How to Assemble a Desktop Computer Paper Like I mentioned on the previous order, this second assignment will have two parts: 1. Revised Instructions 2. A

How to Assemble a Desktop Computer Paper Like I mentioned on the previous order, this second assignment will have two parts:

1. Revised Instructions

2. Analysis of Your Composing Process.

For this assignment you will first turn in to me the revised instructions, You are already done composing the instructions because you needed it to write the usability report on the other order but you would have to revise it according to the plan for revision that you detailed in your usability report. This is really important, everything you said that you would revise in the usability report has to appear in this revised Instructions that you are going to submit to me. Just a reminder the instructions should be 3 pages in single spaced but It will probably end up being more than 3 pages because you would have to add images to support the instructions and make it easier for the user(supporting images are signs of quality Instructions), I already mentioned on the other order that Instructions typically include introductory material like a description, materials needed, etc.. besides the numbered steps so 3 pages should be good and with images it might be more, it’s totally fine.

Another Important thing I want to mention is that the design for the revised Instructions really matters. Please, don’t making it boring, it has to be aesthetically pleasing and interesting. You can use graphics, backgrounds to accomplish that but it still has to be professional looking. I have uploaded a very good example so please make sure to check it out.

Once you’re done with the Revised Instructions the second deliverable is going to be an analysis of your composing process. Write a 2 page, single-spaced memo (not counting any images) in which you explain to me the rhetorical choices that you made in the process of composing your set of instructions. Please don’t forget to add at least two screenshots from your instructions that you can use as an evidence to clearly show what you are talking about. Your memo should address the following elements of your process at both the macro and micro levels, meaning if, for example, your audience has intermediate knowledge of the subject how did that influence your style, design, content choice, etc.:(you can check the pages of the book I attached below to to understand micro and macro)

Who is the audience for your instructions and what is their knowledge of the subject?
What is the purpose of the instructions?
What is the context for use for the instructions?
How do you compose with the medium in mind (e.g., print, online, video)?
What other considerations influenced your process for composing? (Design, style, etc.)

Macro Level for Instructions

“Checklist for Developing Instructions/Procedures” (p. 306)
“Planning and Revision Checklist” (p. 33)

Micro Level for Instructions

“Quick Tips” (p. 275)

Important notes

Finally, the paper has has to be in a memo format, the assignment is for a technical communication course, so please pay attention to the format because it really matters. I’m going to provide you an example of a basic memo format showing how our professor wants it, so please check it out. Organization, readability, and clarity are a big part of the assignment so please pay attention to them. Please click on the comment signs that you’re going to see on the example that I’m going to upload because those are additional information our professor added. Finally, please don’t write the paper like it is an academic paper, don’t be afraid to demonstrate agency, you don’t have to avoid using “I”. The Essentials of
Technical
Communication
THIRD EDITION
ELIZABETH TEBEAUX
TEXAS A&M UNIVERSITY
SAM DRAGGA
TEXAS TECH UNIVERSITY
New York
Oxford
Oxford University Press
Ox?ord University Press is a department o? the University o? Ox?ordi
It ?urthers the University’s objective o? excellence in research,
scholarship, and education by publishing worldwidei
Ox?ord New York
Auckland Cape ?own Dar es Salaam Hong Kong Karachi
Kuala Lumpur Madrid Melbourne Mexico City Nairobi
New Delhi Shanghai ?aipei ?oronto
With o?ces in
Argentina Austria Brazil Chile Czech Republic France Greece
Guatemala Hungary Italy Japan Poland Portugal Singapore
South Korea Switzerland Tailand ?urkey Ukraine Vietnam
Copyright © 2015, 2012, 2010 by Ox?ord University Pressi
For titles covered by Section 112 o? the US Higher Education
Opportunity Act, please visit wwwioupicom/us/he ?or the latest
in?ormation about pricing and alternate ?ormatsi
Published by Ox?ord University Press
198 Madison Avenue, New York, New York 10016
http://wwwioupicom
Ox?ord is a registered trademark o? Ox?ord University Pressi
All rights reservedi No part o? this publication may be reproduced,
stored in a retrieval system, or transmitted, in any ?orm or by any means,
electronic, mechanical, photocopying, recording, or otherwise,
without the prior permission o? Ox?ord University Pressi
Library of Congress Cataloging-in-Publication Data
?ebeaux, Elizabethi
Te essentials o? technical communication / Elizabeth ?ebeaux, ?exas A&M
University, Sam Dragga, ?exas ?ech Universityi — Tird editioni
pages cm
Includes indexi
ISBN 978-0-19-937999-6
1i ?echnical writingi 2i Communication o? technical in?ormationi
Ii Dragga, Sami IIi ?itlei
?11i?295 2014
808i06 66—dc23
2014010176
?
Printing number: 9 8 7 6 5 4 3 2 1
Printed in the United States o? America
on acid-?ree paper
Dedicated to
David H. Stewart
1926–2009
Our ?rst English Department hean, a scholar fully committen to the teaching of both writing ann great literature. Without his support at the beginning of our careers, neither of us wouln have enjoyen as pronuctive a life in
technical communication as we have han. Te Essentials of ?echnical Communication emerges from that support.
Brief Contents
Checklists • xii
Pre?ace • xiii
Acknowledgments •
Part One:
xviii
Principles
1 Characteristics o? Writing at Work • 3
2 Writing ?or Your Readers • 15
3 Writing Ethically • 38
4 Achieving a Readable Style • 57
5 Designing Documents • 85
6 Designing Illustrations • 112
Part Two:
Applications
7 E-mails, ?exts, Memos, and Letters • 151
8 ?echnical Reports • 181
9 Proposals and Progress Reports • 233
10 Instructions, Procedures, and Policies • 274
11 Oral Reports • 309
12 Résumés and Job Applications • 344
A?????????????? A Brie? Guide to Grammar, Punctuation, and Usage •
A?????????????? B Using Sources o? In?ormation • 382
A?????????????? C Report ?or Study and Analysis • 390
Index •
iv
429
3:9
Detailed Contents
Checklists • xii
Pre?ace • xiii
Acknowledgments •
Part One:
xviii
Principles
1 Characteristics o? Writing at Work • 3
Writing at Work versus Writing at School
• 4
Requires acute awareness o? security and legal liability
• 4
Requires awareness that documents may be read
by unknown readers
Achieves job goals
• 6
• 6
Addresses a variety o? readers who have di?erent perspectives
Uses a variety o? documents
• 7
Te Foundations o? E?ective Writing at Work
Te Qualities o? Good ?echnical Writing
C?????? ??–??
Exercises
• 6
• 7
• 8
• 9
• 13
2 Writing ?or Your Readers • 15
Understand Your Readers—Te Heart o? the Planning Process
Keep in mind that business readers want answers now
Determine your readers and their perspectives
Determine your purpose
• 16
• 16
• 18
Understand your role as a writer
Plan the content
• 16
• 18
• 18
Anticipate the context in which your writing will be received
Te Basic Parts o? the Composing Process
• 19
• 19
Analyzing the writing situation—purpose, readers, and context
Choosing/discovering content
C?????? ??–??
• 21
C?????? ??–??
• 24
• 19
• 20
v
vi
Detailed Contents
Arranging content
Drafing
• 26
Revising
• 27
Editing
• 26
• 27
C?????? ??–??
• 29
Planning and Revision Checdlist
Exercises
• 33
• 34
3 Writing Ethically • 38
Your Pro?essional Obligations
• 38
Codes o? Conduct and Standards o? Practice
Recognizing Unethical Communication
• 39
• 44
• 44

Plagiarism and thef o? intellectual property
Deliberately imprecise or ambiguous language
Manipulation o? numerical in?ormation
• 47
• 47
Use o? misleading illustrations
Promotion o? prejudice
• 48
Uncritical use o? in?ormation
• 48
C?????? ??–??: A?????????????? ???? ??????????????????
• 49
C?????? ??–??: ??????????????? ???????????? ???? ??????????????
Managing Unethical Situations
Ethics Decision Checdlist
Exercises
• 46
• 51
• 54
• 55
• 55
4 Achieving a Readable Style • 57
Te Paragraph
• 57
Examples ?or study
• 57
Basic Principles o? E?ective Style
• 60
Determine your readers’ knowledge o? the subject
• 60
Determine whether a particular style will be expected
• 62
Adjust the style to the readers, the purpose, and the context
Keys to Building E?ective Sentences
Watch sentence length
• 62
• 63
• 63
Keep subjects and verbs close together
Write squeaky-clean prose
• 64
• 66
Avoid pompous language; write to express, not to impress
• 67
Detailed Contents
• 68
Avoid excessive use o? is/are verb ?orms
• 69
Use active voice ?or clarity
Word Choice
• 71
Style Checklist
Exercises
• 74
• 74
5 Designing Documents • 85
Understanding the Basics o? Document Design
Know what decisions are yours to make
Choose a design that ??ts your situation
Plan your design ?rom the beginning
Reveal your design to your readers
• 86
• 878
• 878
• 878
• 90
• 90
Keep your design consistent
Designing E?ective Pages and Screens
• 93
Use blank space to ?rame and group in?ormation
Space the lines o? text ?or easy reading
• 938
• 968
Adjust the line length to the size o? the page or screen
Use a ragged right margin
• 968
Position words and illustrations in a complementary
• 978
relationship
Helping Readers Locate In?ormation
Use ?requent headings
• 98
• 99
Write descriptive headings
• 99
• 1038
Design distinctive headings
Use page numbers and headers or ?ooters
Document Design Checklist
Exercises
• 108
• 109
6 Designing Illustrations • 112
Creating Illustrations
?ables
• 112
• 1138
Bar and column graphs
Circle graphs
Line graphs
• 122
• 122
Organization charts
Flow charts
• 1178
• 1268
• 128
Project schedule charts
• 131
• 1068
• 968
vii
viii
Detailed Contents
Diagrams
• 133
Photographs
• 135
In?ographics
• 138
• 140
Video clips
Designing Illustrations Ethically
Illustration Checklist
Exercises
Part Two:
• 142
• 144
• 145
Applications
7 E-mails, ?exts, Memos, and Letters • 151
E-mail and ?ext Messages
Memos and Letters
• 152
• 152
Guidelines ?or Ensuring Quality
• 156
Appropriate ?one in E-mails, ?exts, Memos, and Letters
Guidelines ?or Dealing with ?one
• 158
Planning and Writing Correspondence
• 159
C?????? ??–??: I???????????????????????? ??-???????? ??????????????
C?????? ??–??: I???????????????????????? ????????
• 160
• 162
C?????? ??–??: L?????????? ???????????????????? ??????????????????????
C?????? ??–??: U???????????????????? ???????? ????????????
C?????? ??–??: C???????? ????????????
• 168
C?????? ??–??: L?????????? ???? ??????????
Correspondence Checklist
Exercises
• 167
• 171
• 174
• 174
8 ?echnical Reports • 181
Kinds o? Reports
• 181
Report Categories—In?ormal and Formal
In?ormal Report Heading
Subject line
Re?erence
• 182
• 183
• 183
Action required
• 183
Distribution list
• 183
Parts o? an In?ormal ?echnical Report
Introduction
Summary
• 182
• 183
• 184

• 183
• 164
• 157
Detailed Contents
Discussion
• 184
Conclusion
• 184
• 185
Recommendations
• 185
uAttachments
Developing Reports
C?????? ??–??
• 189
C?????? ??–??
• 205
• 185
Elements on Formal Reports
Pre?atory elements
• 209
• 209
uAbstracts and summaries
• 211
Discussion, or body o? the report
• 214
Collecting and grouping in?ormation
C?????? ??–??
• 221
Conclusion(s)
• 223
Recommendations
uAppendices
• 223
Letter Reports
• 223
• 223
Example Report nor Study
Writing Collaboratively
Te team leader
• 229
• 229
• 230
• 230
Requirements o? team leaders
• 231
Requirements o? team members
Report Checklist
Exercises
• 216
• 231
• 232
9 Proposals and Progress Reports • 233
Proposals
• 234
Example RFP
• 235
Te context o? proposal development
• 235
E?ective argument in proposal development
Standard sections o? proposals
• 239
C?????? ??–??: R?????????????? ????????????????
C?????? ??–??: P???????????? ????????????????
Progress Reports
• 244
• 250
• 255
Structure o? progress reports
C?????? ??–??
• 258
C?????? ??–??
• 265
• 255
• 238
ix
x
Detailed Contents
Style and ?one o? Proposals and Progress Reports
• 269
Checklist ?or Developing Proposals and Progress Reports
Exercises
• 269
• 272
10 Instructions, Procedures, and Policies • 274
Instructions versus Procedures
• 274
Critical Role o? Instructions and Procedures in the Workplace
Planning Instructions and Procedures
Structure and Organization
Introduction
• 274
• 276
• 277
• 277
Teory governing the procedure or instruction
• 277
Warnings, cautions, hazards, and notes regarding
sa?ety or quality
• 278
Conditions under which the task should be per?ormed
• 278
Name o? each step
C?????? ????–??: ????? G?????????????? ????????????????
C?????? ????–??: J???? ????????????????????????
C?????? ????–??
• 279
• 294
C?????? ????–??: I???????????????????????? ????????????
Online Instructions
• 300
• 303
• 304
Checklist ?or Developing Instructions/Procedures
Exercises
• 278
• 306
• 307
11 Oral Reports • 309
Understanding the Speaking–Writing Relationship
Analyzing the Audience
• 310
Determining the Goal o? Your Presentation
Choosing and Shaping Content
Analyzing the Context
• 310
• 311
• 311
• 311
Choosing the Organization
• 311
Choosing an Appropriate Speaking Style
• 313
Choosing Visuals to Enhance Your Purpose and Your Meaning
Planning Your Presentation—Questions You Need to Ask
Audience
• 326
Purpose
• 326
Context
• 326
Content
• 326
• 313
• 326
Detailed Contents
Graphics
Style
• 323
• 323
Speaking to Multicultural Audiences
Designing Each Segment
• 327
• 327
Choose an interesting title
• 327
Develop your presentation around three main divisions
Plan the introduction care?ully
Design the body
• 328
• 328
Design the conclusion
• 328
Choosing an E?ective Delivery Style
• 328
?echniques to Enhance Audience Comprehension
Designing and Presenting the Written Paper
Structuring the written speech
• 329
• 330
• 331
• 331
Writing the speech
Practicing the presentation
• 332
Checklist ?or Preparing Oral Reports
Exercises
• 327
• 333
• 335
12 Résumés and Job Applications • 344
Te Correspondence o? the Job Search
Letter o? application
Te résumé
• 345
• 348
Follow-up letters
Interviewing
• 359
• 361
Te interview
Negotiation
• 331
• 333
Be?ore and afer the interview
Job Search Checklist
Exercises
• 344
• 333
• 364
• 365
A?????????????? A Brie? Guide to Grammar, Punctuation, and Usage •
A?????????????? B Using Sources o? In?ormation • 382
A?????????????? C Report ?or Study and Analysis • 390
Index •
429
369
xi
Checklists
Chapter 2
Planning and Revision Checdlist •
Chapter 3
Ethics Decision Checdlist •
Chapter 4
Style Checdlist •
33
55
74
Chapter 5
Document Design Checdlist •
Chapter 6
Illustration Checdlist •
144
Chapter 7
Correspondence Checdlist •
Chapter 8
Report Checdlist •
108
174
231
Chapter 9
Checdlist ?or Developing Proposals and Progress Reports •
Chapter 10
Checdlist ?or Developing Instructions/Procedures •
Chapter 11
Checdlist ?or Preparing Oral Reports •
Chapter 12
Job Search Checdlist •
xii
364
333
306
269
Preface
As we have emphasized throughout the hrst two editions o? Essentials o? ?echnical Communication , in the workplace, no one wants to read what you write—
seriously. In addition, they will read as little o? what you write as they possibly can.
Even i? your document will be o? value to your readers, unless you make that point
clear at the beginning o? your document, it may be tossed.
Your boss or coworkers may not have the necessary background, the time, or
the inclination to wade through your e-mail, memo, or report. We have developed
Te Essentials o? ?echnical Communication with this in mind, as a practical introduction to all aspects o? e?ective pro?essional communication—a handbook to
help you get your message across on the job, where time equals money and poorly
crafed documents can have a host o? unwelcome consequences.
As teachers o? technical writing with more than 50 years o? experience between
us, we know that ?ollowing a ?ew simple guidelines leads to more e?cient and e??ective communications. In this book we provide the guidelines you need as you
plan, draf, and revise documents. Understanding these guidelines will help you
avoid blank-page terror and enable you to write e?ectively and quickly—both requirements o? employees who write ?or their jobs.
A???????
Our rationale is simple: we believe that the e?ective writer in a work situation must
learn and internalize basic concepts o? rhetoric and then apply these in developing
documents. We’ve hlled this brie? book with memorable, concise guidelines. Each
chapter in Part One ?ocuses on basic rhetorical principles, and Part ?wo applies
those principles to the planning and writing o? particular types o? documents.
A brie? book enables instructors to adapt the book to their own uses. Many
teachers want to build on principles by adding their unique approaches. Tis book
provides the ??exibility to allow ?or that possibility. In addition, many employees
who did not study technical or business writing in college will hnd this book use?ul in learning how to write in the workplace.
O???????????
Te book is organized into two parts. Part One (Chapters 1 through 6) lays out
essential communication principles:
?
Chapter 1, “Characteristics o? Writing at Work,” describes technical writing, or
writing in the workplace, to show how it di?ers ?rom academic writing.
xiii
xiv
Preface
?
Chapter 2, “Writing ?or Your Readers,” presents the essential elements o? analyzing readers and then choosing content, ?ormat, and style as these meet the
needs o? the intended readers. We embed a discussion o? the composing process in this chapter.
?
Chapter 3, “Writing Ethically,” discusses the ethics o? technical documents.
While most pro?essionals have standards o? good practice, writers should also
?ollow principles o? communication ethics.
?
Chapter 4, “Achieving a Readable Style,” explains how to write concise, pristine
sentences and paragraphs.
?
Chapter 5, “Designing Documents,” illustrates basic principles ?or creating accessible and inviting documents. In a world o? too much in?ormation, readers ofen miss or ignore important messages not presented in an easy-to-read
?ormat.
?
Chapter 6, “Designing Illustrations,” provides guidelines ?or developing e?ective visuals. Graphics sofware creates practically in??nite possibilities ?or visuals, but e?ective use requires an understanding o? ?undamental graphic design
principles.
Part ?wo (Chapters 7 through 12) then applies the principles ?rom Part One to the
types o? documents most commonly prepared in the workplace:
?
Chapter 7, “E-mails, ?exts, Memos, and Letters,” presents the basics o? correspondence and demonstrates how to ensure that these routine messages are
clear, readable, and e?ective.
?
Chapter 8, “?echnical Reports,” presents the elements o? report development
along with examples, including an annotated abstract. We provide a ?ormal
report in Appendix C and on the book’s companion website, www.oup.com/
us/tebecux. (We also include links to documentation resources on the website. With the emergence o? bibliography and citation sofware we believe extensive instruction in documentation is no longer needed in the text, though
we do include a brie? guide to the most common documentation systems in
Appendix B.)
?
Chapter 9, “Proposals and Progress Reports,” provides guidelines ?or developing business proposals and status reports. In this chapter, we use several student examples as these respond to real situations in a university setting.
?
Chapter 10, “Instructions, Procedures, and Policies,” describes how to develop
clear instructions ?or a variety o? situations.
?
Chapter 11, “Oral Reports,” provides a short guide to developing and then presenting a concise, e?ective PowerPoint presentation.
?
Chapter 12, “Résumés and Job Applications,” describes how to prepare job application documents.
Preface
F???????
• Sample Documents: Tis text, although concise, includes a range o? sample
documents covering the essential types and styles you’re likely to encounter
in the workplace. Many o? these documents are available ?or download on
the book’s companion website, www.oup.com/us/tebeaux, along with links
to documentation resources.
• Case Studies: In Chapters 1, 2, 3, 7, 8, 9, and 10, case studies show how di?erent
types o? documents ?unction in di?erent situations. Tese cases contextualize
the documents to give you a sense o? how and when the techniques we outline
can and should be applied.
• Checklists: At chapter ends, we have included checklists—lists o? questions
you can use to ensure that your pro?essional documents achieve your purpose.
We hope you ??nd that these are a handy re?erence tool. Tey are indexed in
the ?ront o? the book.
• Exercises: Exercises at the end o? each chapter guide practice in the techniques
outlined in the text. Some o? the exercises are designed to be done in class
and could be done or discussed in smal…
Purchase answer to see full
attachment