Reminder for Final

1) Our final presentations tomorrow are to be from 2-4 pm in our same classroom.

2) Also, some people still owe assignments. This will affect final grades.

3) Lastly, a tip on graphics:

Many of you are simply inserting the graphs in your proposals without explaining after each graphic the relevance of the graphic. 

If you show us a graphic that shows profit value, explain the relevance of those profit projects. For instance, if the graph shows profits doubling in 2-3 years, reiterate this in writing, and give the final explanation of why. 

Advertisement Example...

Wednesday, March 18th: Graphics, Language and Handouts

Effective Language (p. 558 - 560)

For a maximal presentatation, considering how you use writing and what kinds of writing becomes essential. The following strategies are useful to organize thoughts and graphics, and allow for your audience to follow along while you develop your ideas slide-to-slide.


1. Advanced Organizers - a statement that highlights the main points of the presentation and clarifies what you will discuss, and in what order. Use transitional phrases and specific, active language to outline where you will take audience. You may have many such advance organizers, which may serve as introductions into a. entire presentation, and/or b. sections where points are developed in steps and multiple examples.

The following is an example of an Advanced Organizer for entire presentation:

Chez Denis brings Paris, France to Chicago. From the first sight, our customers will have travelled across the globe without the expensive plane ticket. From the facade to the dining rooms to the singing of metal pans cooking the best French cuisine the city can offer, we intend to show you how the City of Love falls in love with the Windy City.


2. Using Memorable Language - appropriate, clear language is necessary, but so is langauge that will be vigourous and specific enough to paint your image in the audience's brains.

The above example includes some memorable language. Common references to Paris (City of Love) and Chicago (the Windy City) help build the connection. Also, "facade" is a French term, which sticks out in various ways: 1. "facade" is a concise description instead of
buidling's outside appearance" and 2. the word allows for the Paris to be brought in the language.

Also, there is reference to the customers in the description. All of the language specifically describes the following general things - the customers, the concept of the restaurant, the city/community.


3. Summaries - use some slides to summarize/conclude some of the previous slides. Too often we summarize first, telling audience how to look at everything. However, there is a difference between providing an advanced organizer and a conclusion. The conclusive summary indicates "this is what we talked about" while advance organizers provide "what we are going to expand on, and in what order."


4. Transitions - Rather than starting a new point from scratch, use slides like you would use paragraphs. Repeat some key words and phrases from the last slide (point) as you transition into a new slide (point).

Also, use transitional phrases such as "such as", "secondly," "in contrast to," etc. Go back in our blog to look at transitional devices


Writing Prompt:

Create an "Advanced Organizer" paragraph that you could incorporate in the beginning of your presentation that would help us understand the vision of your restaurant.

Incorporate some memorable language - think about what your food is, what your restaurant's name is, who your customers will be, what the atmosphere will be, ...what are you selling, and in what order (in the presentation) ...



Final Homework (for Friday, 3/20):

1. Bring in a brochure, flyer, or advertisement you feel exhibits strong technical writing strategies (both aesthetically and in use of effective language). Post to your blog the specifics of the example that you feel are rhetorically strong.

2. Be ready to discuss "handouts" that you may use in a presentation, and which your group might use.

3. The goal for next class is to discuss the creation of effective handouts, and to start practicing the creation of such in our last class before the final!

Monday, March 16th:

PowerPoint Presentation *– Strategies for Success

*please print a copy of your presentation off, for professor, and in case of emergency

I. Of course, understand audience and purpose.

1. You are trying to persuade an investor by providing information of your restaurant concept, fully considering all business and cultural aspects of the proposal.
   

II.  Organization / Development of Presentation

• The most important aspect of a presentation is the clarity, and ordering your information (from slide to slide) in a logical manner
  

- Remember Organizational Patterns, Chapter 7

• How are you starting the presentation? What information comes when?
  

- When do you discuss the economics? Do you include all 

of the money aspects at once, or spread throughout presentation?

- When do you discuss community and how your place fits in?

- Real estate – property value (rent, or buy?)
- Neighborhood?

-  When do you discuss the food, the look of the restaurant, etc.?

- Each slide should be used effectively, with a smaller purpose 

that fits into the larger purpose of presentation.

- Divide presentation into larger categories 

of information first, perhaps, and then

devote a number of slides to each category

- Don’t spend too much time on one slide in presentation (30 

seconds/slide).

- Balance slides with proper amount of information – don’t make 

to busy with complicated graphics or large amounts of text

- Content meets form:
o Legibility of font; appropriate font size
o A font that thematically fits presentation and restaurant 

concept:

- Ex: elegant font for a “classic restaurant”; 

boxy, sharp-lined fonts (like Eurostile) for “modern."

o Color of font and slide background to fit theme, too
o Graphics – variety of graphics
- Pictures/ model of restaurant
· Inside; kitchen; outside; logo/sign; 

neighborhood shots

- Charts and Graphs
· Economics

- Table Charts – organizing steps/ phases

III. Using Effective Language

Foodie Enterpreneurial Articles

Again, to help inspire your final projects (as the one you're pitching to), here is some reading material that may or may not inspire, or even give you confidence, in your own ideas:

1) A Young Entrepreneur Makes Food, Not War

2) Uniting Around Food to Save an Ailing Town

3) QUICK BITE/Sea Cliff; Morning Coffee, Evening Sushi

4) A Southern-Fried Picnic, to Go

5) A New Era for Brooklyn's South Shore

Here is one colleges interesting website:

North Dakota State's "Your Resource Guide to the Food Industry: Food Entrepreneur"

Entrepreneur Databases

To help out with our business ventures, here is one link that may lead you to some data/material, if not only to broaden how you are looking at your proposal!

General Guidelines for Final Project

Final Project Presentations (300 pts)

Due: Friday, March 20, 2009 (though it may be moved to finals week)


Prompt and Guidelines:

In groups of three, you will put together and make a 15-20-minute presentation to the class, using visual aids. Notice the plural in there; aids. The most basic visual aid will that you are required to use is a PowerPoint presentation. You must also put together a brief proposal (1-2 pages) and bring a copy for everyone in the class (7 copies, plus your group). You must also hand in a bibliography (Work Cited page) full of researched data used within your presentation; one copy to the professor.

Specifically, you are to choose one of two options:


1) You are a group of burgeoning restaurateurs / restaurant owners. You have an idea for a restaurant, you’ve done your research on both the food and the business side, and you need a financial backer. You set up a meeting with a wealthy businessman and his group of lawyers and accountants. You must impress him with both a thorough consideration and outline of the economic aspects, as well as showing him your vision of what the restaurant will look like.


2) You are three hotshot architects (or so you think!) working for an architecture firm in the city. Donald Trump wants a new building; again. He invites you to be among the firms to bid on designing his building. He wants to know what your design is, how much it will cost, and also what extra services can be put in the building. How much of the building will be residential, or office space, etc.?


With either option, research becomes a big role in the success of the presentation. With three people, and the focus of the remaining two weeks being on this project, we expect some very engaging presentations.

Those who choose option 1 should immediately start research on restaurants and what kind of material goods (from building space to stoves to forks) will be needed and how much things cost (budget!). Those who choose option 2 should to immediately start looking up modern architectural terms, designs, etc. Both groups will benefit from understanding some of the basic/known figures and terms in either the culinary (cooking) or architectural worlds.


Expected Material:

1) PowerPoint with visuals
2) Proposal with clear vision, outlined budget and material, with graphs (7 copies)
3) Bibliography (Work Cited Page) of research for project
4) One extra technical document – your choice…something group feels is needed to go with presentation
5) Other visual/ audio aids: poster-board with graphics; appropriate music (to enhance vision); a company website (this would be impressive and time-consuming, and those with skills and knowledge are encouraged to go with your guts!)

Making Charts and Graphs

Charts and Graphs tutorial...


Practicing Chart


Below is the data that we will use to familiarize ourselves with making charts and graphs. Though the process can be intimidating (at least it is to me, the professor!), and involves using both Word and Excel, once you get the hang of making the graphics, you'll find them not as hard to really make.


1) Having your data handy is the very important first step. You need:


- The numerical values (money spent, intervals)


- The items whose values you are comparing (on Excel they call these "categories")

- How many times you plan to compare the items (one year, two year, etc.)






2009 Budget for Nike-Apple Integration for Apple:

1. Project Management combined salary (executive personnel): 200,000

2. Software Design Team combinedsalary: 450, 000

3. Chicago Technology Lab (new division/area): 1 million

4. Ground transportation of product: 300, 000

5. Air Transportation of product/ team members: 150, 000

Okay, above are example budget concerns that may show up in a proposal. All of this numerical data can be better displayed using graphics. Below are steps outlined for using Word 2003.


Microsoft 2003 steps for making a chart:


1) On the Insert menu, click Object, and then click the Create New tab.

2) In the Object type box, click Microsoft Graph Chart, and then click OK.

Microsoft Graph displays a chart and its associated sample data in a table called a datasheet.

3) To replace the sample data, click a cell (cell: A box formed by the intersection of a row and column in a worksheet or a table, in which you enter information.) on the datasheet, and then type the new text or numbers.



Note: If you close the datasheet you can reopen it by double-clicking the chart and then clicking Datasheet on the View menu.

20 Point Quiz # 4

Today's quiz is a little different way to review. Rather than multiple choice, which is confining, I want you to start putting your critical, creative thinking talents to better use:

Follow this link, and do both 16a. and 16b. E-mail both to me. So as to control the exam, we will give 20 minutes, and I will guide you along the steps.

Table, Line and Bar Graphs, Pie Charts: 3/2

Today, after we do 20 Point Quiz #4, we will discuss charts and graphs and their use in technical documents. To help us out, we will look back to pages 305 - 315 as guides.

Goals for the day:

1) Understand: Where do we get the information? What information is being asked?

2) Understand: What is included in the graph or chart?

3) Understand: What kind of graph is useful for different purposes, for different documents.

Building Technical Skills 3: Getting Graphic

Chapters 16 and 17

Due: Friday, 3/6/2009 by 8pm, by e-mail



Your task:

After sending out the memo (BTS 2), your CEO asks to see a business proposal from you explaining how our company will integrate the product into its business. His/Her schedule is pretty busy so you need to be clear and concise, using graphics to help out. He/She wants to know a few basics on the suggested use of the other company’s product, including discussion of economic factors.

The basic questions that he’d like addressed in your proposal are (p. 413):

1) What personnel is necessary to go through with the projected integration? How many of the company’s own workers will need to be included in the integration? What kind of personnel? What is the role of the other company, the one whose product your company is going to use?

2) Whose facilities are going to be used – theirs or ours, or both, or someone else’s?

3) What kind of equipment is involved? Are we going to have to buy or subcontract new equipment?

All of these questions should be integrated in your proposal to the CEO. However, you will want to structure your proposal as follows (p. 414-419):

1) Introduction:

a. Explain the product again and how and why using the product will benefit company (What is the opportunity?)
b. Explain the basic structure of the integration of the product (What is the scope of the proposal?)
c. Who would be in charge? This goes along with b., but should be emphasized.

2) Proposed Program:

a. Go into more detail about each of the basic questions asked above.
b. Use at least one chart or graph that emphasizes the economic sense of the project. Here are some options:

- Profit of your company, profit of their company’s product, predicted potential profit increase
- Cost of integration versus potential profit increase
- Budget for product integration, which would include projection of how much money is put in manpower, facilities and equipment over next five years. This projection should be a visual representation of the information within the proposal.

3) References or Experience:

- Choose one of these brief sections to end the proposal
o References: source material used for economic projections
o Experience: qualifications of those would will be in charge of overseeing the project

Format Requirements: TWO (2) pages; 10-12 pt font size; Times New Roman font

Memo Link

To help with your memo, click here, to get to another universities template and strategies for writing a memo. Of course, our own memo has a different subject, but this is a useful web source.

Building Technical Skills (BTS) 2: Business Memo

Due: Friday, 2/27/2009 by 6pm, by e-mail

Your task:

Generally speaking

Write a memo in which your purpose is to persuade the CEO of your company to use another company’s product in your business.

The CEO and other executives of the company will read the document. To be clear, you need to impress this audience with your recommendation – both in language and in concise but appropriate detail.

Specifically

Your job title is “Consultant,” and you make this recommendation after flying from Chicago to Seattle – meeting with executives and the marketing team for this other company. Their pitch makes good business sense to you.

First, you need to (again) choose your own company and the company you are hopefully going into business with. Consider real-life examples such as Apple and Nike; Apple and AT&T; retail stores like Martin & Osa and the Westfield mall chains….

Once you choose your companies, you will need to do some pre-writing, thinking as both buyer (your company) and seller (company making the pitch).

Before you do any memo-writing:

- Brainstorm the pitch, considering the product they’re selling
o Benefits of the product; what aspect of product are they focusing on
o Economics - $$$, how are they making it worth buying (discounts?)
o Think of how they would approach your company – Why do they want to go into business with you? How do you help them?

Required Content:

1) Include company logo/ letterhead as header

2) Appropriately address the letter (p. 352): audience, subject, date.

3) Get Down to Business:
- Use a natural, direct tone (active language; direct towards your CEO)
- Focus your detail on what you accomplished at meeting

o Key points discussed at meeting, including:
o What was that company’s proposal to your company?
o What are your company’s concerns, and how did they address them?

- Make a clear recommendation with a specific, business-related reason

4) In Text Format Considerations (p. 352; Ch. 18; check course blog for links, as well):
- Section headings
- Bullet points for key points?
- Spacing between paragraphs rather than indenting

Format Requirements: ONE (1) page; 10-12 pt font size; Times New Roman font

Goals of Document Design: 2/20

Here is what we will focus on today as we consider formatting and organizing BTS 1 (and of course, same considerations for other tech docs) (page 257):

1) To help readers understand the structure and hierarchy of information.

2) To help readers understand information.

3) To help readers remember the information.

Below is an outline of design principles.  Along with the reiteration of our textbook, I have connected the three goals above to those design principles below. Your job is to take apply these goals and principles into the design of your documents. In this case, BTS 1: Procedural How To.

Understanding Design Principles

Proximity - providing enough space between headers and text, between sections and sections. The human eye and mind need text broken up into related ideas, so you will want to make sure you give proper spacing between each of your three main parts of BTS 1. 

- Consider the distance between each section, even when use use section headings. 

- Consider the distance between a section heading and the text within that section.

- Related material should always be closer together, but still readable. 

Alignment - use indention, columns, etc. to help also clarify #1, showing the different levels of importance of information. Section headings, headings, graphics, and the text itself; how do you structure so that the reader can understand?

Repetition - for our BTS 1, it will be much clearer in your document if there is some repetition in the specific content within each section. For example, instead of inventing and using different examples to clarify each part you should use the characters from your first section, the hypothetical ethical dilemma...

- If Charlie and Jason are the two characters used in your hypothetical scenario, re-use them in your second part to explain the ethical dilemma. Then, as you provide the general steps to a solution, use them in the example part of your explanation of each step in the solution.

Contrast - bold, italics, COLOR, because using an appropriate amount of COLOR can really help your readers remember specific content.

IF there is time...we will start working on these simple design elements within class time. Otherwise, you will want to do such work at home.

BTS 1 will now be due on Sunday, by e-mail, for full credit. I am giving you extra time so that you can play around with the design, however it is due before Monday so that I have more time to provide feedback for you to a. revise for a higher grade, and/or b. use feedback as you put together our next tech doc!

Working on Part 3 of BTS 1
2/18/2009

Remember that these are your three required sections of BTS 1: Writing a How To on dealing with an ethnical dilemma in the work place…

1) Describe a hypothetical ethical scenario:
- Use of detail to give a clear picture of the ethical dilemma
- Use character names for employees so we know roles in the scenario
- Make sure the actual ethical dilemma is clearly explained

2) Define and explain the ethical dilemma:
- Use of one or more of expanded definition tools (Chapter 9, p. 181-185)

3) Provide a detailed solution(s):
- What method(s) do you use? Clearly explain each method.
- Give step-by-step directions to method (review p. 139 and 144 to help you with an “organization pattern” in writing out your solution)

Our day’s goal is to take steps towards fleshing out the solution, first in content by writing out a detailed solution. Then our second task is to work on format using the PARTITION organizational pattern (p. 139, 182). To do so, the following exercises will help:

A) What is your solution? What are the steps necessary to take to make sure that the dilemma is dealt with properly? Ultimately, it is up to you to come up with the number of steps of resolution, thinking about the scenario. However, there should be at least 3 general steps taken, and each step should be clearly identified and then explained.

- First, outline each the steps simply by labeling them. For instance, the first step might be “address the issue firsthand,” and the second step might be to “discuss code of conduct” and the third step might be “discuss job consequences of behavior.” Rather than rely on these, though, I’d like you to have your own steps. Even these above don’t feel complete to me. I might even break down these three into more steps.

- Write out your steps, first, within paragraph form using transitional phrases and multiple, but concise, paragraphs to indicate each step. Provide examples or provide good explanation of each steps.

- After doing the two above tasks, begin to partition the steps by starting off with the label for each step and then after each label put the detailed, example-filled explanation. You may use numbering or bullet points.

Monday, 2/16: In-class work

Active Voice

To help us practice writing with an active voice, we have three writing activities for you to complete after briefly reviewing active and passive voice.

1) We will do the activity found here ....by clicking this link.

2) We'll play The Rudy Giuliani Game to help us focus on simple, active, clear noun-verb construction...

3) We'll do a re-write of today's homework -->open up a new Word document file and begin to revise "from scratch," making conscientious choice to eradicate the passive voice when unnecessary.

Active Voices Make for Stronger Documents

Read the following article by Helen Moody by clicking on this sentence!

This article is to help you understand when it is appropriate to use active or passive voice construction in your sentences.

BTS 1 assignment AND Monday's (2/16) homework

Building Technical Skills (BTS) 1: Procedural How To
Due: Friday, 2/20/2009 by 6pm, by e-mail

Your task: write a technical document in which you present an ethical-dilemma example for teaching management-level employees how to deal with their staff.

The document you are creating will be read and demonstrated to employees, and must include the steps they should take when encountering a problematic scenario within the workplace.

You have the choice of which kind of scenario you would like to write a step-by-step document for how to solve the problem. Some example general topics you may consider using:

- Sexual harassment in the workplace
- Prejudice within the workplace (choose a specific discrimination to provide a solution for)
o Racial
o Gender
o Sexual orientation
o Religious beliefs
o ??? – Other cultural instances of profiling, etc.
- Inappropriate use of office supplies
- Office romance
- Inappropriate use of work hours
- Some other ethical dilemma that you can think of…

Required Content:

1) Describe a hypothetical ethical scenario:
- Use of detail to give a clear picture of the ethical dilemma
- Use character names for employees so we know roles in the scenario
- Make sure the actual ethical dilemma is clearly explained

2) Define and explain the ethical dilemma:
- Use of one or more of expanded definition tools (Chapter 9, p. 181-185)

3) Provide a detailed solution(s):
- What method(s) do you use? Clearly explain each method.
- Give step-by-step directions to method (review p. 139 and 144 to help you with an “organization pattern” in writing out your solution)

4) Format to be coherent and readable (Chapter 10):
- Use of a coherent title
- Use of Headers
- Use of typeface

Format Requirements: 1-2 pages in length; use 10-12 pt font size; readable font; make consistent spacing and other formatting choices throughout document (some noted above).



Homework:
- Read Chapter 11 (Structuring Effective Sentences) for discussion
- Post the first draft to the first two parts* of BTS 1 to your blog, by 2:45p.m. Monday, 2/16à
o Describing the hypothetical ethical dilemma (the scenario)
o Definition and explanation of why scenario is unethical

*Note: use formatting (section headers) so audience can coherently see and understand each part.

Agenda, 2/9: Organization and Evaluation

*Pages 128-136 will help immensely as you look to organize all of your data for the interview.

The main goal for today's class is to begin organizing your questions in a way that seem appropriate for the interview. What is deemed appropriate? Well, that depends on what you, as a group, want to focus in on in the interview.

Perhaps you've found lots of data on the company --its business success in regards to similar companies, its public relations issues, its company motto and core company values. Or perhaps there is other material you've found.

As a group, you must evaluate together all of the information you found in your individual research. (Again, grades of the assignment depend partly on your interpersonal communication within your group.)

To Organize Questions: Make a choice for how to order of each question...

1) Do you want to perform your Interview starting out with General questions on the position and the candidates skills and then order your questions to be more company-specific?

2) Do you want to ask question that start out with the most important questions about the job (also the most company-specific/duty specific), and then filter towards questions that may not be as important in terms of getting the job. These "less important" questions might be questions that have to do less with company, then, and more about resume details, etc.

One important thing: As a group, how do you decide which is more important, and which is less? Make sure to discuss this amonst the group.

3) You may also use any of the other methods of organization charted on 130-131 and explained in better detail in Chapter 7 --but the above two choices are most likely the easiest ways to structure your script. You may borrow some of the techniques of structure from the other organizational patters, though. For instance, "cause and effect" might be an interesting pattern use for the questions --since many of the questions in a successful interview seem to play off of each other.

Consider Your Answers in final organization:

1) Depending on your example answers, which are required to be included in the script, you may feel that some questions are more connected to each other once you've gone through and looked for patterns in your answers.

2) You may even want to re-word a couple of your Interview questions to include previous possible answes to other questions!


The Final Form: like all technical documents, the final form should be consistently formatted, and aesthetically-pleasing to the eye (aka: readible and presentable).

1) Are you using numbers to organize questions?
2) Are you using sub-headings for different sections/ lines of inquiry?
3) To bold, or not to bold? Italics? Indenting? These are usually some of the last things inexperienced technical-document writers conside, but they should be decided on amonst the group.

You want to the document to be professional-looking, with no errors (!), remembering that you are handing this in to your Human Resource Manager on Wednesday, at 2:45p.m.

Agenda: Wed., 2/4

After settling into which company you are doing The Interview Script for, here are a couple of tasks that you are to start doing today within your groups, to help in the research process:

1) Inquiry e-mail to the business:
-Have someone on the team draft a professional-looking letter of inquiry that a. explains that you are doing it for a class project, and b. you want to know what kind of characteristics they look for in hiring someone into their company.

You may get a response, you may not, but this is part of the research process. For some help, go to page 117 of our text)


2) Library Research: Expanding beyond the workplace
-Everyone in the group should brainstorm together, and create a list of, various kinds of data and job-related material might be useful when discussing the available position. For example: there are theories, and standard practices and tools used within various fields. When you are about to interview someone, it is helpful to get to know some of what the experts know in that position...so...to the library! (http://www.chipublib.org/)

Interview Script

The Interview Script (50 points)
Due: Monday, February 9, 2009 at 2:45pm

Explanation:
You’ve had some practice thinking about what you would be asked by an interviewer. Now, and for bigger points, you are asked to be the interviewer. More specifically, you are a Human Resources employee that is assigned to put together an “interview script” by the Human Resources manager; one that (s)he can use to evaluate potential candidates for a position in Public Relations/Marketing.

Further explanation of the kinds of questions and answers you will put together will be listed below. Also, for this assignment, you will be working in small groups of 2-3 people, as you would in the workplace.

You are allowed to choose your own company, which we will do during class time, once small groups are formed.

First steps:
1) First, exchange contact information for communicating outside of class time.

2) As a group, choose an easily researchable company; one whose product each of you is familiar with.

3) To begin your research, search/go to that company’s website and start looking for relevant information on the company’s history and its company goals/motto/beliefs/ core values. The website is usually starting reference point, and sometimes there is an “about” or “history” section where this information is located. Make sure to record this information so you can evaluate and use material for your Interview Script.

4) You will also want to do outside research using the school and public libraries, using interlibrary loans, periodical indexes, and other secondary source material (refer to Chapter 6 of Technical Communications for a refresher).

5) Start creating an agenda for the group to follow in the writing process.

Goals/Requirements:
1) The Interview Script includes both 1.specific question appropriate to be asked based on the company and the position being interviewed for, as well as 2. exemplary answers that are specifically related to company and to Public Relations/Marketing position.
2) The script should be approximately two complete pages, single-spaced, with a minimum of six questions
3) The script should include researched (and cited) material, both from primary and secondary sources . We will work during the week on finding sources, etc.
4) Each student will get evaluated both on group work and individual part in putting the script together. (There will be an evaluation form filled out by group members.)

Working Collaboratively

Effects

Good:

- voices
- generating ideas
- improves community outreach
- teaches you to share/ compromise

Bad:

- can be too many voices
- personalities
-conformity: some people, in order to stop disagreeance, will just conform. This takes away from constructive debates/generating ideas (don't allow the halo effect to get in way of work!)

Effective Listening

In groups, you must learn to listen, using some of these simple tips:
- paying attention to speaker -- eye contact
- listen for repeated/emphasized points
- don't allow your emotion to get in way of hearing the other person
- ask questions
-provide feedback -- and do so nicely (see Being a Critic below)

Agenda Setting (p. 49)

-Planning stage: set dates, material needed, divide duties among group members
- Set boundaries of discussion: focus on tasks that your job is requiring

Diplomacy

-bite your tongue, figuratively. If you listen, then stop and think about what person has said and then formulate your thoughts before responding.
- compromise: what is most important to you, give your idea/point to the group, but don't expect to get everything your way. Be realistic and expect give and take. Heck, you even want each person to have a part in the project!
- keep it to project: don't make project about you, but about the company
- again, check your emotional baggage for the flight
- Hear others; reach out without a gun to your head . . .

Being a Critic

- focus on the writing, in both discussion of piece and in your written response. Practice commenting on the language of the piece, not on the person. Don't address the writer as the subject of your response, but go to text to explain what needs work.

-be positive and provide possible solutions: Don't say, "This is makes no sense"; instead say/write, "The verb is missing from the sentences.
- it may sound dumb, but acknowledging so generally is much meaner and negative than actually providing a specific rememdy to writing that needs help. The only thing "This makes no sense" does is tell them what they may already now. But, providing a solution is like providing a prescription.

-start off your critique with the general point(s) of strength and weakness, and then come back to and explain those points by providing example lines within writing that need work (or praise), and then make suggestions for those specific parts that need most work.

Individual Identity

-remember: not everyone is you, and that not everyone thinks, acts, or writes the same. Be careful and reminding of people's personal identity --gender, cultural heritage, sexual orientation, religious beliefs, personal space...the list goes on.


In-class: Case 4: Handling Interpersonal Conflict -->responding on your individual blogs.

Blog Homework, due Friday 1/30

After creating your individual blogs in class today, you are to do the following homework, due by class time on Friday:

1) Your first homework post to your class blog is to do do the following: 

Preparing for an Interview (15 points)

We're assuming that your Resume and Cover Letter was stunning, and that you are now set up to interview for the job.  You want to prepare for the job the same way you prepare for written communication. Remember that the first thing you do is plan ahead, consider your audience and remember what the job is, do some research (go to the company website, etc.). Below are what to do next, and what is expected to be in your blog post.

1) Title the post: "Preparing for an Interview"

2) Write five (5) job-specific questions down that you expect to be asked by the person interviewing you for the job. Label the questions 1-5 and put some space between each.

Consider your own resume and cover letter, and what they may ask from reading them.

3) Under each question type an "a." and then explain in 2-3 sentences your rationale for expecting the particular question. 

4) Under your answer for #3 (after you've finished "a."), write down "b." After each "b." Write down your thoughtful, appropriate answer to the question you expect to be asked. Your answers should be thorough, and I'd expect there to be at least five-sentence explanations to a few of the answers, if not all.

Here is an example template, for those confused:

1)  Question 1

a. Rationale for expecting (2 sentences)

b. Answer to question (5 sentences)

2) Question 2

a. Rationale for expecting (2 sentences)

b. Answer (5 sentences)

Due Date Reminder for Tomorrow

Remember: Your Resume, Cover Letter, and the Job Posting you are writing both towards are due tomorrow, 1/28,  (printed copies) by the beginning of class: 2:45pm.

drafting a Cover Letter

First, before you worry about formatting and editing it down, answer the following questions in good detail, with specific examples developed more from the resume.

1. What are 2-3 skills you've learned in college that will help you in this particular job? (Specify the course, what projects and technology you worked with, etc.) What in the job posting makes you think these skills are necessary for this job?


2. In what ways have you demonstrated those skills you write of above? In the real world? In other worlds, how have you put that knowledge to use on practical levels?

Cover Letter Template, 1/26 in class

For some good pointers and a more in-depth template and description of a Cover Letter (Letter of Application is another term for this letter), review and take notes on pages 387-393 of our textbook.

For now, here is the run down on what to include. Rather than overloading with a list of all things you've ever done, places you've worked, skills you have, or the success of your education, you want to highlight a few points . Focus on 2-3 points within the letter, and develop those points with the job you are applying for in mind. Again, look back to the job posting to see which qualifications are of highest importance and begin thinking about and writing down in your first draft how you can fulfill those jobs.

Here is our template:

Your street addy

Your city/state/zip

Date letter is written

Person Addressing Letter To  (potential employer; be formal)

Their Business Addy

Dear Mr./Ms. (don't assume that a woman is married!):

Paragraph 1: Don't indent, but use a space to separate paragraphs. In this first paragraph, be straightforward and to the point. 4 duties of the introduction: 1) What job you are applying for, and 2) ask for them to consider you. 3) How do you know of job; who told you? 4) What is one position-specific reason they should consider you for job (skill, past employment). Tip: This last sentence should respond to a particular demand implied in the job posting --again, look for key qualifications and repeat them back with specific examples developed in your response. 

Paragraph 2: Education paragraph. This is an important paragraph for many of you, applying for entry level positions out of college. Use a transitional topic sentence (a hinge) that speaks back to the main reason you should be considered for the job, and then describe how your education has helped build that skill or given you the practical knowledge to be able to fulfill the position's responsibilities. For instance, if the job asks for sound computer skills and you have them...let them know what courses you've taken, what computer programs you've worked with, and how those courses will fulfill particular responsibilities they are asking of their candidates.

Paragraph 3: Using one job as a reference point to describe what you learned or what skills used (or both) by working there. IF you haven't had a job, ever, than this may be more difficult, but you can still use this paragraph to explain your skill-level and how you've used that skill.

Paragraph 4: Conclusion --why should they interview me? 1)Mention your resume. 2) Ask or make know that you would welcome an interview (use such a phrase as "would welcome"). 3) Provide your personal contact information (e-mail and phone #), and mention that you will also provide further references or would be willing to provide additional information (if they would like). 

Tips:

- formality is key: use friendly phrases; do not use conjunctions (don't, can't, etc.); and don't be too forward. 

-consistency: have a focus, and commit to developing that focus. If they have a main duty or skill important to hiring the person, focus each of your paragraphs to different aspects of how you are qualified --in interest, educationally, and in practice.

Resume Strengthening

As it states on p. 372 of our textbook: 1) "The resume must provide clear, specific information, without generalization or self-congratulation" and 2) "The resume must be completely free of errors"

As was lectured in class, include specific tasks, actions, tools/programs (like Microsoft Excel/ C++/Quark/ tow motor/ etc.) in the appropriate categories, especially in the Skills section.

Here are two easy rhetorical exercises you can do alone, or with a considerate reader, to help you make your resume stronger:

1) Content: Read over the resume and look for standalone generalizations. Phrases like "intelligent leader", "strong communicator", "great secretarial skills" and "well-practiced in field" are not as effective as we'd think, and really don't provide much insight into the kind of talent and experience you can bring to job. These phrases can be effective when when part of a longer description that includes specifics, but when left on their own, leave a lot of questions.

-Look for a standalone generalizations

-Then, use ask the question, "What made me (you) write that I  am (you are)/ have . . . ______?"

-Record the answers to the above question for each standalone generalization. Use these answers to revise by addition!

Example: Jason found that in his Skills section he had three standalone generalizations  that left a lot of white space and didn't really example what he thought were his strengths. Jason had written "intelligent leader", "strong communicator" and "knowledge in field". When he sat down to revise, he thought about why he wrote each of these generalizations and realized they all came from his interest in designing websites in his free time. To Jason, who is looking into finding an entry-level position in a marketing firm, he didn't think his hobby should be put on his resume.  But after showing his resume to a friend, the first question they asked was "What do you mean when you say these are your skills? Where's anything about your web designs? You're an awesome designer, and you created and run the chat forum site that keeps our friends in touch from around the world."

A light click-on in Jason's head and he realized he could incorporate all three of those bland phrases into a clearer statement, exemplifying each skill. Here is what Jason came up with: 

- Developing and managing successful personal communication websites    (or)

- Designing and administrating a nationally-growing social networking website

2) Effective and Dynamic Language: Read over the the resume again, looking at your verbs and your adjectives. After doing the above content-revision, you want to go through and make sure the language sticks out -- in a good way -- from all of the other applications. Look at how Jason's revision including reconsidering the kinds of verbs used, and added a few adjectives to make his skill look even stronger. 

-In this exercise you want to do to two things: 

1) reconsider your verbs. Go through this list here (Columbia College's list of strong action verbs) and see if you can replace what is presently on your resume with  a word or phrase inspired by the list.

2) Try to add specifics and importance with "clarifying adjectives." Again, look to Jason's example above. It is not just websites he is designs, but "nationally-growing" and "social-networking" type websites. 

Another example: On page 371, under Employment, James Wislo writes that his duties include: "Serve food across counter," which is a very boring, plain description. This kind of directness is okay, but to go beyond just okay Wislo could include "Serve food in a fast-paced environment."

Such phrasing adds extra information to the type of job, and shows you as more considerate and skilled.

Tip: Play around with some new phrases (like is done above in the example of Jason's revision) that go beyond standard prose. But, remember to maintain clarity by using specifics! Don't go overkill; use these suggestions to strengthen your resume (and overall writing skills).

Resume and Cover Letter Requirements

Resume & Cover Letter
Due: Wednesday, January 28, 2009 (changed from syllabus)
Requirement:
- 1-page resume, for a particular job posting
- 1- page cover letter, for the same job posting

As we’ve been working on, you are to find a job posting on-line that you will use to write a mock application; writing both a mock resume and cover letter for a specific position.

It is suggested that you find a job posting in a field related to your own major studies here at East West, as this will provide you good practice for when it comes time to write your real resume and cover letter. Most of you should have done this part already.

A key point to the project is to understand that you are being graded on your ability to understand and create a resume and cover letter that includes the proper content and uses formatting techniques to highlight the document in the reader’s eye.

Some of the requirements might cause you to have to fictionalize work experience, education, etc., only for this project. In the real world, outside this classroom, when applying for a job – you cannot falsify and exaggerate on your qualifications, ethically. Such falsification could get you fired! But, for the purposes of having some fun, and to allow for your creativity, you may imagine credentials and experience in order to create a strong resume and cover letter.
However, the focus is still on your ability to apply some of the basic To Dos of both parts of the job application.

The Resume (1-page):
This is a brief outline of your qualifications for a job. The resume should provide relevant material to the job posting, such as educational background, work experience, skills used, learned, and any honors/credits that show success within the field in which you’re applying.

1. You must have at least 4 main categories, three (3) which you must include: Objectives, Education and Skills. The other 1-2 categories can be from categories such as, Related Work experience/ Volunteer Experience/ Awards / Publications / Relevant Courses, depending on what type of position you are applying for.

2. Considerations when grading:
- Required content: the successful resume develops points within each of the above main categories.
- Aesthetic quality: both in using consistent font and font size, spacing between categories; bullet points; other factors that include overall readability.
- Language and Organization: strong verbs, clear language that uses specifics appropriate to each category; ideas that are not redundant or repeated without development.

The Cover Letter (1-page):
This is a letter that allows you to introduce and develop some of who you are in the workplace, showing that you have knowledge and experience within the position, and describing what you will bring to the workplace.

1. Considerations when grading:
- Development of 2-3 key points: the successful cover letter shows that the potential employee has read the job posting. One does so by explaining how they can fulfill (or have in the past) the requirements asked by the job while proving an explanation of skills and background in job’s field.
- Aesthetic quality: use consistent spacing and font; use paragraphs to highlight points.
- Language and Organization: clear, concise, and engages in the position and its duties. Use specific examples rather than talk in generalities.

Guiding Template and Suggestions for Strengthening your Resume

Personal Information / Contact
- Name, address, phone number, e-mail
- Put name in a larger font to highlight and put in reader’s memory

Objective
- Where you explain position you are applying for
- Duties/ main goals as understood from job posting
- Focus is on “How I can fulfill their goals” for job à what they’re looking for
- Repeat specifics from job postingà job title, as stated
- Be brief as possible à 1-2 lines of explanation
o Strong verbs
- If you have lots of experience within the field (highly qualified), then you may write a “summary of qualifications” instead of a brief objective. This is just slightly more involved and is more centered on what you can bring to job!
o Good for those more advanced jobs – jobs asking for lots of experience or a lot of education and publication,
o Good for those jobs that ask for some unique quality such as “uses technology” that go beyond standards for the type of position

Education
- Stick to college experiences, and post-baccalaureate studies (past your bachelor’s)
- Major field of study
o Minor field of study, if applicable
- Highlight your g.p.a if it is strong
- Graduation or expected graduation
- Thesis, dissertation, honors that come with graduation
- If not in its own category, underneath the above relevant material, this is where you would put “related course work” and also other places of you may have done extra studying
o Study abroad
o Do special research
o Other institutional learning

Skills
- don’t worry about complete sentences
- start with strong, appropriate verbs
o Appropriateness gauge: 1. What is the position 2. What skills are they looking for?
- provide at least two (2) ; they’re looking for multi-dimensional workers!
- provide more than one area of skill level, and if possible elaborate with specific examples from past work (example: page 382)
- This is the category where you provide not specific examples that encapsulate the skill being used.
o Example: rather than simply writing “leadership skills” it is clearer and more effective to write down specific examples that show you have been a leader. “Design leader in “Always Coca-cola” marketing campaign”
o Again, the only reason to use something such as “leadership skills” would be to use this as a sub-heading for providing multiple examples of “leadership skills.”
- Remember: don’t leave reader to interpret skills, but provide where skills came from . . .

resumes

Putting together a resume is daunting if you've never done so before. I know, since I've had six years of practice, starting with graduate school!

What goes on the darn thing, how long should it be, what kind of paper should I use? What is the purpose of this thing? God, gods, goddesses, please make sure there are no grammatical errors that kill my chances!

Where should I go for examples, for advice, besides this class? Once I am outside these walls?

1. Microsoft Word 2008 has a great template, and I will show the class an example resume . . .

2. Academic Institution websites! If you're like me and are a bit independent and like to figure things out simply by looking at examples, or don't have time to make multiple visits to your school Career Services office, look at their website.

I suggest, though, consulting a few school websites, simply because each Institution has their own thought process and might give extra insights not seen on another. Also, you'll be able to get a sense of what things are most valuable by seeing repeated formats, etc. Click on these links, read and imitate!

Columiba College's Resume Helper

Northwestern University's Resume and Cover Letter Helper

Contrast these two school websites with East-West's:

East West Career Services page


For those worriers, here's a little story:

My first resume, when I was 21-years-old, was pretty boring-looking, and I didn't have a lot of relevant experience in my field, since I was applying to graduate school and finishing up my last semester of undergrad. I had no writing internships, no academic teaching experience, no jobs in a writing field (which is all one reason I wanted to go directly to grad school). And yet, they expected us to hand in an academic resume to go along with the rest of the application!

So, I had to think, what could I put on my resume that will show that I am a writer and deserve to be in this program? Luckily I had a few academic scholarships, and I had taken a butt-load of different literature courses and social science courses.

Since I lacked real-world experience, I had to show that I had a well-rounded and intentionally-broad learning palate!

Anyways, long story short, I highlighted my critical thinking skills and academic success since I lacked experience . . .

syllabus for Winter 2009

EN 154 – LEC 1
Technical Writing
Meets: Room W-317
MWF 2:45-4pm
Term: Winter ’09 (1/12 – 3/27/09)

Professor: Christopher Ankney
Contact: cankney@colum.edu
Availability: by appointment; easily reached via e-mail above

Course Description

This course serves as an introduction to both writing and verbal communication in the workplace. During the quarter you will work mostly on writing tasks designed to simulate real-world scenarios in a business setting. The tasks to be accomplished are to introduce and allow each student practice in their technical communication skills.

Required Materials

• Markel, Mike. Technical Communication, 8th edition. New York: Bedford/St. Martin's, 2007.
• Access to course blog: http://techwriting154.blogspot.com/
• A regularly-checked and used e-mail address
• Creation and maintenance of your own individual course blog, called your company blog
• Notebook for course lectures and in-class assignments
• Access to Internet, of course, due to the above requirements.
• Access to Microsoft Word

E-mailing Papers, Blogging Papers, Print Copies

Pay close attention to how and when assignments are due. Not every assignment is done the same way or required to be handed in the same way; just like in the business world, different tasks require different directives. You will be reminded of how and when assignments are due on guideline worksheets, the class blog, and before each class is over. If assigned to post to your individual blog, do so. If assigned to hand in a hard copy, bring paper to class to be handed in at start of class.

IF the paper is due by e-mail, it will be due by a clearly assigned time, and there will be no excuse for the paper getting lost in the ether of the Internet. Be sure to name your files appropriately, or you will have points taken off the assignment grade. Also, failure to send work within the proper file format will result in a loss of points. A pattern of not following directions will result in more loss of points. Scared? Pay attention to the guidelines and you shouldn’t be.

When sending assignment by e-mail, as assigned, name your file this way:

Your last name_first name_assignment name_techwriting

For example, if your name is John Smith and you are handing in the Business Memo, name your file as such:

smith_john_business memo_techwriting

*And very importantly, save your file as a .doc or .rtf file, otherwise your paper cannot be opened and graded!

Course Rules

Below are rules that should be understood within the classroom, but are posted here as a reminder for those wanting to be decent human beings! Also, these rules are “obvious” and appropriate for the workplace setting, and if broken or disregarded would probably have an ill-effect on your standing as an employee:

• Turn your cell phones to silent/vibrate, AND do not answer in the classroom. If you have an important call, take it outside. Do not distract the class.
• RESPECT your classmates and your teacher. It is rude to talk while others are talking, and it is highly rude to talk back when addressed. As Harvey Danger sings, “…If you’re bored than you’re boring….”
• When called on, answer to the best of your ability. In the workplace, there is no place for silence.
• Bring your textbooks to class, and take notes. There will be review quizzes.
• Hand your work in, do it to the best of your ability and understanding, and follow the guidelines.
• Ask questions when confused! There is no reason to not get clarification if you need it. ?s = good

Attendance and Participation

You must come to class to pass, no matter what your circumstances are.

• You are given four (4) excused or unexcused absences in the quarter. Any more (that means 5 or more) and you either fail the course or my have your grade reduced at least one letter grade. For purposes of this policy, I do not discriminate between absences – missing class is missing class, is missing class!

• Tardiness counts, too. Excessive tardiness adds up to absences. Every 4 tardies count as one absences. A tardy is defined as not being seated and ready for class at its start time, which in our case is 2:45pm.

• If you are more than 15 minutes late for the class's scheduled meeting time you will be marked absent.

• It's not enough to show up. You must participate in classroom discussions. Your final grade will have a Class Participation component. We will do group work, have reading discussions, peer review, and other assignments that make it necessary for you to show up mentally, too.


Late Work Policy

• There will be no makeup or late work. Quizzes, papers and homework assignments will only be accepted on the date due. With our work load, and short time together, we can’t allow work to pile!

• There are NO EXCUSES. Sickness, family and job issues don’t matter if it’s too late. Neither does confusion about an assignment, what it’s asking, or when it is due. Your teacher will not accept late work, and you receive a zero (0) for assignment – UNLESS you speak with me well enough in advance of the due date and we agree to work out something else.

• You CANNOT pass this class without handing in any graded essays or responses. Though late work receives no credit it still must be handed in. You must prove you can do the work, and do so correctly.

Academic Integrity and Plagiarism

Cheating results in automatic failure, for the assignment or for the course, depending on the severity of the action. Passing off someone else's work as your own is not tolerated – especially if the work shows intentional neglect. The final decision of punishment is at the teacher’s discretion.
Grading Scale

A 1000 – 900 points
B 894 - 795
C 794 - 695
D 694 - 595
F 594 - below

Course Assignment Descriptions and Grade Value

Company Blog (300 points) – Each student will maintain a blog throughout the quarter.
This blog will be used to fulfill daily homework assignments, post digital copies of major assign-ments for entire class to see work done, and will be a major factor in your homework grade for the quarter. We will use these blogs as communication tools among students and professor, as viable options to stay in touch outside of the classroom, and as a way to enter business-like conversation and fulfill course goals.

20 Point Quizzes (5 total = 100points) – These multiple choice quizzes will be given on Fridays, at the beginning of class, and will test reading/lecture comprehension and retention. Key words, concepts and examples used by authors of main text are where most questions will come from.

Getting a Job:

Resume & Cover Letter (100 points) – Each student will put together a resume and letter of application
for their chosen career path /major, and will specify letter to a job posting found on a website.

The Interview Script (50 points) – Two of you will work together on your interview skills,
as both the interviewed and the interviewer. You will exchange resumes, cover letters and information for the jobs/ job postings you applied for with Resume & Cover Letter.

Building Technical Skills Papers (50 points each) (4 total =200 points):

(BTS 1) Procedural How To – Given a few options and examples, write an essay in which you present an ethical-dilemma example for teaching management-level employees how to deal with their staff.

(BTS 2) Business Memo – Drafting a memo sent to employees that clarifies a companies policies

(BTS 3) Getting Graphic – Using graphics/ charts and graphs to sell a product and clarifies its uses

(BTS 4) Research Report – Includes a brief annotated bibliography; an introduction looking into the
market for a product your business sells. Due to time constraints, this is simply a taste of research.

Final Project / Incorporating Learned Skills:

Group Oral / Visual Presentation (Final for class) (250 points) – Putting together the skills and tasks learned throughout quarter, you will be put into groups and assigned to give a 20-minute present-ation to the staff members (course mates) of your company, in which you decide to focus on: pre-senting company policies, company goals, market research and/or the implementation of how to market the business’ main product.

Along with the verbal aspect of the presentation, use of visuals is necessary for the board to follow
along. You may use a memo, a detailed outline, graphics, written skits performed for class, or any
other skill discussed in lectures or from our main text.

You will be graded both individually and as a group. You will be graded on your clarity, thoughtfulness, content, creativity, ability to incorporate course lessons, your ability to collaborate, and just as importantly – your preparedness.

Weekly Calendar*:

*Note that reading and writing assignment dates may be amended as professor sees fit

Week 1: 1/12 – 1/16
Reading:
W – Chapter 1
F – Chapter 2

Introduction to Technical Communication;
Resumes and Cover Letters

Week 2: 1/19 – 1/23
Reading:
W – Chapter 3 and 4
F – Chapter 15 (jumping ahead – a long chapter)

Monday – No Class, Happy MLK, Jr. Day;
Work on Resume and Cover Letters – Audience and Purpose
20 Point Quiz 1

Week 3: 1/26 – 1/30
Reading:
M – Chapter 5
W, F – Chapter 6
(recommended: Chapter 20)

Due M, 1/26: Resume and Cover Letter (print copies by beginning of class);
Work on Interviewing Skills – Researching Subject
20 Point Quiz 2

Week 4: 2/2 – 2/6
Reading:
M, W – Chapter 7, 8
F – Chapter 8 Organization and Persuasion

Mock Interview practice in-class
Due F, 2/6: The Interview Script

Week 5: 2/9 – 2/13
Reading:
M – Chapter 9
W – Chapter 10; (recommended: Chapter 19) On the Job:

Explanations – Making points clear as water . . .
Step by Step lanuage
20 Point Quiz 3

Week 6: 2/16 – 2/20
Reading:
M – Chapter 11
W – Chapter 12

Due M, 2/16: BTS 1 – Procedural How To
Effective, Directive Language

Week 7: 2/23 – 2/27
Reading:
M, W – Chapter 13 and 14
F - 16

Due M, 2/23: BTS 2 – Business Memo
Group Assignments for Final Project
Visual Aids – Reading Images
20 Point Quiz 1

Week 8: 3/2 – 3/6
Reading:
M – Chapter 17 and 18
W – Chapter 21
F – Review

Due M, 3/2: BTS 3 – Getting Graphic
Reports
Making Oral Presentations
20 Point Quiz 5

Week 9: 3/9 – 3/13
Reading:
M – TBA

Due M, 3/9: BTS 4 – Research Report
Working Together, Excelling Together

Week 10: 3/16 – 3/20
Reading:
M – TBA

Due W, F: Group Oral/Visual Presentations (Starting Wednesday)

Week 11: 3/23 – 3/27
Reading: Review

Buffer Zone – left unscheduled in case time is needed for presentations