Introduction To Communication Disorders A Lifespan Evidence Based Perspective 5th Edition Robert E. Owens Jr, Kimberly A. Farinella - Solutions

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3. Using a desktop publishing program's drawing feature, create a simple illustration of a piece of equipment used in your major or in one of your hobbies or activities. For assistance in using the drawing feature of your program, use the program's Help feature.
2. Using a desktop publishing program, make a table that displays the number of hours in a typical week that you spend in each of several major activities, such as attending class, studying, eating, and vis- iting with friends or family. The total number of hours should equal 168. Include brief
1. Create an outline for an assignment in your course. On the finished outline, list each place where a graphic could make your communication more use- ful and persuasive in your reader's eyes. For each place, identify the type of graphic that will be most effective in achieving your
9. Avoid graphics that mislead.
8. Get permission and cite the sources for graphics.
7. Adapt graphics when writing to readers.
6. Integrate graphics with your text.
5. Use graphics software and existing graphics effectively.
4. Use color to support your message.
3. Make graphics easy for your readers to understand and use.
2. Choose the types of graphics best matched to your objectives.
1. Identify places where graph- ics would increase your com- munication's usefulness and persuasiveness.
4. Write reader-centered back matter.
3. Write reader-centered front matter.
2. Write a reader-centered letter of transmittal.
1. Plan the front and back mat- ter of a communication you are writing.
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.
3. Using a desktop publishing program's drawing feature, create a simple illustration of a piece of equipment used in your major or in one of your hobbies or activities. For assistance in using the drawing feature of your program, use the program's Help feature.
2. Using a desktop publishing program, make a table that displays the number of hours in a typical week that you spend in each of several major activities, such as attending class, studying, eating, and vis- iting with friends or family. The total number of hours should equal 168. Include brief
1. Create an outline for an assignment in your course. On the finished outline, list each place where a graphic could make your communication more use- ful and persuasive in your reader's eyes. For each place, identify the type of graphic that will be most effective in achieving your
9. Avoid graphics that mislead.
8. Get permission and cite the sources for graphics.
7. Adapt graphics when writing to readers.
6. Integrate graphics with your text.
5. Use graphics software and existing graphics effectively.
4. Use color to support your message.
3. Make graphics easy for your readers to understand and use.
2. Choose the types of graphics best matched to your objectives.
1. Identify places where graph- ics would increase your com- munication's usefulness and persuasiveness.
4. Write reader-centered back matter.
3. Write reader-centered front matter.
2. Write a reader-centered letter of transmittal.
1. Plan the front and back mat- ter of a communication you are writing.
=+and intervention practices across the lifespan

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Introduction To Communication Disorders A Lifespan Evidence Based Perspective 5th Edition Robert E. Owens Jr, Kimberly A. Farinella - Solutions

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