Written Communications

Written CommunicationsWritten Communications

Professional Practice 2001Professional Practice 2001

David C. Coll, Ph.D., P.Eng.

Professor Emeritus

Department of Systems and Computer Engineering

Professional Practice 2001 2

Yesturday, I coudn’t Yesturday, I coudn’t even spel enjunear, even spel enjunear, and today I are one!and today I are one!


But seriously folks:But seriously folks:

Engineers must communicateEngineers must communicate

Jobs, promotions, contracts, and your Jobs, promotions, contracts, and your professional credibility all follow from professional credibility all follow from your ability to write and speak your ability to write and speak effectivelyeffectively

Good communication skills are Good communication skills are essential to professional successessential to professional success


Written CommunicationsWritten Communications

Include:Include:– essaysessays

– proposalsproposals

– reportsreports

– memorandamemoranda

– paperspapers

– manualsmanuals

– specificationsspecifications


The Writing ProcessThe Writing Process

• Identify Why, Who, and WhatIdentify Why, Who, and What

• Organize your InformationOrganize your Information

• Construct an OutlineConstruct an Outline

• Write a DraftWrite a Draft

• ReviewReview

• ReviseRevise


In other words …In other words …

• Engineer your paper!Engineer your paper!


Preparing to writePreparing to write

• Who is the communication for?Who is the communication for?

• Why are you writing this Why are you writing this item?item?

• What information do you What information do you want to communicate?want to communicate?

•understand your understand your purposepurpose

•know your audienceknow your audience

•focus on the point you are trying to focus on the point you are trying to makemake


Why?Why?To inform, persuade, motivate, stimulate, sell, impress, To inform, persuade, motivate, stimulate, sell, impress,

… ?… ?

• Is it significant?Is it significant?

• Is it timely?Is it timely?

• Is it new?Is it new?

•Is it really worth writing Is it really worth writing about?about?


Who?Who?• ClientClient

• SupervisorSupervisor

• Peer/SubordinatePeer/Subordinate

• Laymen/PublicLaymen/Public

• Non‑technical/Operator/TechnicianNon‑technical/Operator/Technician

• Advanced Technician/Junior EngineerAdvanced Technician/Junior Engineer

• Engineer/Advanced Engineer/ScientificEngineer/Advanced Engineer/Scientific


What?What?– Information Transfer ‑ Paper/EssayInformation Transfer ‑ Paper/Essay

– Proposal or RequestProposal or Request

– Response or AcceptanceResponse or Acceptance

– Command or Decision CommunicationCommand or Decision Communication

– Situation Report or ForecastSituation Report or Forecast

– Professional CorrespondenceProfessional Correspondence

– Activity or Progress ReportActivity or Progress Report

– Commentary on Controversial or Political Commentary on Controversial or Political IssuesIssues

– Meeting AgendaMeeting Agenda


Planning the StructurePlanning the Structure

• Get things in a logical orderGet things in a logical order

• Introduce the topicIntroduce the topic

• Provide enough background Provide enough background informationinformation

• State your caseState your case

• SummarizeSummarize


Keep in mind that Keep in mind that

Any writing must be:Any writing must be:

• AppropriateAppropriate

• AccurateAccurate

• AdequateAdequate

• ClearClear

• ConciseConcise


Some Structural PatternsSome Structural Patterns• Purpose – Information – OpinionPurpose – Information – Opinion

• Problem – Method – SolutionProblem – Method – Solution

• Cause – EffectCause – Effect

• Order byOrder by– ChronologyChronology

– Spatial Spatial

– ClassificationClassification


Sample Structure – Sample Structure – Paper/EssayPaper/Essay

• AbstractAbstract

• IntroductionIntroduction

• Body of the PaperBody of the Paper

• ConclusionsConclusions


Sample Structure-Lab Sample Structure-Lab Report/ThesisReport/Thesis

• AbstractAbstract

• IntroductionIntroduction

• TheoryTheory

• AnalysisAnalysis

• Experimental ResultsExperimental Results

• ConclusionsConclusions

• ReferencesReferences

• AppendixAppendix


Some Style HintsSome Style Hints


First - A Word about First - A Word about AbstractsAbstractsThe Abstract is probably read by more people The Abstract is probably read by more people

than read the report itself. than read the report itself.

An Abstract is An Abstract is notnot an introduction ‑ it is written an introduction ‑ it is written after the paper is completed. after the paper is completed.

Make the abstract informative, pick out salient Make the abstract informative, pick out salient facts, conclusions and recommendations. facts, conclusions and recommendations.

It should contain:It should contain:– a pithy statement of the problema pithy statement of the problem

– identification of the author's approach to solutionidentification of the author's approach to solution

– statement of essential resultsstatement of essential results


Style HintsStyle Hints

IntroductionIntroduction

• Relate introduction to needs of the readerRelate introduction to needs of the reader– show the purpose and scopeshow the purpose and scope

– identify the subject matteridentify the subject matter

– relate the subject matter to other projectsrelate the subject matter to other projects

– show the basic method and procedure used in show the basic method and procedure used in carrying out the projectcarrying out the project


Point of ViewPoint of View

• Adhere to a single point‑of‑view: tense, Adhere to a single point‑of‑view: tense, person, styleperson, style

Headings and TitlesHeadings and Titles• Break your report into headings to:Break your report into headings to:

–organize the material into logical unitsorganize the material into logical units

–make reading easiermake reading easier

–make it easier to refer tomake it easier to refer to


ParagraphingParagraphing

• Each paragraph is a unit ‑ express the main Each paragraph is a unit ‑ express the main idea in a single, highly compressed sentenceidea in a single, highly compressed sentence

• Paragraphs can be constructed according to Paragraphs can be constructed according to function ‑ the topic sentence is a preliminary function ‑ the topic sentence is a preliminary over‑all statement - followed by details over‑all statement - followed by details inherent in the topic sentenceinherent in the topic sentence

Transitional MaterialTransitional Material

• Supply phrases and guide words that lead Supply phrases and guide words that lead reader from one thought to anotherreader from one thought to another


Figures and TablesFigures and Tables

• Determine whether the figures and tables Determine whether the figures and tables should be placed in the text or an appendixshould be placed in the text or an appendix

References and BibliographyReferences and Bibliography

•Use a standard reference system, e.g. Use a standard reference system, e.g. IEEE TransactionsIEEE Transactions

• Reference all external materialReference all external material


http://www.zoology.ubc.ca/bpg/plagiarism.htm

PLAGIARISM: What it is, and How to Avoid It

Colin H. Gordon, Peter Simmons, and Graeme WynnThe University of British Columbia


The Construction ProcessThe Construction Process


Draft an OutlineDraft an Outline

Use a top-down approachUse a top-down approach

Table of ContentsTable of Contents

Expand sections as requiredExpand sections as required

Write quicklyWrite quickly

Overcome writer’s blockOvercome writer’s block

Memory-dump – sort out order laterMemory-dump – sort out order later


Then …Then …

while(not Done) while(not Done)

{{

re-read, review and revise re-read, review and revise

};};


Review and ReviseReview and Revise

• Have you covered everything on the Have you covered everything on the outline?outline?

• Have you missed a point?Have you missed a point?

• Is there enough detail so that Is there enough detail so that everything is clear to the target everything is clear to the target audience?audience?

• Is your information accurate?Is your information accurate?


• Have you described the structure of the Have you described the structure of the information to the reader?information to the reader?– do you have an introduction?do you have an introduction?

– do you have a summary?do you have a summary?

• Have you made your point?Have you made your point?

• Are your arguments supported?Are your arguments supported?

• How is your style?How is your style?– does each paragraph start with a topic sentence?does each paragraph start with a topic sentence?

– have you spell-checked?have you spell-checked?

– are your references complete?are your references complete?

– have you used too many relative pronouns?have you used too many relative pronouns?


Wrap-upWrap-up

Let’s look at the process one more Let’s look at the process one more timetime


Keep the Reader in MindKeep the Reader in Mind


ChecklistChecklist

Write a comprehensive outline.Write a comprehensive outline.

Formulate idea, write a summary, Formulate idea, write a summary, discuss with supervisor and discuss with supervisor and colleagues.colleagues.Search literature to determine what Search literature to determine what has been written on the subject.has been written on the subject.

Think the article through.Think the article through.


Gradually expand outlineGradually expand outline

top‑down design with stepwise refinement.top‑down design with stepwise refinement.

Smooth transitions and expand key Smooth transitions and expand key words and ideas.words and ideas.

Rough out illustrations.Rough out illustrations.

Checklist - continuedChecklist - continued


• Did you orient the reader?Did you orient the reader?

• Did you tell why the study was needed? Did you tell why the study was needed? Why is it significant or unique? What Why is it significant or unique? What problem did you solve?problem did you solve?

• Did you define the scope, limitations and Did you define the scope, limitations and problems of the study?problems of the study?

• Does the introduction generate enough Does the introduction generate enough interest to encourage the reader to interest to encourage the reader to continue?continue?

Write the rough draft, and review it.


Clear Thinking is Clear Thinking is essentialessential. . • Unclear thinking is evidenced by three Unclear thinking is evidenced by three

features:features:– Confusion of fact with non‑fact ‑ assumptionsConfusion of fact with non‑fact ‑ assumptions

– Drawing conclusions which are unwarranted on Drawing conclusions which are unwarranted on the basis of the facts presented. the basis of the facts presented.

– Failure to assign precise meaning to words ‑ Failure to assign precise meaning to words ‑ "appropriate", "essential", "adequate": "among "appropriate", "essential", "adequate": "among the prettiest young ladies at the garden party the prettiest young ladies at the garden party was the president of the Engineers' Society“was the president of the Engineers' Society“


• Have you given enough necessary Have you given enough necessary background material? Too much?background material? Too much?

• Did you cover the problem, concept, or Did you cover the problem, concept, or system adequately?system adequately?

• Did you cover the theory, results, Did you cover the theory, results, applications and methods accurately?applications and methods accurately?

• Did you make a point? Did you make a point?

• Did you review the original problem, Did you review the original problem, how it was solved and made real how it was solved and made real conclusions?conclusions?


Have you referenced all external material?Have you referenced all external material?

Proofread carefully. Spell check.Proofread carefully. Spell check.

Review the paper with your Review the paper with your supervisor or colleague.supervisor or colleague.

Submit.Submit.

Checklist - concludedChecklist - concluded

Make sure all necessary citations are Make sure all necessary citations are made.made.


Questions?


ReferencesReferences• Markel, M., Markel, M., Writing in Technical Fields: A Step-by-Step Guide Writing in Technical Fields: A Step-by-Step Guide

for Engineers, Scientists, and Techniciansfor Engineers, Scientists, and Technicians. New York: IEEE . New York: IEEE Press, 1994.Press, 1994.

• Pfeiffer, W.S., Pfeiffer, W.S., Technical Writing: A Practical Approach.Technical Writing: A Practical Approach. Toronto: Toronto: Macmillan, 1991.Macmillan, 1991.

• Berg, K., and A. Gilman. Berg, K., and A. Gilman. Get to the Point: How to Say What You Get to the Point: How to Say What You Mean and Get What You WantMean and Get What You Want. Toronto: Bantam Books, 1989.. Toronto: Bantam Books, 1989.

• Mathes, J.C., and D.W. Stevenson. Mathes, J.C., and D.W. Stevenson. Designing Technical Designing Technical Reports: Writing for Audiences in Organizations, 2Reports: Writing for Audiences in Organizations, 2ndnd Edition Edition. . Toronto: Collier Macmillan, 1991.Toronto: Collier Macmillan, 1991.

• Poe, R. W., Poe, R. W., The McGraw-Hill Guide to Effective Business The McGraw-Hill Guide to Effective Business Reports.Reports. Toronto: McGraw-Hill, 1982. Toronto: McGraw-Hill, 1982.


Web ReferencesWeb References• Internet resources on writing- http://www.iss.stthomas.edu/studyguides/bib_writingInternet resources on writing- http://www.iss.stthomas.edu/studyguides/bib_writing

%20webs.htm%20webs.htm

• Biomedical Libraries PowerPoint- Biomedical Libraries PowerPoint- http://www.dartmouth.edu/~biomed/workshops/powerpt_faq.htmlhttp://www.dartmouth.edu/~biomed/workshops/powerpt_faq.html

• Design Guidelines for Power Point- Design Guidelines for Power Point- http://education.umn.edu/tel/itfellows/power_point_design/index_design.htmhttp://education.umn.edu/tel/itfellows/power_point_design/index_design.htm

• Effective talks menu 103- http://www.kumc.edu/SAH/OTEd/jradel/Preparing_talks/103.htmlEffective talks menu 103- http://www.kumc.edu/SAH/OTEd/jradel/Preparing_talks/103.html

• Examples of Poor Writing- http://chiron.valdosta.edu/mawhatley/writing.htmExamples of Poor Writing- http://chiron.valdosta.edu/mawhatley/writing.htm

• How To Write Project Proposals- http://www.math.psu.edu/tseng/proposal.htmlHow To Write Project Proposals- http://www.math.psu.edu/tseng/proposal.html

• PowerPoint tips- http://medlib.med.utah.edu/library/edumaterials/eduservices/ppp-tips.pdfPowerPoint tips- http://medlib.med.utah.edu/library/edumaterials/eduservices/ppp-tips.pdf

• Effective Presentations- http://www.presentingsolutions.com/effectivepresentations.htmlEffective Presentations- http://www.presentingsolutions.com/effectivepresentations.html

• Principles of Clear Writing- http://www.nara.gov/fedreg/dldprinc.htmlPrinciples of Clear Writing- http://www.nara.gov/fedreg/dldprinc.html

• Technical Writer's Ultimate Documentation Reference- Technical Writer's Ultimate Documentation Reference- http://www.angelfire.com/stars/techwriter/http://www.angelfire.com/stars/techwriter/

• Technical Writing- http://goanna.cs.rmit.edu.au/~jz/writing.htmlTechnical Writing- http://goanna.cs.rmit.edu.au/~jz/writing.html

• The Mayfield Handbook of Technical and Scientific - The Mayfield Handbook of Technical and Scientific - http://web.mit.edu/course/21/21.guide/Demo/web/http://web.mit.edu/course/21/21.guide/Demo/web/

• Water Watch MultiMedia Presentations- http://water.nr.state.ky.us/ww/wired/slides.htmWater Watch MultiMedia Presentations- http://water.nr.state.ky.us/ww/wired/slides.htm

• WordTask in the Press- http://www.wordtask.com/CitizenArticle.htmWordTask in the Press- http://www.wordtask.com/CitizenArticle.htm


VocabularyVocabulary•Major Technological Breakthrough

•Back to the drawing board.

•Developed after years of intensive research

•It was discovered by accident.

•A number of different approaches are being tried

•We don't know where we're going, but we're moving.


VocabularyVocabulary•Extensive effort is being applied on a fresh approach to the problem •We just hired three new guys; we'll let them kick it around for a while. •Modifications are underway to correct certain minor difficulties •We threw the whole thing out and are starting from scratch. •The entire concept will have to be abandoned •The only guy who understood the thing quit.

Written Communications

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