Technical Writing For Success 3rd Edition Darlene Smith Worthington, Sue Jefferson - Solutions

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9. Find an article to read to a shut-in, a visually impaired person, or a group of school children. Annotate your text and become familiar with the vocabulary beforehand. Write a short trip report to summarize your experience.
8. Interview two people who work in technical fi elds. Find out how much they read on the job and what strategies help them understand and remember the information they read. Write your interview in questionand-answer format.
7. Take notes from the passage below using suggestions from the chapter.a. Preview the passage, making annotations. Either photocopy the passage and write on it or take notes on a separate sheet of paper.b. Outline the passage (formally or informally) or draw a graphic organizer.c. Answer the
6. Read the excerpt on the next page from Principles of Economics. Pick out the technical reading elements.a. Do you see a description of a process? If so, where?b. Do you see cause-and-effect reasoning? If so, where?c. Do you see specialized vocabulary of the discipline? If so, which terms? Are
5. Locate the technical word and the part of the sentence that defi nes that word in these sentences from A+ Guide to Hardware by Jean Andrews.a. “A short circuit, or a short, occurs when uncontrolled electricity fl ows from the hot line to the neutral line or from the hot line to ground . . .”
4. Analyze your textbooks or technical magazines. Isolate one chapter or one article. How much of the vocabulary is new to you? How much technical vocabulary is in the passage? How many graphic aids are there? Do some of the passages use numbers? If so, how? Which parts would be clearer if you
3. Conduct a poll of 20 people to fi nd out which kind of reading each person prefers—technical or literary. What kind of technical articles do they read? Which kind of reading do you prefer? What kind of technical articles do you read?
2. Compile a list of three terms in a technical fi eld with which you are familiar. Ask your classmates if they understand the vocabulary.
1. How did you read technical passages before you read this chapter? Will you change anything about how you read technical passages now? Explain.
15. Ask fi ve senior citizens to rank their values using the list in item 1 of “Build Your Foundation” on page 381. Ask them to explain their rankings. Then ask fi ve people under the age of 20 to rank and explain their values. What differences do you see in the values the two generations
14. Visit a local business, charity, hospital, or wellness center. Ask someone in a position of authority to describe the ethical climate there. Write a short informative report on what you found. If the organization has a written creed or mission statement, ask if you can have a copy.
13. Look for possible defense mechanisms at work in the following dilemmas. What are the central confl icts in each case? What might happen if Gil and Cisco do nothing? Suggest possible solutions. Test those solutions using the criteria beginning on page 375 under “Choose a Responsible Course of
12. Analyze the following ethical dilemmas using relevant questions and criteria from in the chapter. What advice do you have for Jayden and Susan? Discuss possible solutions and test them using the criteria beginning on page 375 under “Choose a Responsible Course of Action.”a. Jayden is a
11. What value(s) or belief(s) motivate the people in the following scenarios? Are the people acting ethically? Explain.a. An amputee who served in Iraq said that despite his disability, he wants to return to Iraq to serve his country.b. An employee takes $25 from the petty cash fund to pay for a
10. In a small group or as a class project, write a code of ethics for your class.Consider such things as values that promote proper classroom behavior and optimal learning. Post your code on the classroom bulletin board.
9. Write an ethics statement for the career you plan to enter. Then look up a code of ethics from a company in your fi eld. The Center for the Study of Ethics in the Professions (http://ethics.iit.edu) publishes codes from different fi elds. How does your code compare to the company’s?
8. Write a personal creed. Find a quiet place and take notes about your values and their importance to you. Think about ethical decisions you have made. What do those decisions say about you? Write your code as an essay, a poem, a letter, or a list.
7. Which of the defense mechanisms on page 379 have you or someone you know used? Share one example with your classmates.
6. Read through the tobacco timeline at http://www.tobacco.org/resources/history/tobacco_history.html. Discuss possible ethics violations in the tobacco industry.
5. Reruns of older television shows and movies present moral dilemmas that earlier generations faced. Share with the class an episode or a movie that presents a moral dilemma and explain different sides of the controversy. Or explain two sides of an ethical dilemma you have faced.
4. Bring in examples of current ethical dilemmas from news sources such as newspapers, television, or the Internet. Discuss the examples in terms of the criteria under “Choose a Responsible Course of Action”beginning on page 375.
3. Discuss the values implied by these sayings from other cultures.2 Even a sheet of paper has two sides. Shrouds are made without pockets.(Japanese) (Yiddish)Bury the hatchet beneath the root of Unjustly got wealth is snow sprinthe tree. (Native American) kled with hot water. (Chinese)One does
2. What value is implied by each of the following well-known sayings?For instance, the proverb “Give a man a fi sh and you feed him for a day; teach a man to fi sh and he’ll eat forever” advocates the value of education.Different strokes for different folks. Stop and smell the roses.A penny
1. Rank the values below from 1 through 15 in order of their importance to you, with 1 being most important and 15 being least important. Then work with a few classmates to compare your rankings. Add the numbers for each value to see which values are important to the group. Discuss why people
18. Schedule an appointment to meet with a professional grant writer, perhaps at school or at a local nonprofi t organization. Ask for permission to review a recently funded or approved grant. Using the guidelines in this chapter, explain in a brief essay the factors that led to the grant’s
17. Identify a local government agency whose work involves proposals. For example, your town or city government‘s Public Works Department might publish RFPs or RFBs (requests for bids) seeking proposals or bids for pending construction projects. Or the Health Department might issue RFPs to select
16. Visit a nonprofi t organization in your community to learn about the procedures and processes used there. Explain to your contact at the nonprofi t that you are studying proposals for this class and ask if he or she can help you practice some of the prewriting steps for a proposal.Ask your
15. Write an informal sales proposal to Karyn Grissom, owner of Mason Offi ce Center. As owner of Green Thumb Planting, an indoor plant service, you are asking Ms. Grissom to become a new client. After visiting the offi ce complex, you determine that the building could use 31 large and 14
14. With a group of classmates who share your interests, write a formal proposal to solve a specifi c problem. Identify a problem at school, at work, or in the community that must be dealt with by decision makers distant from you on the organizational ladder (for example, a superintendent,
13. Imagine that you asked your parents or guardians for a car. They said,“Yes, but. . . .” Your responsibility will be to pay for insurance, gas, and maintenance if they buy this car for you. In an informal proposal:a. Explain the type of car you want and why you want it.b. Describe how you
12. Write a proposal convincing your parents or guardians to take you (or to allow you to go with friends) on the vacation of your dreams. Identify the problem, explain the solution, convince them of the reasonableness of your plan, and justify the cost by preparing a budget.
11. Have you heard the saying “Every problem used to be a solution”?Everyone involved in the U.S. health care debate acknowledges that the current employer-based insurance system has its problems. Research the origins of the current system and put yourself in the shoes of those decision makers
10. Critique a proposal from business or industry. Analyze how the writers met (or did not meet) the needs of the audience. Review the proposal’s formatting features. Determine its organizational patterns. Share the results of your critique orally or in an essay.
9. Read or listen to the international news for one week. Pick an issue and write a statement of the problem. Brainstorm at least four solutions and list the positives and negatives of the two most realistic solutions.
8. Using a problem whose solution has already been implemented, recreate the thinking process that the proposal writers might have used by:a. Developing a list of positive and negative aspects of the solution.b. Creating a list showing how the solution meets the needs of the audience or solves the
7. For item 6, list possible solutions to each problem or need you identifi ed.
6. Choose two problems for which you would consider proposing a solution. Write one or two paragraphs describing the problem and the decision maker (audience) for each problem.
5. Prepare a list of glossary terms for the RFP you read in item 4. If the RFP has a glossary, evaluate it for completeness. Identify any terms the writer omitted that are unfamiliar to you. Research and defi ne the terms.
4. Use the Internet, regional or state newspapers, or professional journals to search for requests for proposals.a. Copy the RFPs and bring them to class for discussion.b. From a careful reading of one RFP, identify the problem or need.c. Identify the audience the proposal writer needs to
3. Interview a proposal writer to fi nd out how his or her company uses formal proposals, who else in the writer’s organization writes proposals, and how successful the proposals have been. Ask what this writer thinks is essential in preparing an effective formal proposal.
2. Use library research to learn more about a great problem solver or innovator (for example, Thomas Edison, Mother Theresa, Albert Einstein, Eleanor Roosevelt, or Jonas Salk). Find out as much as you can about the methods the person used in seeking solutions. Give an oral presentation of your fi
1. Interview an employee about a particular problem as well as the solution for which he or she was responsible. Write a description of the problem, the methods the employee used to solve the problem, the effectiveness of the solution, and the employee’s (and employer’s) satisfaction with the
16. With a partner, write a recommendation report to a local agency in which you suggest an action or a decision that will improve circumstances for a group of people or all citizens of the community.
15. Local governments are likely to use recommendation reports to make decisions about many things, from purchasing vans and buses to contracting with paint companies. For that reason, arrange an appointment to interview someone in city government who writes recommendation reports. During the
14. Check with your schools’ clubs and organizations to learn about any products or services they are considering. For example, if one of the clubs or organizations is planning a dance or performance, perhaps the group will be searching for a band, a DJ, a karaoke machine, or stage sets. Ask if
13. Identify a faculty or staff member at your school who is preparing to make a decision, perhaps what to purchase (such as a new microscope for the science lab) or which selection to make (such as the speaker for graduation or a band for Homecoming). Ask the decision maker for the opportunity to
12. Ask several local businesses for examples of recommendation reports they have used. Review the reports and compare them to the guidelines covered in this chapter. Choose one report to critique. Discuss its strengths and weaknesses and share your fi ndings with the class.
11. List some problems or opportunities in your community. Focus for a moment on the one you care about most. Could two or three courses of action solve this problem? Write a report to your city offi cial recommending a course of action. Research your courses of action using the library or other
10. Request from your school or district administration a copy of a recommendation report that failed. Review the report using the guidelines in this chapter. Write an explanation of why you believe the report is ineffective and what you would do to improve it.
9. Generate an outline for two of the scenarios. Follow the format shown below. For now, make your best guess for the conclusion under each criterion.Criterion 1 Criterion 2 Criterion 3 Item 1 Item 1 Item 1 Item 2 Item 2 Item 2 Conclusion Conclusion Conclusion
8. In an oral or written scope section, tell your classmates why you chose your criteria and why you ranked them the way you did.
7. Choose one of the lists of criteria from item 5. Apply a standard, or limit, to each of the criteria. Devise subcriteria for one of the criteria.
6. For any two of the preceding scenarios, brainstorm a list of criteria.Narrow your list to the top three or four. Rank them in order from most important to least important.
5. Write an introduction to a recommendation report for itema, b, orc. Add details if necessary. Look at the model and at the outline under “Formatting and Organizing Recommendation Reports” in this chapter. You may begin your introduction with “The purpose of this report is to. . . .”
4. Revise the following recommendations section:After thoroughly studying the options, I recommend the following actions: closing the drive-through payment window, reducing the day-shift staff by one employee, encouraging more use of the computerized self-serve stations in the offi ce, and using
3. Sunee’s doctor has told her to eat a nutritious diet low in fat, cholesterol, and salt and high in complex carbohydrates. Help her evaluate the butter substitutes listed below in the two columns on the right based on the criteria on the left. What conclusion can you draw from your
2. Suppose you work for a real estate management company. In one of the offi ce buildings your company manages, the heating and air conditioning unit stopped working today. The technician assigned to repair the equipment says that the unit cannot be fi xed and should be replaced.The tenant cannot
1. Using the Internet, research one of the products listed below. Then determine an audience, a person or group that might use the product.Using the information you gather on different types or models and different manufacturers’ products, devise a reasonable set of criteria by which to judge the
13. As a representative of your school, offer to make a presentation at a local library or community center on a topic of interest to the public.You might choose a topic related to your school and its activities, such as academic or athletic programs, clubs and other activities, the arts(a planned
12. Choose a cause for which you are concerned or passionate, such as recycling, a soup kitchen, or proper hand washing. Develop and deliver a presentation. The audience might be your class, a club, or another group.
11. Visit a senior center or a child care center in your area. Interview people to determine topics of interest for the seniors or children. After doing research (if needed) and collecting information, develop and deliver a presentation at the center. Remember that you will probably need the
10. Plan a speech that you could deliver to your graduating class. Consider audience and purpose when planning the speech. Will you need graphic aids? If so, what kind of graphic aids would be appropriate? Share your topic and notes with other students to gain feedback. Finally, deliver the speech
9. Research a career you are considering. Look for information on employers, salaries, working conditions, educational requirements, and hiring rates.You could go to the library, talk with a counselor, visit someone working in the fi eld, or talk with an instructor in the curriculum area. When you
8. Choose a written report you completed recently or fi nd a model in a textbook. Write an essay about decisions and changes you would make to present the written information in an oral report.
7. Attend a presentation at school, in the community, or at work. If a live presentation is not possible, watch a video of a speaker, perhaps a politician, an editorial commentator, or an infomercial promoter. As you view the presentation, make two lists: (1) positive elements that make the speech
5. Select or create a graphic aid that you can use in a two-minute presentation to clarify or emphasize an idea. For example, you might bring a tool to class and demonstrate how to use it. Or you could draw a graph or chart and explain the process or statistics it illustrates. You also could show a
4. Fast-forward your life several years and imagine a time when your supervisor fi rst says to you, “Great job on this report! Now you can present the report at the __________ meeting.” (Fill in the blank with managers’, stockholders’, team, committee, or some other group.) Suppose you have
3. Using one of the topics below or a topic your instructor supplies, develop an idea for an effective attention-getting introduction for your peers, other students in your school. Remember to state your topic and to preview the points you will make in order to connect with your audience.cost of
2. Mrs. Nicoletti, a counselor, has asked you to explain to a group of 35 fi rstyear students how to complete their registration cards. The entire process involves using decisions the students have made previously and entering data on a preprinted form. Choose a room in your school with which you
1. You have been asked to speak to your nephew’s fi fth-grade social studies class about Mexico and your work there as a Habitat for Humanity volunteer. The social studies class lasts 50 minutes. If the instructor tells you to talk as long as you like, what factors might you consider when
18. Visit or call your college’s placement center or a head-hunting agency.Find out what services are offered and how to register for them. Is there a fee? Do services come with a guarantee? Is there an online job site?Share what you learn with the class in a short oral report.
17. Visit your local Employment Security Commission to learn about the local job market and how applicants fi nd and apply for jobs. What jobs are available? How does an applicant apply for a job? What is the unemployment rate? What suggestions do the case workers have for applicants? Prepare a
16. Write a resume and cover letter for someone who has been in the work force at least fi ve years. Take notes to assess this person’s strengths using the questions at the beginning of the chapter. Ask the employee to give you a description of a job he or she would like to have along with a job
15. Write a letter of resignation for a job you have had for fi ve years.
14. Rewrite the resume you wrote for item 12 or 13 as an electronic resume.Choose between a text fi le resume or a scannable resume.
13. Write a functional resume highlighting your skills for a job in your fi eld.Use Juanita’s resume as a model. Write a cover letter to accompany it.
12. Pretend you have just completed the degree (with a high GPA) you have always wanted. Create a resume and cover letter to apply for your dream job.
11. Interview a parent or friend who has a job that he or she likes. Find out what kind of resume this person wrote, what process was used by the hiring company, and what the interview was like. Has resume writing changed since this person was hired? Share your fi ndings with the class.
10. Zeno is preparing to apply for a construction job. On his worksheet, he has listed the following seven people as possible references. Read the descriptions and help him decide which references to use.◾ Jack Garriet: Zeno’s high school drafting teacher◾ Rosie Montero: Zeno’s neighbor and
9. The following sentences from cover letters do not provide the details that prove the skill or qualifi cation listed. What information should be added?a. I have educational experience with personal computers and basic programming.b. I have worked in my family’s construction business for the
8. Below is an ad for an administrative assistant. Following the ad is a draft of a cover letter for the position. Decide whether the excerpt addresses every qualifi cation in the advertisement. What, if anything, is left out?ADMINISTRATIVE ASSISTANT High-energy, detail-oriented team player for our
7. In groups of four, write a Work Experience section for the entire group using the strategies in the chapter. Include at least one job each member has held—whether full- or part-time.
6. Analyze your strengths as an employee. Select a partner in your class with whom to share employee strengths. How do your strengths differ?Give each other suggestions for which strengths to highlight in a resume or cover letter.
5. Revise the following descriptions of work history to reduce the number of words. Make sure you use parallel structure.a. HVAC Technician: I installed air conditioning systems, including running the duct work and running and connecting electrical and gas supply lines. Assisted in construction of
4. Help the following individuals word their job objective statements.a. Lara wants to work as a nurse practitioner. She likes children and has experience working in a children’s hospital.b. Henri has credentials in electronics and theater and is currently enrolled in an audio engineer program.
3. For Francisco’s resume, write the Work Experience section for the following three jobs. They span approximately fi ve years. Make up any information that is missing.a. Francisco worked at Oleander Juice Bar. He took orders for and prepared juice drinks. He also operated the cash register and
2. For each situation, decide whether a chronological or functional resume is appropriate. Suggest possible sections/headings for each situation.a. Boota worked for eight years as a dental hygienist. She stopped work for ten years while her children were small. She worked parttime in a day care
1. What kind of information is left out of each of the following resume excerpts?a. Identification Maria Valencia 589 Mohican Avenue Providence, RIc. Education Danville Technical College Associate in Applied Science GPA: 3.5/4.0b. Experience Denton’s Sport Shop, York, NE Ordered inventory Kept
11. Visit a nonprofi t organization in your community and learn about the procedures and processes used there. Ask if you can help by developing written instructions for a task or procedure, such as steps for closing the facility at the end of the day, making an enlargement on the copier, orienting
10. Based on your experience and interviews with other students, write instructions for new students that explain how to register for classes or for a particular program. Although your school probably has registration instructions, the document you develop should be an “insider’s guide”of
9. You have been asked to write online help instructions for a word processing program you know well. Write your instructions for one of these processes:a. Changing the font type for an entire documentb. Underlining a wordc. Changing the marginsd. Copying and pasting a paragraphe. Cutting and
8. In small groups, write instructions for any of the following processes (or other process with which you are familiar). Analyze your audience, follow the guidelines for composing instructions and provide ample explanations.making a bed cleaning a room changing the oil/tires setting up a tent
7. Visit WebMD.com to see online instructions for preventing the common cold. Are the instructions clear? Explain.
6. For a beginner using a word processing program such as WordPerfect® or Microsoft® Word, list help topics that this person would most likely use.
5. Which of these guidelines for writing instructions apply to all instructions (print and online)? Which apply only to online instructions?a. Make sure each step represents only one action unless the actions are so closely related that they need to be in the same step.b. Limit each unit of
4. Label each of the following as steps, explanations, cautions, or warnings.a. When paddling, keep the canoe in line with the current.b. Make sure the supply voltage matches the voltage specifi ed on the rating plate.c. Separate dark clothes from light clothes to prevent colors from running.d. Do
3. Rewrite these steps so that each one begins with a verb in active voice and imperative mood. (The “you” can be understood.)a. The cook should touch the AUTO DEFROST pad to begin the defrosting process.b. When you want to play, you should press the START button.c. The aquarium fl oor requires
2. Break up each sentence into shorter sentences that refl ect one step per sentence.a. Remove the cover from the mic; press the transmit button on the mic;and by using a small screwdriver with a plastic or wooden handle, adjust the transmitting frequency.b. Take the two upper sections of the
1. Examine each step below. What kind of information would make each instruction more specifi c?a. Rotate the tool several times around the wire, leaving the spring closed.b. Draw part of an oval for the head.c. If the fi tting has a tub spout, make a hole in the wall.d. Clean your room before you
16. Attend a court proceeding for a criminal case and take notes. How do forensic specialists provide expert testimony? Interview a lawyer and ask about the importance of forensic testimony and the procedure for admitting it into evidence. Tell your classmates how your fi ndings compare with the

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Technical Writing For Success 3rd Edition Darlene Smith Worthington, Sue Jefferson - Solutions

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