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).