Project 2 slides

Template for Project 2 request letter Dear Mrs. Smith,

I’m an undergraduate student majoring in _______________. As part of a professional communication course, I am to confer with a professional about workplace writing within my potential future vocational field. Specifically, I am writing to find a key document used in our field and to learn how to write and interpret it.

Could you suggest such a document? Would you also be available to respond by email (or phone if you prefer) to 3-5 questions I might have in following up about the document?

Thank you for your consideration.

Your Name

Methods Tips (Smagorinksy article)‣ Purpose ‣ A lack of explanatory information in the methods section is the major downfall of

many papers. It is like preparing a recipe with bad instructions. Instead— ‣ Make sure the methods are clear enough that one could replicate them ‣ Explain and argue for the techniques you used to gather data (validation);clarify

terms and scope for the reader (For example, the search terms you used in looking for secondary sources, or the people you consulted and why)

‣ Show a tight relationship with the claims ‣ Share key variables in your methods section: location, medium, your audience and

the people you interview or survey. Consider: ‣ The setting of your audience and the place you conducted the surveys or interviews ‣ Key terms and wording of your interview/survey (again both the people your

interview and survey and the audience that reads the report) ‣ Gender (consider having male and female interviewers and survey distributors) ‣ Ethnicity (consider and note for possible biases) ‣ Socio-economics of those you collect data for, or your audience ‣ Religion of those you collect data for, or your audience ‣ Relationships between interviewees/those surveyed (what you mentioned to each

person you interviewed about the other) ‣ The means of the interview (Zoom, in person, e-mail, audio-recordings, focus

groups etc.)

Genre definitions

‣ “classifications made by people as they act symbolically” —Amy Devitt

‣ “structuring devices for realizing meaning in specific contexts” —Green

‣ organizational tools that “generate our social actions" by helping one “recognize the situations within which we function” —Anis Bawarshi

‣ “shorthand term[s] for situation” —Amy Devitt

‣ the “nexus between and individual’s actions and a socially defined context. Genre is a reciprocal dynamic within which individual actions construct and are constructed by recurring context of situation, context of culture, and context of genres” — Amy Devitt

Why to use genre analysis to evaluate a workplace document and situation

‣ Genre analysis defines how media circulates among a group of people

‣ Genre analysis defines how media is fused and altered to create new genres (especially digitally; think new social media apps)

‣ Genre analysis helps one define a given communication moment and how to improve it for a given audience. To define such rhetorical workplace situations, examine: ‣ how different documents are used together to inform the situation

‣ An example is an email that accompanies a report that is followed up by a phone call.

‣ the wording and sequence of logic in each document ‣ the mix of words, graphics, video, and sound in one or more of the documents ‣ how experts/sources are represented in the document(s) ‣ the match between the wording and design of a document and its intended purpose

and audience. ‣ social and historical factors: the reciprocal dynamic between a person’s intent/

personality, the context of the workplace situation, the greater context of regional and national culture, and the context of related and pre-existing genres (cf. Amy Devitt)

Corbett on Genre Analysis of Scholarly Articles

‣ What does Corbett (the author) define as the shop window of an academic article? Perhaps ask of your selected genre for project 3, what part of it operates as a shop window? (24)

‣ Define Swales’ subdivisions of “moves” that authors typically invoke in writing their introduction. When does using such “moves” make sense? When might it be problematic?

‣ On page 27 the author defines niches. Explore how Bassanett’s example confirms this and perhaps challenges this idea.

‣ The author claims most authors in the sciences invoke a “problem-solving” methodology. How does Cronin’s example confirm or differ from this approach. What are upsides or downsides of a problem-solving methodology? (29-30)

‣ Corbett offers four “moves”that he claims are often used in the conclusions of academic articles (31). Which of these generally, would you find most helpful; which least helpful and why? (see also the example given on pages 31,2)

Project 2: possible questions you might ask your expert

‣ What’s the main purpose of the document? ‣ Who are is the primary and potentially (or actual) secondary audience How do

you format the document? ‣ What parts of the document are critical? How so? Are there phrases or words

one should use when producing this document? Are there phrases or words one should avoid using?

‣ When submitted, does the document often get packaged with other documents such as emails, contracts or memos?

‣ Does one follow up submission in a certain way? (by phone call, email?) ‣ Does one have to consider any legal issues when wording or formatting the

document? ‣ How, possibly, are finances and power leveraged by the document? ‣ What sources or data is important to have as basis of your claims in such a

document?

Project 2 questions (continued)‣ What are the logics of how the document is put together? (For example, in the

CARS model for scholarly articles, one first establishes key terms, shares a literature review of major authorities ideas, and establishes a “niche”)

‣ What section of your document is the equivalent of a “shop window”—a place that attracts the immediate attention of a reader and seeks to persuade the reader?

‣ Do people in your field often research other samples before writing that document/genre? How so?

‣ If there are multiple authors of the document are there different tasks assigned to different team members? (Examples of questions for grant proposal: Do some more so conduct the research? Is there one person who predominantly writes the document to preserve a sense of continuity of voice in the document? Is there a member that serves as an overall editor? Is there a team member that predominantly looks for copy errors?)

‣ Does one have to consider when to send or use the document/genre? (Examples: grant proposals have to meet deadlines; emails might be best sent after phone calls to confirm what was said)

‣ Overall tips?

Project 2 additional questions‣ Format:

‣ Font used? Font size? ‣ Line spacing? (single, double or otherwise) ‣ Salutations, signatures, and length of the document?

‣ Are tables, graphs or other visual data often embedded in the genre? If so, where and how? (with captions, for example?) How important are they deemed by the audience?

‣ Is there a danger of language being defined by two parties in different ways in this type of document? (in honeybee crisis memos—“conditional registration”’ “acute,” and “chronic” were examples)

‣ Was data shared but no clear conclusions drawn? ‣ Is your document/genre responding or initiating correspondence? ‣ What is the time it takes or one party to write a reciprocating genre back to the

party that initiated correspondence? (two genres together; two memos in the example of the bee crisis)

‣ Are digital formats, signatures and file saving/sending used? How do they influence the communication?

Problem/Solution Frame

1. State the (often common or stereotypical) belief that your solution challenges

2. Specify the conflict/gap: “There seems to be a gap . . .”

3. Explicate the significant cost; explain the “so what” and emphasize “As a consequence . . .” (we’ll pay)

4. Emphasize cost and consequence as potential loss of money, time or health

5. State the solution: “Therefore. . .(we need alternatives)”

6. Reason your criteria for pursuing solutions

7. Compare and contrast potential solutions

8. Explicate the proposed solution

9. Evaluate the proposed solution

10. Reply to anticipated criticisms

11. Repeat steps 1 & 2 above as needed to further emphasize to your reader that it is important they address the issue

Engineering Feasibility Reports Summary (John Helgen; State Engineer; USDA; ~ wks notes from presentation)

‣ Write to your audience: note if the agency has an outline of protocols that have to be met; provide them

‣ Define key terms and specs and use them consistently across the document..

‣ Maps are a key appendix; they give engineers a sense of the geology

‣ Reports not always read word for word. So are there parts that you look at more? Do words like “remove” or “budget” especially raise your eyes?

‣ Parts of genres are important: for example, if the map says there needs to be an easement. Words like “temporary” take on great valence

‣ Cost, budget; key

‣ Addressing multiple audiences it both to the engineer and a USDA official. Why?

‣ Genres work together and circulate (for example, how a front end has to match a back end)—as to how documents get forwarded or otherwise. Front end and a technical end (legal documents; Have you ever had a

`‣ Genres work together and circulate (for example, how a front end has to

match a back end)—as to how documents get forwarded or otherwise. Consider also technical sections and legality

‣ Names and labels need to be consistent between sections of reports and between separate but related reports. You need to have the same name to describe aspects of the project in each report.

‣ Electronic signatures and documents are now the standard. PDF format; l; FTP (large file) download off USDA servers; signatures; RGIS; download from agencies a file for NRCS or Army Corp.

‣ Be careful how you word policy; what does it mean to make some issues “gray” yet truthful? How does one still be pecific enough so a standard applies?

Ch 24: Empirical Research Reports‣ Purpose: to provide data to help an organization make a decision to pursue an

action; to provide further knowledge; to suggest “next steps” ‣ Sections of report often matching key questions that need to be answered

‣ INTRODUCTION: Why is your research important? (relevance) ‣ OBJECTIVES: Did you research ask the right questions?

(relevance; focus) ‣ METHOD: Was your research method sound? (soundness) ‣ RESULTS: What results did your research produce? (complete) ‣ DISCUSSION: Did you interpret the results correctly and usefully ‣ CONCLUSIONS: What is the significance of those results? ‣ RECOMMENDATIONS: What do you think we should do?

‣ Focal points/tips ‣ Relevance, Accuracy, Completeness and Explanation are key values ‣ “Persuade and Protect” (Madison Duncan) ‣ The results, discussion, and conclusion sections can be compressed into a

single section (with or without subheads) ‣ Tables and graphs are a prime means to communicate

Project 2 Possible Memo Structure‣ First move: define the genre, ID the purpose of the genre and ID the

audiences (primary and possibly secondary); possibly too, explain how the genre shapes to the audience

‣ Discuss particular samples; why they are important/worthy; again, perhaps audience and purpose

‣ Logics: compare and contrast?, problem/solution?; CARS model (territory and niche)? etc.?

‣ Formatting; language (what repeats, contrasts) Examples: bullets, numbers/letters, CAPS, outline? Character limit? Clear language? Specific terms? Acronyms?

‣ Tips: Overall essentials? Key Terms/concepts?

‣ THROUGHOUT: CITE USING END NOTES

‣ 600-620 (SHOW WORD COUNT)

For Presentations for Project 2: “Conversational” slideware tips

‣ convey I main idea per slide ‣ use minimal text (stand alone at times?); ‣ maintain consistent look with fonts, colors

‣ use bullets for a slides but sparingly & keep brief (keep the focus on you!)

‣ make phrases and language in bullets grammatically parallel

“Conversational” slideware tips continued‣ use dominant, relevant graphics that convey a specific

meaning; use them as exclamation point ‣ possibly use symbolic images ‣ possibly convey humor (SNL timing)

‣ aim for 15 seconds per slide or bullet but some can be 5-40 seconds in length

‣ possibly offer a wrap-up points slide ‣ possibly offer a final slide of prompts for discussion

“Conversational” slideware tips continued‣ use a key quote ‣ show a wide-shot of the document to establish

perspective; then in the next slide show a closer examination of one aspect of that visual.

‣ possibly use animation (most often, have something appear, have something be taken away, or switch out an element)

‣ use arrows and annotations to “mark-up” and explain in full, aspects of a visual.

‣ create a visual data representation/infographic