Technical Communication A Reader Centered Approach 9th Edition Paul V. Anderson - Solutions

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5. Explain the benefits and costs of conflict
4. Recognize leadership behavior that accomplishes group tasks and builds and maintains the group
3. Identify group values and norms for participatory decision making
2. Contrast classical and shared leadership
1. Distinguish between different leadership roles
2. How might this framework inform your analysis of these stories?
2.that pertain to each of your stories?
1. What keywords can you add to the cells in the framework in Table
3. What are the limitations of a successive stage model?
2. What kind of groups did Tuckman analyze for his model of team stages?
1. What do the terms forming, storming, norming, and performing mean?
3. What challenges did it encounter?
2. What made the group work well?
1. Did each of these groups engage all stakeholders appropriately?
2. How might the other members of the team feel about working with this therapist?
1. What does the therapist’s behavior reveal about his skills and attitudes?
3. Regardless of your profession, what situation might lead you to change a patient care plan developed by the team?
2. What can you learn from the other person about their reasons for responding differently from you?
1. What similarities do you have? Where do you disagree?
4. Apply the framework to understand challenges in teamwork
3. Explain how group dynamics affect group performance, including the size, composition, structure, context, and development of the group
2. Recognize core interpersonal skills for teamwork
1. Understand the importance of positive attitudes toward working with others
1. What barriers or misconceptions must you address?
3. Does patient- and family-centered care cost more?
2. Does patient- and family-centered care take more time?
1. What is meant by the word family?
2. What resources may be especially useful for you and your setting?
1. What are some common threads among these organizations?
4. Map out a framework for understanding collaboration competencies and challenges in various contexts
3. Explain the rationale for collaborating in healthcare
2. Justify the central role of patient- and family-centered care in interprofessional collaboration
1. Define interprofessional collaboration in healthcare and distinguish collaboration from consultation
4. Write an effective feasibility report?
3. Adapt the reader-centered writing process to the special goals of feasibility reports.
2. Describe the superstructure for feasibility reports and. the ways its elements correspond with the readers' questions.
1. Describe the major goals of a feasibility report.
5. Write an effective empirical research report.
4. Adapt the reader-centered writing process to the special goals of empirical research reports.
3. Describe the superstructure for empirical research reports, including the ways its parts correspond with the readers' questions.
2. Describe the major questions asked by readers of empirical research reports.
1. Describe the typical situations in which empirical research reports are written.
5. Write a cohesive and persuasive proposal.
4. Adapt the reader-centered writing process to the special goals of proposals.
3. Describe the superstructure for proposals, including the ways its parts correspond with readers' questions.
2. Describe the major questions asked by proposal readers.
1. Describe the two major goals of a proposal.
5. Follow ethical and legal practices concerning your website's content.
4. Design a website for diverse readers.
3. Design web pages that are easy to read and attractive.
2. Help your readers quickly and easily find what they are looking for.
1. Develop reader-centered content for a website.
3. Hand off your project in a way that helps your client use your results effectively.
2. Maintain a productive re- lationship with your client throughout your project.
1. Establish a detailed, mutual understanding of all impor- tant aspects of the project.
14. How do you want to influence their attitudes and actions? What do they expect?
13. What do they need from you in order to perform that task?
12. What task will your presentation help them perform?
11. Who are your listeners?
10. What strategies will you use to maintain your listeners' attention and goodwill?
9. How will you adapt your presentation to your listeners' culture (if their culture is different than yours)?
8. How will you coordinate the verbal and visual elements of your presentation?
7. What will you say in your introduction? What will you say in your conclusion?
6. What three for four points will your listeners find most helpful and persuasive? (Organize the body of your presentation around them.)
5. Create and deliver effective team presentations.
4. Maintain your listeners attention and goodwill.
3. Help your listeners fully un- derstand and remember your main points.
2. Select the oral and visual media most likely to achieve your objectives with your listeners.
1. Define your presentation's objectives in a listener- centered way.
3. If you are working on a team project in your technical communication course or another class, write a memo to your teammates suggesting three ways the team could improve its productivity. Persuasively explain the reasons for each suggestion.
2. Write a memo to your instructor describing the style and strategies you have brought to team projects in the past. First, identify the strengths of your approach, re- ferring to specific advice given in this chapter. Second, pinpoint ways in which you can achieve an even higher level of
1. Write a memo to your instructor in which you de- scribe difficulties encountered by a team on which you have worked. Describe strategies presented in this chapter that you employed in an attempt to address these problems. Also reflect on things that you could have done differently that might
3. Use technology to increase the team's effectiveness.
2. Make team meetings effi- cient and highly productive.
1. Develop a shared under- standing of team goals and procedures.
7. Treat your test readers ethically.
6. Test communications you write for readers in another culture.
5. Interpret the results of your test.
4. Test your draft's persuasiveness.
3. Test your draft's usefulness.
2. Choose the people who will be your test readers.
1. Define the goals of your test.
3. The memo shown in Figure 15.8 has several other prob- lems, such as inconsistencies and missing punctuation. Find as many of those problems as you can.
2. The memo shown in Figure 15.8 contains eighteen misspelled words. Find as many as you can. Unless you found all the words on your first reading, explain why you missed each of the words you overlooked. Based on your performance in this exercise, state in a sentence or two how you could improve
1. Following the advice given in this chapter, carefully check a draft you are preparing for class. Then give your draft to one or more of your classmates to review. Make a list of the problems they find that you overlooked. For three of those problems, explain why you missed them. If possible,
6. When two or more reviewers give contradictory advice When a reviewer, such as a boss, suggests changes that the writer believes will actually diminish the communication's effectiveness?
5. When there isn't enough time to make all the revisions that checking, reviewing, or testing suggest ?
4. Produce the maximum improvement in a limited time.
3. Give truly helpful advice when you are reviewing someone else's draft.
2. Obtain truly helpful advice from people who review your draft.
1. Identify on your own the possible ways to improve your draft.
2. Write a memo to your instructor in which you describe a printed or word-processed writing project for which you created an effective visual design. Describe three specific features of your design and explain why each improved your project. Which of these features made the most difference? Why?
1. Write a memo to your instructor describing a printed or word-processed writing project you prepared for another course or for some other purpose (in school or out) that could have been improved by following the visual design advice in this chapter. Tell what the project was about and describe
3. Experiment with the page design of a draft or fin- ished communication of yours that has headings?
2. Do the Informational Page Project in MindTap.
1. Find three different page designs. (Choose no more than one from a popular magazine; look at instruc- tions, insurance policies, leases, company brochures, technical reports, and the like.) If your instructor asks, find all the samples in documents related to your major. Photocopy one page
4. Choose the physical charac- teristics that support your communication's goals.
3. Select a font that's easy for your readers to read.
2. Use page design to unify a long communication visually.
1. Create a page design that helps your reader see how your communication is organized.

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Technical Communication A Reader Centered Approach 9th Edition Paul V. Anderson - Solutions

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