56 LLEARNINGCURVE: Understanding the Technical Communication Environment 56 and (CASE: Understanding Why Revision Software Cannot Revise and Edit Your Document 56 and © 4 Writing Collaboratively 57 Advantages and Disadvantages of Collaboration 59 DISADVANTAGES OF COLLABORATION 60 Managing Projects 60 = GUIDELINES: Managing Your Project. 61 Conducting Meetings 61 TUTORIAL: Scheduling Meetings Online LISTENING EFFECTIVELY 62 = GUIDELINES: Listening Effectively 62 1 ETHICS NOTE: Puling Your Weight on Collaborative Projects 67, DOWNLOADABLE FORM: Work Schedule Form DOWNLOADABLE FORM Team-Member Evaluation Form DOWNLOADABLE FORM SeltEvaluation Form CONDUCTINGEFFICIENT MEETINGS 67 ‘COMMUNICATING DIPLOMATICALLY 67 (CRITIQUING ATEAM MEMBER'S WORK 67 = GUIDELINES: Communicating Diplomatically 68 = GUIDELINES: Critiquing a Colleague's Work 68 Using Social Media and Other Electronic Tools in Collaboration «9 ‘= TECHTIP:How To Use the Review Tab 70 TUTORIAL Reviewing Collaborative Documents TUTORIAL:Incorporating Tacked Changes ‘T macmillanhighered.com/launchpaditechcommivecontents = DOCUMENT ANALYSIS ACTIVITY: Crtiquing a Draft Clearly and Diplomatiealy 71 VIDEOCONFERENCING 72 TUTORIAL: Conclucting Online Meetings = GUIDELINES: Participating in aVigeoconference 72 ‘WIKIS AND SHARED DOCUMENT WORKSPACES 74 TUTORIAL: Using Wikis for Collaborative Work TUTORIAL: Using Collaboratve Software Cl 1 ETHICS NOTE: Maintaining a Professional Presence Online 76 Gender and Collaboration 77 Culture and Collaboration 77 WRITER'S CHECKLIST. 78 EXERCISES. 78 LEARNINGCURVE: Understanding the Technical Communication Environment 79 and [2 ‘CASE 4: Accommodating a Team Member's Scheduling Problems 79 and [ene warnnr hacen 5 analyzing Your Audience and Purpose s2 Understanding Audience and Purpose 54 Using an Audience Profile Sheet # DOWNLOADABLE FORM: Audience Profile Sheet Determining the Important Characteristics of Your Audience 67 ‘WHO ARE YOUR READERS? 47 WHAT ARE YOUR READERS’ ATTITUDES AND EXPECTATIONS? 49, HOW WILL YOUR READERS USE YOUR DOCUMENT? 90, Techniques for Learning About Your Audience 31 DETERMINING WHAT YOU ALREADY KNOW ABOUT YOUR AUDIENCE 92 INTERVIEWING PEOPLE 92 SEARCHING SOCIAL MEDIA FOR DOCUMENTS YOUR AUDIENCE HAS WRITTEN 92 Communicating Across Cultures 95 UNDERSTANDING THE CULTURAL VARIABLES “ONTHE SURFACE" 95 ‘= GUIDELINES: Writing for Readers from Other Cultures 101 = DOCUMENT ANALYSIS ACTIVITY:Examining CulturalVariables in a Susiness Letter 102 USING GRAPHICS AND DESIGN FOR MULTICULTURAL READERS 104 B macmillanhighered com/launchpadtechcommtlecontents Applying What You Have Learned About Your Audience 104 1 ETHICS NOTE: Meeting Your Readers'Needs Responsibly 104 Writing for Multiple Audiences 107 Determining Your Purpose 108 Gaining Management's Approval 109 Revising Information for a New Audience and Purpose 110 WRITER'S CHECKLIST 112 EXERCISES 13 LLEARNINGCURVE: Analyzing Your Audience and Purpose 113 and CASE S:Focusing on an Audiences Needs and interests 113 ond 6 Researching Your Subject 114 Understanding the Differences Between Academic and Workplace Research 115, Understanding the Research Process 116 Choosing Appropriate Research Methods 16 1 GUIDELINES: Researching @Topic 119 Conducting Secondary Research 120 UNDERSTANDING THE RESEARCH MEDIA 120 Online catalogs, 12) / Reference Work: 121 / Periodcolindexes 122 / Newspaper Indexer 122) / sac Services 123 / Government Information 123 USING SOCIAL MEDIA AND OTHER INTERACTIVE RESOURCES 124 steed 26 ‘ TUTORIAL: Tracking Sources with Evernote andl Zotero ' GUIDELINES: Evaluating Print and Ontine Sources 129 Conducting Primary Research 10 R67 INSPECTIONS 124 EXPERIMENTS 124 INTERVIEWS. 126 = GUIDELINES: Conducting an Interview 138 INQUIRIES 138 QUESTIONNAIRES 138 ‘Asking Efecewe Questions 140. / Testing the Questionnaire 141. /_ Administering the Questionnaire 141 7" Pretenting Questannere Datain Your ocument 1 1 ETHICS NOTE: Reporting and Analyzing DataHonesthy 145, ‘D macmillanhighered.com/launchpaditechcommilecontents WRITER'S CHECKLIST. 144 EXERCISES 144 LEARNINGCURVE: Researching Your Subject 145 and CASE 6:Revising a Questionnaire 145 and {2 7 ~~ Organizing Your Information 146 Understanding Three Principles for Organizing Technical Information 147 [ANALYZING YOUR AUDIENCE AND PURPOSE 147 DISPLAYING YOUR ORGANIZATIONAL PATTERN PROMINENTLY 149 Understanding Conventional Organizational Patterns 149 1 GUIDELINES: Organizing Information Chronelogically. 151 = GUIDELINES: Organizing Information Spatially 153 = GUIDELINES: Organizing Information fom Generalte Specific 184 MORE IMPORTANTTO LESSIMPORTANT. 154 ‘= GUIDELINES: Organizing Information from More Important to Less Important 156 ‘COMPARISON AND CONTRAST. 156 ‘= GUIDELINES: Organizing Information by Comparison and Contrast 158 CLASSIFICATION OR PARTITION 158 ‘= GUIDELINES: Organizing Information by Classification or Partition 160 PROBLEM-METHODS-SOLUTION 160 = GUIDELINES: Organizing Information by Prablem-Methods-Solution 162 = GUIDELINES: Organizing Information by Cause and Effect 165 = DOCUMENT ANALYSIS ACTIVITY: Using Multiple Organizational Pat WRITER'S CHECKLIST 167, EXERCISES. 168 LEARNINGCURVE: Organizing and Emphasizing Your Information 168 and [3 ‘CASE: Organizing 2 Document for Claity—and Part 3 Developing and Testing the Verbal and Visual Information 169 8 communicating Persuasively 170 lomacy 168 and © Considering the Context of Your Argument 171 Security 171 / Recognition 172 / Growth 172 / Connectedners 172 B macmillanhighered com/launchpadtechcommtlecontents WORKING WITHIN CONSTRAINTS 174 EthicalConstanes 174 / LegalConstrants 174 / Political Constraints 174 / Informational Concramts 174 / PertonnelConstrants 174.7. Financia Constants 174 / Time Constants 1741" Format and Tone Constants Crafting a Persuasive Argument 175 IDENTIFYING THE ELEMENTS OF YOUR ARGUMENT 175 APPEALINGTO EMOTIONS RESPONSIBLY 179 = DOCUMENT ANALYSIS ACTIVITY: Analyzing Evidence nan Argument 18? UNDERSTANDING THE ROLE OF CULTUREIN PERSUASION 162 Avoiding Logical Fallacies 162 Presenting Yourself Effectively 184 = GUIDELINES: Creating Professional Persona 164 1 ETHICS NOTE: Seeming Honest Versus Being Honestin Persuasive Writing 184 Using Graphics as Persuasive Elements 145 ALook at Several Persuasive Arguments 186 WRITER'S CHECKLIST 189 EXERCISES 109 LEARNINGCURVE: Communicating Persuasively 190 and [2 ‘CASE 8 Analyzing the Persuasiveness of Website 191 and Q Emphasi fing Clear, Informative Titles 193 ing Important Information 192 ing Clear, Informative Headings 194 = TECHTIP:How To Medify and Create Styles 196 = GUIDELINES: Revising Headings 197 Writing Clear, Informative Lists 198 WRITE EFFECTIVE PARAGRAPH LISTS 198 WRITE EFFECTIVE SENTENCELISTS 200 = GUIDELINES: Creating Effective Lists 200, = TECHTIP: How To Create Numbered ane Bulleted Lists 209 Writing Clear, Informative Paragraphs 206 ‘STRUCTURE PARAGRAPHS CLEARLY 205 The lepieSentence 205 / TheSupporting information 206 / Paregrophtength 207 1 ETHICS NOTE: Avoiding Butying Bad News in Paragraphs 206 = GUIDELINES: Dividing Long Paragraphs 206 USE COHERENCE DEVICES WITHIN AND BETWEEN PARAGRAPHS 209, ‘Adding ransttonal Words and Phrases 209 / Repeating Key Words 211. Using Demonstrate Pronouns Followed by Nouns 317 1 DOCUMENT ANALYSIS ACTIVITY: Identifying the Elements ofa Coherent Paragraph 212 ‘T macmillanhighered.com/launchpaditechcommivecontents WRITER'S CHECKLIST. 212 EXERCISES 215 LEARNINGCURVE: Organizing and Emphasizing information 214 and ‘CASE 9: Emphasizing Important Information ina Technical Description 214 and 10 w Writing Grammatically Correct Sentences 216 AVOID SENTENCE FRAGMENTS. 217 [AVOID RUN-ON SENTENCES 218 AVOID AMBIGUOUS PRONOUN REFERENCES 219, USE ADJECTIVES CLEARLY. 227 MAINTAIN SUBJECT-VERB AGREEMENT 222 USETENSES CORRECTLY 222 Structuring Effective Sentences 22 ‘CHOOSE AN APPROPRIATE SENTENCE LENGTH 224 ‘Avoid Overy Lang Sentences 224 /- Avoid Overy Sh FOCUS ONTHE*REAL"SUBJECT 225 FOCUS ONTHE'REAL'VERB. 226 USE MODIFIERS EFFECTIVELY 228 Distinguish Between Restrictive and Nanrestcive Meditrs 228 /Aveld Misplaced Modifiers 229°/ Avoid Dangling Moditers 250 Choosing the Right Words and Phrases 230 BECLEARAND SPECIFIC 237 Use Aetve and Passive Voice Appropriately 231. / Be Specific 233. /_ Aveld Unnecessary Jargon 234 /" Use Posve Constuctons “234. /" AvoidLong Noun Stings 233 7" Avoid ‘ches 235. Avoid Euphemisms 236 1 ETHICS NOTE: Euphemisms and Truth Tellng 256 BECONCISE 296 ‘veld Obvious Statements 236 / AvoidFiler 237. / Avoid Unnecessary Peposivonal Phrases "237 / Avoid Wordy Phrases 238 / Avoid Fancy Words 239 = DOCUMENT ANALYSIS ACTIVITY:Revising for Conciseness and Simplickty 240, USE INOFFENSIVELANGUAGE 240 Nonsevist Language 240. / People FstLenguageforRefening to People with Disables 241 = GUIDELINES: Avoiding Sexist Language 241 ‘= GUIDELINES: Using the People-First Approach 242 1g Correct and Effective Sentences 215 Understanding Simplified English for Nonnative Speakers 242 Preparing Text forTranslation 242 B macmillanhighered com/launchpadtechcommttecontents WRITER'S CHECKLIST 252 EXERCISES 244 LEARNINGCURVE: Weting Correct and Effective Sentences. 247 and (© CASE 10: Revising 8 Document for Nonnative Speak sand forTransiation 247 ond 11 Designing Ps Goals of Document Design 250 Understanding Design Principles 250 REPETITION 251 TUTORIAL: Proofreading for Format Consistency CONTRAST 252 t and Online Documents 248 Planning the Design of Print and Online Documents 254 Designing Print Documents 255 BINDINGS 256 = TECHTIP:HowTo Set Up Pages 257 Designing PrintPages 260 "= GUIDELINES: Understanding Learning Theory and Page Design 20 PAGELAYOUT 262 Page Grids 262 / WhiteSpace 262 COLUMNS 264 Typefaces 265 / TypeFamiles 266 / Case 267 / Typesize 268 / Line Length 268. / UneSpacing 2687 ustifcation 268 1 TECHTIP: HowTo Format Columns 265 1 ETHICS NOTE: Using Type Sizes Responsibly 268 = TECHTIP:How To Modify Line Spacing 277 = TECHTIP:How To Modify ustieation 271 TITLES AND HEADINGS 272 Tiler 272° Headings 272 OTHER DESIGN FEATURES. 272 = TECHTIP:How To Creste Text Boxes 275 Analyzing Several Print-Decument Designs 276 = DOCUMENT ANALYSIS ACTIVITY: Analyzing a Page Design 260 ‘D macmillanhighered.com/launchpaditechcommilecontents Designing Online Documents 281 ‘CREATE INFORMATIVE HEADERS AND FOOTERS. 262 = GUIDELINES: Making Your Documents Easy To Navigate 285 INCLUDE EXTRA FEATURES YOUR READERS MIGHTINEED 285 DESIGN FOR READERS WITH DISABILITIES 265 DESIGN FOR MULTICULTURAL AUDIENCES. 286 1 ETHICS NOTE: Designing Legaland Honest Online Documents 287 Designing Online Pages 287 1 GUIDELINES: Designing Simple Site 287 = GUIDELINES: Designing EasyTo-Read Text 288 (CREATE CLEAR, INFORMATIVE LINKS 266, 1 GUIDELINES: Writing Clear, Informative Links 288 Analyzing Several Online-Decument Designs 289 WRITER'S CHECKLIST 291 EXERCISES. 257 CASE 11:Designing ayer 293 and 12 Creating Graphics 294 ‘The Functions of Graphics 295 ‘The Characteristics of an Effective Graphic 297 1 ETHICS NOTE: Creating Honest Graphics 298 = GUIDELINES: Integrating Graphies and Text 298 Understanding the Process of Creating Graphics 299 PLANNING GRAPHICS 299 1 TECH TIP: HowTo nse CITING SOURCES OF GRAPHICS 302 Using Color Effectively 302 Choosing the Appropriate Kind of Graphic 306 bles 306 / BarGrophs 312 / Infographics 317 / Line Graphr 319 / Pre Charts 222 = GUIDELINES: Creating tHfective Tables 310 = TECH TIP: HowTo Use Tab Stops 312 nd Moly Graphics 302 B macmillanhighered com/launchpadtechcommtlecontents = TECHTIP:How To Creste Graphics In Excel 214 = GUIDELINES: Creating FYfecive Bar Graphs 315 = GUIDELINES: Creating Effective Infographics 317 | TECHTIP:How Te Use Drawing Tools 320 1 GUIDELINES: Creating Effective Line Graphs 321 = GUIDELINES: Creating Effective Pie Charts 322 ILLUSTRATING LOGICAL RELATIONSHIPS. 223 Diagrams 323 / Organization Charts 326 = DOCUMENT ANALYSIS ACTIVITY: Analyzing a Graphic 325 1 DOCUMENT ANALYSIS ACTIVITY. Interactive Graphic 226 and ILLUSTRATING PROCESS DESCRIPTIONS AND INSTRUCTIONS 326 Checks 326 / flowcharts 327 / LogieTees 327 /-Techniquesfor Showing Action Photographs 230 / ScreenShots 330 / LineDrawings 332 / Mape 334 TUTORIAL: Photo Eating asics with GIMP 1 GUIDELINES: Presenting Photographs Etfectvely 330 = TECHTIP:How To Creste and Insert Screen Shots 322 Creating Effective Graphics for Multicultural Readers 334 WaITER's CHECKLIST 235 EXERCISES 226 ‘CASE 12: Creating Appropriate Graphics To Accompany aReport 339 and 13 Reviewing, Evaluating, and Testing Documents and Websites 340 Understanding Reviewing, Evaluating, and Testing 341 Reviewing Documents and Websites 342 REVISING 342 EDITING 343 = GUIDELINES: Eating the Ora 545 PROOFREADING 345 Conducting Usability Evaluations 345 Conducting Usability Tests 248 ‘THE BASIC PRINCIPLES OF USABILITY TESTING 349 PREPARING FOR AUSABILITY TEST 349 Inceracting withthe Test Participant 351 / Debriefing the TestParticpant 352 = ETHICS NOTE: Understanding the Ethics of Informed Consent 352 INTERPRETING AND REPORTING THE DATAFROM A USABILITY TEST 352 ‘= DOCUMENT ANALYSIS ACTIVITY: Obtaining Informed Consent 354 ‘D macmillanhighered.com/launchpaditechcommileWRITER'S CHECKLIST. 355 EXERCISES. 356 CASE 15:Revising a Document fora New Audience 356 and © [eue era an ate eed 14 Writing Correspondence 358 Understanding the Process of Writing Correspondence 359 Selecting a Type of Correspondence 360 Presenting Yourself Effectively in Correspondence 340 USETHE APPROPRIATE LEVEL OF FORMALITY "360 COMMUNICATE CORRECTLY 361 PROJECT THE-YOU ATTITUDE” 361 [AVOID CORRESPONDENCE CLICHES 362 CCOMMUNICATEHONESTLY 362 1 ETHICS NOTE Wrilng Honest Busines Correspondence. 362 wi ing Letters 63, ELEMENTS OF ALETTER 367 COMMONTYPES OF LETTERS 365 Inquiry etter 366 / Rerponsetoaninguiry 386 / Cloimletter 266 / Adjustment Writing Memos 372 = GUIDELINES: Organizing « Meme 374 Writing Emails a7 = GUIDELINES: Following Netiquette 375 = DOCUMENT ANALYSIS ACTIVITY:Fellowing Netiquette in an Emall Message 375 Writing Microblogs 377 ‘= GUIDELINES: Representing Your Organization ina Micrablag 379 writ WRITER'S CHECKLIST. 382 EXERCISES 383 CASE 14: Setting Up and Maintining Professional Microbl ing Correspondence to Multicultural Readers 380 Account 384 and © 15 Writing Job-Application Materials as Understanding the Job-Application Process 586 Establishing Your Professional Brand 386 UNDERSTANDING WHAT EMPLOYERS WANT 387 = GUIDELINES: Building the Foundation of Your Professional Brand $88 CRAFTING YOUR PROFESSIONAL BRAND 389 B macmillanhighered com/launchpadtechcommtle