Chapter 4 technical communication style

Technical

Communication

Style

Chapter 4

Technical Report Writing Today (Tenth Edition)

Daniel Riordan

Emeritus Professor of English

University of Wisconsin-Stout

Copyright © 2014 Wadsworth. All Rights Reserved. 4-1


Sentence Strategies

Write Clear Paragraph's for Your Readers

Globalization and Style

Chose a Tone for the Reader

Focus on Ethical Style

Ethics and Style

Focus on Bias in Language

Chapter Contents

Chapter 4 In a Nutshell


Sentence Strategies

Recall two important concepts:

1. The normal word order in English sentences is subject-

verb-object:

“Jane threw the ball.”

2. Readers tend to grasp information better if you arrange

items in top-down order-put the most important idea first and

the details next:

“We rejected the proposal because it was too costly.”


Sentence Strategies: Cont.

Write in the Active Voice

The active voice emphases the performer of the action (the subject)

rather then the receiver:

“John tossed the ball.” John is the subject of the sentence

and the performer of the action (tossed).

The passive voice emphases the receiver of he action (the object)

rather than the performer:

“The Ball was tossed.” Ball is the subject of the sentence but

is not performing the action.

See Change Passive to Active exercises (page 90)


Use There Are Sparingly

The use of the phrase there are and its many related forms (there is,

there will be, etc.) weakens meaning by “burying” the subject in the

meaning of the sentence:

ineffective-There are three problems this process has.

effective-This process has three problems.

See examples of there are structures on page 91.



Avoid Nominalizations

Avoid using too many nominalizations- “verbs turned into nouns by

adding a suffix” (–ion, -ity-, -ment, -ness). Nominalizations

weaken sentences by presenting the action as a static noun rather

than an action verb.

Express the true action in your sentence's by using strong

verbs:

static-The training policy for most personnel will

have the requirements of the completion of an

initial one-week seminar.

active-The training policy will require most

personnel to complete a one-week seminar.

See examples of avoiding nominalizations on page 92.

Copyright © 2014 Wadsworth. All Rights Reserved.

4-6



Put the Main Idea First

Putting the main idea first is a key principle for

writing sentences that are easy to understand.

When the main idea (the subject) is first, the meaning

of the rest of the sentence is easily assessable-readers

know the subject and can interact with the complexities

of the rest of the sentence:



main idea is last- The writing of manufacturing processes,

which explain the sequence of a part’s production and, and

design specifications, which detail the materials need to

produce an object, are two types of professional writing I will

do.

main idea is first-Two types of professional writing that I will

do are writing manufacturing processes, which explains a

sequence of a part’s production and design specifications,

which detail the materials needed to produce an object.



Write Sentences of 12 to 25 Words

Sentences of 12 to 25 words are easy to read. Shorter or

longer sentences are harder to read because they are too simple or become too complicated.

one sentence 40 words long-The problem is the efficiency policy, which has measures that emphasize producing as many parts as possible, for instance, 450 per hour, compared to a predetermined standard, usually measured by the machine’s capacity, say, 500, for a rating of 90%.

two sentences, 20 to 21 words long-The problem is the efficiency policy, which calls for producing as many parts as possible compared to a predetermined standard. If a machine produces 450 per hour and it its capacity is 500 per hour, it has a rating of 90%.



Use You Correctly

Do not use you in formal reports (although writers often use

you in informal reports). Use you to mean “the reader”; it should

not mean “I,” or a very informal substitute for “the” or “a”:

too informal-This is your basic hammer.

formal-This is a basic hammer.

incorrect use of “I”-I knew when I took the training

course that you must experience the problems

firsthand.

correct use of “I”-I knew when I took the training course

that I must experience the problems firsthand.


Avoid Sexist Language

Language is considered sexist when the word choice suggests only

one sex even though both are intended.

Avoid insensitive and, at times, inaccurate usage and avoid

clumsy phrases (e.g., he/she and s/he.

sexist-The clerk must make sure that he

punches in.

use an infinitive-The clerk must make sure

to punch in.




use the plural-The clerks must make sure that they

punch in.

use the plural to refer to “plural sense” singulars-

Everyone will bring their special dish to the

company potluck.

**In the last example, their, which is plural, refers to

everyone, which is singular but has a plural sense.

(page 93)

See exercises-Passive Sentences; Parallel Structure; Use of

There Are; Nominalization; Use of You; Sexist Language

(pages 94 & 95).


Eliminate Common Clarity Errors

Three other common issues that affect clarity are choppy sentences,

wordiness and redundancy, and strings of nouns.

Avoid strings of choppy sentences-short choppy sentences

deemphasize more important idea because all ideas are

treated equally.

(See examples and exercises on pages 96 & 97).


Write Clear Paragraphs for

Your Reader

Put the Topic Sentence First

The topic sentence expresses the paragraph’s central idea; the

remaining sentences develop, explain, and support the central idea-

for a coherent paragraph structure.

By putting the topic sentence in the first sentence of a

paragraph lets the reader get he gist of the your document by

skimming over the first sentences.

(See example on page 98).



Your Reader: Cont.

In a coherent paragraph each sentence amplifies the point of

the topic sentence.

Indicate coherence by

arranging sentences by level;

repeating terms in a new/old sequence;

placing key terms in the dominate position;

using transitions



Your Reader: Cont.

Arrange Sentences by Level

Think of sentences as having levels:

1 first level-the topic sentence;

2 second level-sentences that support or explain the topic sentences;

3 second level-sentences that develop one of the second level ideas;

4 second level-sentences could have several different relationships; the level

could expand the idea of the first level.

(See examples on page 99).



Your Reader: Cont.

Repeat Terms in a New/Old Sequence

Sentences in a paragraph can follow an alternating sequence of supplying new

information, which in turn becomes old information as the next sentence adds

more information.

For example:

Seduction stopped when the continent collided with the

island arc along its northern margin. This collision resulted

in extensive deformation of the island are as well as

deformation of the sedimentary rocks on the continental

margin described earlier. The collision produced a

mountain range across northern Wisconsin. This ancient

mountain range is called the Penokean Mountains. The

eroded remnants of these mountains constitute much of

the bedrock of Wisconsin, Minnesota, and Michigan.

(LaBerge 111).



Your Reader: Cont.

Use the Dominant Position

Repeat the key term as the subject, or main idea, of a

sentence.

In the earlier paragraph, notice that in sentence 2 and

3 collision appears first in sentences 2 and 3, returning

the reader to the same topic wher they see it in another

way.



Your Reader: Cont.

Provide Transitions

Connect sentences by using words that signal a sequence or pattern:

first-second;

not only/but also;

however;

therefore;

and ;

but.

for easy reading stay consistent.



Your Reader: Cont.

Globalization and Style

Put only one idea in each sentence-making the subject and action clear, by

keeping the sentence in natural order (subject first-verb in the middle);

Stay away form examples that require readers to understand metaphors

outside of their experience-understanding metaphors depend on translating

cultural words.

Consider your word choice-multiple meaning words cause confusion;

Use consistent vocabulary-avoid using synonyms.

Use an adequate mix between the active voice and the passive voice-this

depends on the genre (at times the passive voice is unavoidable);

Write words in full instead of using contractions, especially in negative

statements-contractions are confusing.

Use –ing and –ed forms carefully-these forms cause difficulty in

understanding.

(See pages 99-101)


Choose a Tone for the Reader

Control tone to communicate effectively.

Four possible tones are

forceful;

passive;

personal;

impersonal.

To imply that the writer is in control of a situation use the forceful tone:

use the active voice;

use the subject-verb-object structure;

do not use ”weasel words” (possibly, maybe, perhaps);


Choose a Tone for the Reader: Cont.

To write to a superior or to neutralize a negative situation use the passive tone:

avoid imperatives;

use the passive tone;

use ‘weasel word” (very, several people, quite, fairly);

use longer sentences;

do not explicitly take responsibility.

To imply that the writer and reader are equal use the personal tone:

use the active voice;

use first names;

use personal pronouns;

use short sentences;

use contractions;

direct questions at the reader.

This tone is also appropriate for delivering a negative message when both

parties are equal.

Copyright © 2014 Wadsworth. All Rights Reserved.4-22


To imply that writer is not important or that the situation is neutral use the

impersonal tone:

do not use names, especially first names;

do not use personal pronouns;

use the passive voice;

use longer sentences.



Focus on Ethical Style

Use Unambiguous Language.

Use direct, simple, expressions-say what you mean inn

a way that your reader will easily understand.

Jargon, shop talk, or technobabble that excludes the

reader is not only confusing, it is unethical.

(See page 103)

Worksheet for Style (page 106)Copyright © 2014 Wadsworth. All Rights Reserved. 4-24

Ethics and Style

Focus on Bias in Language

Biased language always turns into biased attitudes and actions

that perpetuate demeaning attitudes and assumptions.

The APA manual (70-77; based heavily on Maggio) offers

several guidelines:

Describe People at the Appropriate Level of Specificity;

Be Sensitive to Labels;

Acknowledge Participation;

Avoid Ambiguity in Sex Identity or Sex Role;

Choose Correct Terms to Indicate Sexual Orientation;

Use the Preferred Designations of Racial Groups;

Do not Use Language That Equates a Person with His or Her

Condition;

Choose Specific Age Designations.

(See pages 114 & 115).


Exercises

Chapter 4 exercises:

You Create (page 107).

You Analyze (page 107).

You Revise (page 109).

Group (page 110).

Writing Assignments (page 112).

Web Exercise (page 112).


Chapter 4 technical communication style

Technology

sentence strategies

writing sentences

action verb

main idea firstputting

important idea

true action

active voice emphases

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