Communication Principles For A Lifetime 8th Edition Steven A. Beebe, Susan J. Beebe - Solutions

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In your school, college, or university we encourage you to seek out, investigate, and discuss established “tradition” for using slides at your school, college, or university fora. instructional materialsb. required assignment artifacts from students.After reviewing these established
What role does coding play in the testing process and how does it relate to what students are learning about writing technical documents?
What techniques can teachers use to make sure students are developing a sense of audience awareness from both the usability tests they conduct and the results they receive from other students in the class?
What are strategies teachers can use to evaluate the processes students use as they are conducting their usability studies?
How can instructors raise students’ awareness of usability testing and convince them that the research methodology is worth their time to learn?
What kinds of technical writing documents and course assignments lend themselves to usability testing procedures?
What positive learning can be achieved in your course only through collaborative work? For instance, students are not likely to learn much about other people’s communication preferences until they work on teams. How will that knowledge help students after graduation?
How would collaborative work contribute to a given learning outcome?We already mentioned the collaboration implied by interdisciplinary.What about intercultural, environmental, social, or economic outcomes?
How would collaborative assignments alter, for better or worse, the instructor’s work load for your course? What about the first time you use them? What about the second?
Which of your assignments cannot be done collaboratively? Why?
Which of your course’s stated learning outcomes could be addressed with collaborative assignments? Do any of those learning outcomes include concepts that imply collaborative learning? For instance, words like interdisciplinary imply working with others.
The Columbia Accident Investigation Board identified the social phenomenon of “culture” as a key causative factor in the disaster.Ethically, this conclusion seems to infer that the social organization has its own ethical responsibility separate and different from individual personalistic
Read the brief New York Times article “We Have Met the Enemy and He Is PowerPoint” about the overzealous use of PowerPoint to display complex information at http://www.nytimes.com/2010/04/27/world/27powerpoint.html?_r=0. Alternatively, ask students to find articles, especially related to
Examine several codes of ethics (e.g., Society for Technical Communication, Association of Teachers of Technical Writing). Discuss their limitations in providing guidance for particular professional and technical communication situations you can imagine.
When learning to write procedures, students should focus on writing procedures that work in a particular communication situation.However, large organizations, to ensure consistency in their procedures and to control costs, regularly develop database-driven content management systems that enable the
Personas are descriptions of imaginary people who represent categories of users. Personas are primarily used in the area of user-interface design. Can personas be used for designing and writing procedures? Is it worthwhile to introduce personas in our classes?
Various kinds of procedures—recipe books, computer manuals, instructional videos—can be regarded as specific genres, and these genres can be readily divided into subgenres. Procedures generally might be considered as a broad genre or genre space. What are the benefits of using the concept of
Although there are important and obvious benefits in bringing professional technical writers into our classes, these practitioners often have a narrow perspective and speak as though the only way to write procedures is the way they do it at their company. How, then, can we choose the most promising
Instructors usually assign a textbook in their introductory technical and professional writing course, and these textbooks almost certainly include a chapter on writing procedures. In what ways is this inclusion a help and in what ways is it a problem? How do we best coordinate the information in
Based on your own experiences—as a student, a teacher, and/or a practitioner—how would you approach teaching technology? What contextual realities might stand in the way of your approach?
Think about what you want students to learn about design in your course(s). How will you evaluate their learning? What strategies or approaches that you use to evaluate writing might be applied to evaluating design?
What assignments do you envision including in the course(s) you will be teaching? Using the ideas from the chapter as a starting place, how might you make design a part of those assignments?
How do you see the perspectives discussed in this chapter shaping your own pedagogical decisions in terms of ideology, goals, assignments, and evaluation?
Collect examples of several documents you think are well designed or poorly designed. What caused your initial reaction/judgment? Now, look for the design principles at work in each document. Can you explain your initial reaction in terms of the concepts and principles discussed in the chapter?
WHAT DO INSTRUCTORS NE ED TO KNOW ABOUT TEACHING INFORMATION GRAPHICS ?
What was the last new genre you learned to write? How did you learn to write it? Does the genre perspective outlined here help you to think differently about that learning process? If so, in what ways?
If you have taught a common professional or technical genre before(memorandum, résumé, proposal, instruction set, brochure, etc.), how different or similar is the approach described in this chapter?
Consider your own professional context—that of a teacher of professional or technical communication—in light of this chapter’s discussion of genres. What genres are at work in this context (syllabi? institutional policies? assignments? grading rubrics? books such as the one you’re reading
Professional and technical communication courses often serve students from a variety of disciplines, including disciplines in the sciences, engineering, and business. All these disciplines feature writing conventions and expectations that likely differ from the conventions and expectations of your
In what other contexts have you thought about genre, and what does genre mean in those contexts? How does that perspective on genre differ from the rhetorical genre studies perspective offered here?
What additional research do we need in order to understand the implications of content strategy for the larger workforce, let alone for technical communication?
In what ways does content strategy challenge the traditional work of technical communicators? Consider the growth of alternative organizations and the shrinking of the Society for Technical Communication.What new competencies are now required to be an effective technical communicator? Is technical
In what ways does content strategy enable greater alignment of technical communication goals with the goals of an enterprise? In what ways will technical communication continue to be challenged by the idea that it can be easily outsourced and/or that it’s an afterthought in the larger mission of
How does content strategy reconfigure the work of technical communicators?How has the day-to-day work of a technical communicator changed over the last twenty years? Over the last forty?
Why, ultimately, does possessing a good knowledge of style matter?
In what ways can studying actual case studies on style choices help us understand the challenges of style?
In what ways can creating scenarios, case studies, and role-playing scenarios help us understand the challenges for creating an effective prose style?
Why should we focus not only on the essentials or basics of style but also on more advanced topics and issues? What are some specific ways we can benefit from focusing on more advanced elements, too?
In what ways can you use the prose style of some of your favorite authors, or the lyrics of some of your favorite songs, or the presentations of some of your favorite speakers (using YouTube or TED talks, for example) to demonstrate to your students the power or effectiveness of a particular style?
One of the more controversial topics in the past several decades has been the concept of “cold fusion.” It is purportedly a means of generating nuclear energy without dangerous radiation. Examine this issue by focusing on several sources: http://coldfusionnow.org/ and https://ae
Choose ten Facebook profiles at random; what do the profiles say about the writers and the writers’ sense of audience? Focus on two sections:“About” and “Photos.” What kinds of “claims” do the sections make about the individuals? What can we learn about them by thinking about design
Examine websites of two competing international transportation companies(UPS and DHL) or, in a very different part of the corporate world, Winbro ( www.winbrogroup.com) and Makino ( www.makino.com). What similarities do you find in terms of the language they use to define themselves? How do they
In this chapter, we examined two very different company websites to help us more fully understand their organizational cultures. Knowing more about organizational cultures often can be of use when you apply for a position. Another strategy is to look at the company’s press releases and annual
Define TECHNICAL COMMUNICATION
2. For a speech you are preparing for your communication class, consider whether your classmates are a receptive, neutral, or unreceptive audience. What specific strategies offered in this chapter will help you adapt to your audience?
1. You want to persuade members of your communication class to buy snacks from the campus World Environment Club, whose members donate profits to save South American rainforests. Most of your classmates do not even know or care much about rainforests half a world away and some have stereotyped the
15.5 Provide specific suggestions for adapting to receptive audiences, neutral audiences, and unreceptive audiences.
2. Use the following checklist to assess the organization of a persuasive speech you are developing for your communication class:
1. You want your listeners to support a local ordinance that will restrict noise after 10:00 p.m. in your community.Using the motivated sequence, identify a way to catch their attention, establish a need, identify a solution, visualize the benefits of this proposal, and present a specific action
15.4 Organize your persuasive message.
2. Use the following checklist to assess the credibility, logical reasoning, and emotional appeals in a persuasive speech you are developing for your communication class:
1. Imagine you are giving a speech to your classmates near the end of the term. What specific strategies can you use to enhance your credibility with this audience?
15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.
3. Use the following checklist to assess your choice of topic and purpose for a persuasive speech you are developing for your communication class:
2. State an attitude, a belief, and a value that you hold related to the topic of transportation. Use your attitude, belief, and value to develop a proposition of fact,a proposition of value, and a proposition of policy that could each be a central idea for a persuasive speech.
1. Brainstorm three topics that would make a good persuasive speech for an audience of your communication classmates. Explain whether these topics target your audience members’ attitudes, beliefs, values, or behavior.
15.2 Explain how to select and narrow a persuasive topic, identify a persuasive purpose, and develop and support a persuasive proposition.
2. Using the definition of persuasion provided in this chapter, explain what makes the end-of-chapter speech“Private Ambulances” a persuasive speech.
1. Describe a time when you experienced cognitive dissonance, whether as a result of persuasive communication or not, and explain how you resolved the feeling.
15.1 Define persuasion and describe five ways listeners may be motivated.
15.5 Provide specific suggestions for adapting to receptive audiences, neutral audiences, and unreceptive audiences.
15.4 Organize your persuasive message.
15.3 Use credibility, logical reasoning, and emotional appeals to make your persuasive speech more effective.
15.2 Explain how to select and narrow a persuasive topic, identify a persuasive purpose, and develop and support a persuasive proposition.
15.1 Define persuasion and describe five ways listeners may be motivated.
14.5 Identify and use strategies for making informative speeches memorable.
14.4 Identify and use strategies for making informative speeches interesting.
14.3 Identify and use strategies for making informative speeches clear.
14.2 Identify and use appropriate strategies for organizing informative speeches.
14.1 Describe five types of informative speeches.
14.5 Identify and use strategies for making informative speeches memorable.
14.4 Identify and use strategies for making informative speeches interesting.
14.3 Identify and use strategies for making informative speeches clear.
14.2 Identify and use appropriate strategies for organizing informative speeches.
14.1 Describe five types of informative speeches.
13.6 Understand and apply criteria for evaluating speeches.
13.4 Discuss how to prepare and use presentation aids effectively.
13.5 Make the most of your rehearsal time, and deliver your speech effectively.
13.3 Identify and illustrate characteristics of effective nonverbal delivery.
13.2 List and explain three criteria for effective verbal delivery.
13.1 List and describe the four methods of delivery, and provide suggestions for effectively using each one.
13.6 Understand and apply criteria for evaluating speeches.
13.5 Make the most of your rehearsal time, and deliver your speech effectively.
13.4 Discuss how to prepare and use presentation aids effectively.
13.3 Identify and illustrate characteristics of effective nonverbal delivery.
13.2 List and explain three criteria for effective verbal delivery.
13.1 List and describe the four methods of delivery, and provide suggestions for effectively using each one.
2. Why do you think it is important not to read your speaking notes?
1. What alternative method of formatting might work for speakers who do not wish to use a standard outline for their speaking notes?
12.5 Develop a preparation outline and speaking notes for a speech.PRINCIPLE POINTS: A final step before beginning to rehearse your speech is to prepare a detailed preparation outline and speaking notes. Your preparation outline should follow the guidelines provided by your instructor.PRINCIPLE
2. Give an example of a memorable speech introduction you’ve heard. Explain how that introduction effectively caught your attention and gave you a reason to listen.
1. Draft an introduction for a speech on one of the following topics:a. Strategies for surviving a tsunamib. Private-school vouchersc. Mars up closed. Celebrities and the press In addition to introducing the topic and previewing your main ideas, be sure to plan strategies for getting the attention
12.4 Explain the functions of, and several strategies for, speech introductions and conclusions.
2. For one of the speeches in Appendix B, find at least one example of each of the following:b. An internal previewc. An internal summary Introducing and Concluding Your Speech
1. In a recent speech, class lecture, or Technology, Entertainment, Design (TED) talk you have viewed online, identify one or more signposts.
12.3 Use verbal and nonverbal signposts to organize your speech for the ears of others.
2. Reread the Ethics & Communication feature box in this chapter. Based on how you responded to the question posed there, discuss whether either primacy or recency may be a more ethical choice than the other.
1. Select one of the speeches in Appendix B. Identify the supporting material for one main idea in this speech.What principle did the speaker use to organize his or her supporting material?
12.2 Explain how to organize supporting material.
2. Take notes as you listen to a speech, either live or online.Then organize your notes into an outline that you think reflects both the speaker’s organization and the intended relationship among ideas and supporting material

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Communication Principles For A Lifetime 8th Edition Steven A. Beebe, Susan J. Beebe - Solutions

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