New Semester
Started
Get
50% OFF
Study Help!
--h --m --s
Claim Now
Question Answers
Textbooks
Find textbooks, questions and answers
Oops, something went wrong!
Change your search query and then try again
S
Books
FREE
Study Help
Expert Questions
Accounting
General Management
Mathematics
Finance
Organizational Behaviour
Law
Physics
Operating System
Management Leadership
Sociology
Programming
Marketing
Database
Computer Network
Economics
Textbooks Solutions
Accounting
Managerial Accounting
Management Leadership
Cost Accounting
Statistics
Business Law
Corporate Finance
Finance
Economics
Auditing
Tutors
Online Tutors
Find a Tutor
Hire a Tutor
Become a Tutor
AI Tutor
AI Study Planner
NEW
Sell Books
Search
Search
Sign In
Register
study help
business
technical communication
Technical Communication A Reader Centered Approach 9th Edition Paul V. Anderson - Solutions
2. Write a memo to your classmates identifying two guidelines in this chapter you believe will be the most difficult for you to apply on the job-and why. For each, describe a strategy you might use to overcome this difficulty.
1. Write a memo to your classmates explaining a time when-either in writing or when speaking-you or someone else confused his or her audience and lost credibility by not following one or more of the guide- lines in this chapter.
2. The images in advertising often rely on stereotypes. Find one advertisement that perpetuates one or more stereotypes and one that calls attention to itself by using an image that defies a stereotype. Evaluate the ethical impact of each image. Present your results in the way your instructor
1. Find a communication that fails to use inclusive language and revise several of the passages to make them inclusive.
2. Without altering the meaning of the following sen- tences, reduce the number of words in them.?
1. Imagine that you are the head of the Public Safety Department at your college. Faculty and staff have been parking illegally, sometimes where there aren't park- ing spots. Sometimes individuals without handicaps are parking in spots reserved for those with handi- caps. Write two memos to all
3. Choose words that convey your meaning clearly and precisely to your specific reader.
2. Construct sentences your reader will find easy to understand, easy to remember, and interesting.
1. Create an effective, professional voice that builds your reader's confidence in you.
2. If so, what kind of emotional appeal would be effective in this situation with your readers?
1. Will your readers think that an appeal to their emotions is appropriate?
7. what is Persuade ethically.
6. Adapt to your readers' cultural background.
5. Appeal, when appropriate, to your readers' emotions.
4. Organize to create a favor- able response.
3. Build an effective relation- ship with your readers.
2. what is Reason soundly.
1. Focus on your readers' goals and values.
1. To choose the appropriate principle of classification for organizing a group of items, you need to consider your readers and your purpose. Here are three topics for classification, each with two possible readers. First, identify a purpose that each reader might have for con- sulting a
12. No automatic stuffers are available commercially because other companies, which use different processes, do not need them.
11. It takes many working hours to stuff extruders by hand.
10. The shop has estimated the cost of designing, building, and installing automatic stuffers on our 3/4-inch, 1-inch and 11/2-inch extruders.
9. Currently, we are stuffing materials into the extruders by hand.
8. An automatic stuffer would feed material under constant pressure into the opening of the machine.
7. The company shop will charge $4,500 for the stuffers.
6. I recommend that you approve the money to have the company shop design, build, and install automatic stuffers.
5. If the materials are not stuffed into the extruder in exactly the same way each time, the filaments produced will vary from one to another.
4. An alternative to stuffing the materials by hand is to have them fed by an automatic stuffer.
3. A continuing problem in the utilization of our extruders in Building 10 is our inability to feed materials efficiently into the extruders.
2. We have not been able to find a commercial source for an automatic stuffer.
1. When materials are stuffed into the extruder by hand, they cannot be stuffed in exactly the same way each time.
3. Select a communication written to professionals in your field. This might be a letter, memo, manual, tech- nical report, or article in a professional journal. (Do not choose a textbook.) Identify the guidelines from this chapter that the writer applied when drafting that communication's ending.
2. Select a communication written to professionals in your field. This might be a letter, memo, manual, report, or article in a professional journal. (Do not choose a textbook.) Identify the guidelines from this chapter that the writer applied when drafting the communica- tion's beginning. Is the
1. Circle all the forecasting statements in Figure 7.5 (page 132). For those segments that lack explicit fore- casting statements, explain how readers might figure out the way in which they are organized.
3. The fission process gives useful energy in the form of electricity from nuclear plants, but it also produces wastes in the form of highly radioac- tive fission products.
2. Radiation can be harmful to the body and to genes, but the low-level radi- ation effect cannot be proved. Many methods of protection are available.
1. Radioactivity is both natural and manmade. The decay process creates alpha particles, beta particles, and gamma rays. Natural background ra- diation comes mainly from cosmic rays and minerals in the ground.
6. Examine the human conse- quences of what you are drafting.
5. Write endings that support your communications' goals.
4. Write beginnings that mo- tivate your readers to pay attention.
3. Adapt to your reader's cul- tural background.
2. Draft to help your readers see the organization of your communications.
1. Draft your communications' segments to create clarity, co- herence, and persuasiveness.
6. Examine the human conse- quences of what you are drafting.
5. Write endings that support your communications' goals.
4. Write beginnings that mo- tivate your readers to pay attention.
3. Adapt to your reader's cul- tural background.
2. Draft to help your readers see the organization of your communications.
1. Draft your communications' segments to create clarity, co- herence, and persuasiveness.
3. What do you need to do to treat your readers and other stakeholders ethically?
3. Group members sometimes do not complete their work. If one person is in charge of an entire section and becomes MIA, the work will be incomplete.
2. How might they be affected by it?
2. Group members have their own writing style. A reader knows immediately when the writing style shifts in the middle of a report.
1. Who, besides your readers, are the stakeholders in your report?
1. Group members have different writing skills. The differences result in some sections of the report being stronger and others weaker.
5. Have you excluded all information that won't help your communication achieve its objectives?
5. Display honesty, charm, and personality. These qualities can go a long way to make people comfortable. Don’t be obsequious, but be yourself and allow others to be the same way. You will find that people respond to others who know who they are rather than to those who put on airs and
4. How much detail does your reader want and ask for?
4. Have follow-through. Do what you said you would do for people. If you do this on a consistent basis, they will trust you.
3. Research and prepare. Know your client’s likes and dislikes. What does the company/person stand for? Know and understand their needs inside and out. Realize corporate and personal situations can change on a daily basis and quite often do. What was once necessary can often be outdated within
3. What background information does your reader need?
2. What will help to persuade your reader to adopt the attitudes you want him or her to have?
2. Be an optimist. If you are upbeat and happy, your comments will come across to others as important and necessary. Thus, you become important and necessary to them. Smile and look people in the eye when you talk to them. It shows confidence. No one likes a sourpuss.
1. What does your reader need to complete his or her task?
1. Know what you believe. Have total belief, conviction, and knowledge in what you are communicating.Don’t simply articulate a brief summary or outline of your skills. Go into great depth and detail about what you have to offer. Give examples of your successes. Illustrate how your skills will
8. What, exactly, will he or she need from your communication to be able to com- plete that task? What are your reader's current attitudes on your subject, what do you want them to be, and exactly what information, ideas, and arguments do you need to include to persuade your reader to adopt these
6. Give groups of students an outside-of-class, problem-solving session.The group will present their solution to the problem in class.Each member of the group submits their own record of the meeting(s) as though they are the recording secretary.
7. What task will your reader use your communication to perform?
5. How can the reflective-thinking process benefit individuals working in a diverse team project?
6. Check the usefulness and persuasiveness of your organization.
4. Select the leadership style mentioned in #3 and discuss an individual from world history who represents that ideal.
5. Treat your communication's stakeholders ethically.
3. Discuss a leadership style that would make working life enjoyable. Why?
4. Organize in a way that helps your readers quickly find and understand the information they want.
2. Describe a positive group/team experience. Analyze what made that particular collection of people so effective in problem solving?
3. Organize in a way that makes your main points stand out.
1. Divide the class into groups. Give each group a campus-wide issue or university policy to discuss and improve. A spokesperson from each group will give a 1–2-minute presentation of their solution to the problem in the final minutes of the class.
• List three types of team presentations
2. Organize in a way that helps your readers perform their tasks.
• Explain why The Standard Agenda is effective for problem solving
1. Identify the exact content your readers need and want.
• List the six steps of The Standard Agenda
2. Employ the techniques for each method that are required to establish your readers' confidence in your results and your abilities as a researcher.
• Identify elements of effective planning for meetings
1. Efficiently produce the infor- mation and ideas your read- ers want and need.
• Identify ways to motivate team members
• Explain how to keep proper records
3. Using the newspapers available online, find a story that includes a graph. In 200 words, describe the topic of the graph, what the story says it shows, and the additional analysis (such as analysis of subgroups of information) that would provide a fuller understand- ing of the topic.
• Define task versus social elements of teamwork
2. Using a search engine and online library resources, identify three websites, two books, and two articles on a topic related to your field. Which would you find most interesting? Which would be most helpful if you were writing a paper on the topic for a class? Which would be most helpful if you
• Explain how to select a leader
1. Use two search engines and an Internet directory to look for websites on a topic related to your major. How many hits does each produce? Compare the first ten results from each search in terms of the quality of the sites and the amount and kind of information the search engine or Internet
• Describe the five styles of team leadership
5. While analyzing their survey data, Anna and Terry compared responses of men with responses of women to this question: "Have you visited your faculty adviser this year?" They displayed their results in the chart shown in Figure 4.2 (page 86). Interpret this result in two or more ways. Which of
• Describe the importance of a team contract
• Describe the importance of discovering the needs of team members
4. Imagine that you have been asked by the chair of your major department to study student satisfaction with its course offerings. Devise a set of six or more closed ques- tions and four open-ended questions you could use in interviews or in a survey. (For information about inter- view and survey
3. Imagine that a friend wants to purchase some item about which you are knowledgeable (for example, a motorcycle, MP3 player, or sewing machine). The friend has asked your advice about which brand to buy. Design a matrix in which you list two or three brands and also at least six criteria you
2. Choose a concept, process, or procedure that is impor- tant in your field. Imagine that one of your instructors has asked you to explain it to first-year students in your major. (See Chapter 5 for guidelines for using each of the following research methods.)a. Use brainstorming or freewriting to
1. Create a research plan for a project you are preparing for your technical communication course.
Showing 1600 - 1700
of 5434
First
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Last
Step by Step Answers
Get 50% OFF
Claim Now
