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
Genre definitions “classifications made by people as they act symbolically” —Amy Devitt ‣ “structuring devices for realising 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)
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?
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)
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 metrics that often imply questions you might ask your expert ‣ For Project 2 be sure to identify and explain the following: ‣ The purpose of the document/genre ‣ The audience and use of the document/genre: ‣ The primary and, if applicable, the secondary audience of the document/genre ‣ Who uses the genre, how often, and in what “political” or social situations? ‣ The essential qualities of the genre ‣ Other genres that “package” with that genre (like an email that is sent with the attachment of your document); think through the implications of this ‣ The shelf life and legal considerations of the genre ‣ How finances and power are possibly leveraged by the genre ‣ Authoritative sources/data as the basis of your claims
Project 2 additional questions ‣ Common questions besides those implied by the metrics that you might ask: ‣ Does one have to especially 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) ‣ Do people in your field often research other samples before writing that document/genre? (did you?). Maybe ask the person for how they did this. Google it? Ask an agency or person for a sample? ‣ If there are multiple authors (for example of a grant proposal) are there different tasks assigned to different team members? (To explain further—do some supply more so the data? 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 that looks for copy errors?) ‣ Are there words or parts of the document you especially consider key (or critical)? Why and how so? ‣ Phrases/words to use? Phrases/words to avoid? ‣ Overall tips?
Project 2 additional questions ‣ What are the logics of how the genre is put together? (For example, in the CARS model for scholarly articles, one first establishes key terms, shares a literature review of major authorities and their ideas on the topic, and then claims and establishes a “niche” or aspect of the topic that is important and that the group or person will address in the article.) ‣ 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? ‣ If you are the evaluator of the document, are there certain sections of the document or key terms you often scan to look for?
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