1. NOTES TO ANDERSON, CHAPTER 4 PROFESSIONAL WRITING

2. DEFINING YOUR COMMUNICATION’S OBJECTIVES A communication’s objective is to lead readers to respond in a specific way. Three factors that influence a reader’s response: The reader’s purpose (in reading your communication) The reader ’s characteristics The context in which he or she will read

3. DEFINING YOUR COMMUNICATION’S OBJECTIVES Purpose Describe the task your communication will help the reader perform Describe the way you want your communication to alter your reader’s attitudes Reader Describe your reader’s professional characteristics Describe your reader’s cultural characteristics Learn who all your readers will be Context Describe the context in which your reader will read Identify any constraints on the way you write

4. PLANNING FOR USABILITY Describe the task your communication will help your reader perform What is your reader’s purpose for reading? What information does your reader want? (What questions might your reader ask?) How will your reader use the information while reading? How will your reader search for information?

5. WHAT INFORMATION DOES YOUR READER WANT? Identify the information your readers need What do they know? What do they not know? What do they need to know? How much background information do I need to provide? Are there special terms and/or procedures that I need to explain? How can I avoid boring or confusing my reader with distracting and unnecessary information?

6. HOW WILL YOUR READER USE THE INFORMATION WHILE READING? Organize your communication around your readers’ tasks In other words, focus on how they will use your information A trivial example: creating a flyer for an event Some common approaches Organize using hierarchies or groups Being explicit about the organizational structure Use headings and subheadings (perhaps with numbers) Use verbal cues to signal transitions between subsections (“While cost is a key factor, a second factor, usability, is nearly as important...”) Being explicit about the main point (the “bottom line”) In academic writing we call this the “thesis” and usually “require” that it appear early in a piece of writing Readers want to know why they are reading (what’s in it for them) Readers use this initial focus to make sense of their reading (“why is she telling me this?” “why is this part here?” and so on)

7. HOW WILL YOUR READER SEARCH FOR INFORMATION? Identify ways to help readers quickly find what they want Table of contents, index, headings, subheadings Typographical conventions (different font sizes for different level headings, boldface for new terms, and so on) Graphic elements as simple as lines, arrows, and boxes and as complex as tables, pictures, and page design Verbal cues (transitions, topic sentences, parallelism, and so on)

8. MAKE USE OF EXISTING TEMPLATES Technical and business communicators often use templates or “superstructures” as a starting point. Templates, or superstructures, exist for many common document types. You might be familiar with these academic “superstructures”: The “English-class” essay The five-paragraph essay The lab report The case study The lesson plan

9. MAKE USE OF EXISTING TEMPLATES In the work world, common “superstructures” include Project proposals Audit reports Research reports Feasibility studies Policies and procedures User instructions

10. CONSIDER USING GRAPHICS Graphics can be a better choice for communicating certain kinds of information For example A picture can show how something looks A flowchart can be used to describe a process A diagram can show how something is assembled A table can organize complex information making specific information easy to find A chart or graph can visually represent the relationship between data and show trends

11. CONSIDER USING DESIGN ELEMENTS Design elements can help your reader use your document For example, Boxes, lines, and shading can create visually distinct areas for related information Type styles and sizes can communicate organization and groups

12. GETTING STARTED? Some writers outline; others do not Some thought, reflection, planning, and research, though, are always necessary Here are some strategies for getting started that you probably already know: Assessing the Rhetorical Situation —audience, purpose, genre and conventions (this has been our main focus) Brainstorming —thinking out loud in a group Listing —free association of ideas in point form Clustering —a visual form of listing Double-entry notebook —summary/response journal Freewriting —an attempt to tap unconscious knowledge Journalist’s Questions —who?, what?, when?, where?, why?, how? Outlining —informal or formal listing of ideas Scratch Outlines —like “listing” but with some attention paid to sequence and subordination

13. GETTING STARTED? Here are some strategies for getting started that you probably haven’t heard of yet: Classical ethos, logos, pathos (types of appeals) topoi (topics of invention) stasis (determining the issue) dissoi logoi (arguing both sides) Cubing —describe it, compare it, associate it, analyze it, apply it, argue for or against it Dramatism (Burke’s Pentad) —heuristics to determine motive: Act (What is happening?) Agent (Who is doing it?) Agency (What method?) Purpose (What is the intent?) Scene (Where?)

14. CHECK YOUR PLANS WITH YOUR READERS Get feedback Incorporate user responses into your planning and/or revision If possible, repeat the loop (i.e. get feedback again and respond to it)