Reports and Other Longer Documents

J.C. Mathes and Dwight W. Stevenson assert most writers make false assumptions about their audience and as a result fail to design an effective report (171). They also explain the benefit of classifying audiences according to directions of communication flow along the "paths delineated by the conventional organizational chart" (172). This classification allows the writer to identify three types of report audiences: horizontal, vertical, and external. Most important reports will have complex audiences that consist of all three types. Currently, my fiance is working on a project for a multimillion dollar company in the paper industry. After submitting his project proposal, he received feedback regarding changes and additions to the proposal from a manager within the company. Along with his feedback, the manager also submitted the company's organizational chart. Right away, I made the connection between the organizational charts in Mathes and Stevenson's article and the one my fiance received from this company that has over 300 manufacturing facilities worldwide and more than 50, 000 employees. It is no surprise that a company of this magnitude would include an organizational chart to assist writers with audience analysis.

I understand the benefits of audience analysis, but I am interested to know how many writers actually take the time to create an egocentric organization chart or an audience analysis matrix. Mathes and Stevenson end their article saying, "You should, at least, appreciate the complexity of a report audience" (186). I think writers (some more than others) are cognizant of audience needs and characteristics. However, for visual people, like myself, it may be easier to map everything out in some sort of chart if time permits. That is my main question regarding this practice, is it realistic to believe that writers have time to analyze their audience to this degree?

Richard W. Dodge asserts in his article that management is also responsible for making sure a writer knows what his report is to do, how it is to be used, and who is going to use it (192). He also asserts that it is essential for managers to meet with writers at the beginning of the project, completion of the investigation, after the report is outlined, and after the report is written. Once again, my fiance assures me this process does take place and the more important the report, etc., the more meetings that take place. The discourse that occurs between writers and managers is essential as it helps the writer focus on organizational needs as opposed to his or her own needs. Meetings are also helpful for graduate students who are attempting to write reports, proposals, conference papers, and the like. Meetings can take place between writers and the writing center tutors, professors, and peers. The information discussed at each meeting will help shape the information and remind the writer of their audience(s).

Project Proposal

Semester Project Proposal

Executive Summary

A framework is needed to successfully execute Southern Proper, LLC’s Belles for Beaus campus ambassador program. I propose to create a handbook with multiple sections to outline the framework for the program and fulfill this need. A multimedia presentation will accompany this handbook and supplement its contents. The handbook and multimedia presentation will serve as a foundation to help the program grow successfully in the future.

Introduction

Southern Proper, LLC (Southern Proper®) is interested in expanding the Belles for Beaus campus ambassador program that targets college consumers and aids in grassroots marketing. However, the company does not have a framework in place to successfully execute and replicate the program from year to year. Without the presence of a handbook, it is possible the program could fail as it expands into new markets. The creation of a handbook would allow the company to execute the Belles for Beaus program in the future with continued success.

Current Situation

The Belles for Beaus program launched one year ago as a grassroots marketing campaign on college campuses across the Southeast. The program was created to bridge the gap between Southern Proper® and college consumers, a group that comprises over 50 percent of the company’s customer base. Female college students are recruited through the company’s Web site, E-mail listservs, and Facebook® marketing. Females submit applications and apply for campus ambassador (Belle) positions on their university or college campus. In the program’s inaugural year, the company received less than 70 applications from applicants across the Southeast. Applicants were selected based on their qualifications and interviews. Southern Proper® kept the number of Belles small and manageable for the first year although many qualified applicants applied. A total of 30 ambassadors representing 20 colleges and universities were selected as the first members of the Belles for Beaus program. Belles served as liaisons between their college campuses and the company. Examples of Belle responsibilities included hosting trunk shows, promoting new products, and raising awareness of the brand through charity, campus, and organizational events. Belles served a term of two semesters without any responsibilities during the summer months.

The first year was successful; however, many changes were made the following year to improve the program. Over 200 E-mails were received from female college students interested in being a part of the second year of the “Belles for Beaus” program. The interest generated by the program was unexpected but reassuring of its initial success. Applicants from across the United States requested information about the program and applied for ambassador positions. The second application process was long and tedious as more than two hundred applications were received and reviewed. This number was an increase from the first year’s application process which only yielded 60 applications. The ambassador program has doubled in size within a year of existence. The program is currently in its second year with more than 60 Belles on over 40 campuses nationwide. The program has expanded beyond the Southeast onto college campuses in Oklahoma, Texas, Arkansas, and Virginia.

The Belles for Beaus program displayed success at many levels within a year of existence. Competitors have recognized the success of the partnership between campus ambassadors and Southern Proper® and have attempted to emulate the program within their own companies. The creation and use of a handbook is necessary to ensure future program success. Belles currently receive information through E-mails containing documents such as event schedules, contact lists, and outlines of responsibilities. However, these documents are not thorough and raise many questions that could be answered in a handbook.

Project Plan

My semester project will involve creating a detailed handbook for the Belles for Beaus program. The handbook will allow Belles to efficiently access program information. The handbook will contain important information necessary for executing the program including a mission statement, program overview, month-to-month timeline, responsibilities, and miscellaneous forms. Belles will use the handbook to execute campus-wide events including trunk shows, tailgate events, and monthly duties.

The handbook will be created in Adobe® Dreamweaver® CS3 with the intent to upload it to the company’s Intranet Web site. This placement will allow Belles to access the handbook from remote locations. An Adobe® PDF version of the handbook will also be available for Belles to print from the Intranet. The format of the handbook will resemble a manual and include step-by-step instructions for all assigned tasks. The cover of the handbook will have the Belles for Beaus logo and the following page will be a Table of Contents to assist with navigation. The next section of the handbook will include company and program mission statements. Subsequently, a program overview including the goals of the program and Belle expectations will be explained in detail. The next sections of the handbook will be devoted to the logistics of the program including timelines as well as important contact information. The final sections of the handbook will include step-by-step instructions for Belles to use when executing campus events. The handbook will conclude with a liability release for the Belles to sign and submit as well as a Frequently Asked Questions (FAQs) section. A detailed outline of the handbook is provided as an attachment to this proposal.

In addition, a multimedia component will accompany the handbook. A video informing Belles about the company and program will be created using Apple® iMovie software. The video will be uploaded to the current Belles for Beaus section on the company’s Internet and Intranet Web sites. The video will also be used to recruit Belles through E-mail E-blasts (mass E-mails sent to registered users) and Facebook® marketing. The video will verbally and visually explain the first sections of the handbook. The program director will dictate the mission statement and provide current Belles and potential applicants with an overview of the program. The video will resemble many videos located on corporate Web sites that explain the company’s mission statement and overview. However, this particular video will focus on the Belles for Beaus program and provide current and potential ambassadors with necessary information. The video will also serve as a tool to better explain the program’s expectations. There has been confusion in the past regarding the program, and the video will help alleviate any misconceptions or unknowns.

The final deliverable of the handbook and video will be loaded onto a Digital Versatile Disc (DVD) as separate files and uploaded to the company’s Intranet Web site. This placement will allow the information to be accessed from remote locations at any time.

Qualifications

My background in corporate communications and public relations will allow me to successfully complete this project. I serve as the Director of Public Relations for Southern Proper®, and one of my main responsibilities is the Belles for Beaus program. I assisted with the development and execution of the program, and I understand the importance of having a framework in place for the ambassadors as well as the company. I understand for continued growth to occur more structure is needed within the program.

I am also a Multimedia, Authoring, Teaching, and Research Facility (MATRF) graduate lab assistant. This position requires me to assist undergraduate and graduate students with various software programs including Adobe® Dreamweaver® CS3 and Apple® iMovie. I have unlimited access to programs and equipment as a MATRF staff member. My proficiency and access to the Adobe® and iMovie software will allow me to successfully create the deliverables presented in this proposal.

Project Schedule

I will begin working on my project upon acceptance of this proposal. A handbook draft will be available for review on October 2. I will prepare a hard copy of the handbook and a DVD with the Dreamweaver® CS3 files. The video will be created once the draft of the handbook is submitted. Video editing will take place during the week of November 3-9. A video preview will be available on November 13. Final revisions will take place during the weeks leading up to December 2. The final project including both the handbook and video will be available on a DVD on December 2. A summary of the project schedule is provided as Table 1. Throughout the project I will be in contact with the client, Southern Proper®, as well as Dr. Holmevik. Communication will primarily take place through E-mail, conference calls, and face-to-face meetings.

Table 1

Project Schedule

Project Task	Date
Proposal Submittal	September 25, 2008
Handbook Development	September 29- October 1, 2008
Handbook Draft Submittal	October 2, 2008
Final Revisions of Handbook	October 6-17, 2008
Video Development	October 20-31, 2008
Final Video Edits	November 3-9, 2008
Video Draft Submittal	November 13, 2008
Final Project Revisions	November 17-28, 2008
Final Project Submittal	December 2, 2008

Conclusion

The purpose of this project is to ensure future success of the Belles for Beaus program by creating a handbook that will serve as a guideline for executing the program. The program has been beneficial for Southern Proper® and provided Belles with marketing, sales, and public relations experience. The benefit of this partnership makes the program worthwhile and successful. A handbook is essential for executing the program effectively and efficiently in years to come. The handbook will also serve as a tool for reflection, reevaluation, and revision to ensure the program continues to meet specific company needs and goals in the future.

Attachment: Belles for Beaus Handbook Outline

Handbook Outline

Drafted 9/25/08

1. Cover

2. Table of Contents

3. Mission Statement

3.1. Company Mission Statement

3.2. Belles for Beaus Mission Statement

4. Program Overview

4.1. Belles for Beaus Letter

4.2. Belle Expectations

5. Contact Information

5.1. Company

5.2. Belles

5.3. Retailers

6. Timelines

6.1. Company Events

6.2. Fall Semester

6.3. Spring Semester

6.4. Summer Events

7. Step-by-Step Instructions

7.1. Organizational Visits

7.2. Charity Events

7.3. Campus Events

7.4. Tailgate Events

7.5. Trunk Shows

8. Miscellaneous

8.1. FAQ’s

8.2. Liability Release

Business and Technical Correspondence

Kevin J. Harty prefaces the third section of his book with an explanation of how business and technical correspondence has changed. Specifically, he makes reference to the introduction of e-mail and discusses how the "electronic innovation has brought with it a myriad of issues" (115). Harty also asserts that due to the large volume of correspondence many companies produce, many technical and business writers are tempted to use shortcuts (115). I am a huge proponent for not "reinventing the wheel;" however, I do agree with Harty that in certain situations, using form letters and memos can become a "crutch" or used inappropriately. For example, my first encounter with something of this nature was when I interned in a corporate communications department. My first "writing" assignment was to write news releases for the new retail store openings. My boss gave me access to the company's server where every past news release was located. He told me to find news release X, save as news release Y, and then go in and delete specific places, dates, information, etc. but leave the content. Although I appreciated this template of sorts at first, I became annoyed because some situations did not lend themselves to any previous format making the writing seem a little forced.

All of the authors in this section seem to focus their articles around to major points: bottom-line writing and conversational writing. When I first read the title of John S. Fielden and Ronald E. Dulek's article regarding bottom-line writing in corporate communications, I was immediately reminded of my father. His manages to insert the phrase "bottom line" in every conversation, to the point where my sister and I make bets on how many times he will say it. However, he does have a point (or should I say bottom line) much like Fielden and Dulek. They note a lack of efficiency in the organizational pattern used in communications is the problem in most correspondence (135). Once again, as mentioned earlier in Harty's text, the purpose (or bottom line) should always come at the beginning of any memo, letter, or e-mail.

In Janis Fisher Chan's article, "E-mail: Presenting a Professional Image," she discusses the importance of using professional writing in electronic communication. People often communicate informally over e-mail and have difficulty switching over to a more professional tone and way of writing when they need to address someone formally. However, she also notes the importance of using plain English and avoiding inflated language much like Stuart Chase and Alan Siegel in their previous articles. Chan is suggesting that writers use a balance between active, concise, specific language, and plain English to communicate clearly and accurately. She also draws upon the article "A Guide to Nonsexist Language" and recommends using gender-neutral language when possible.

Problem Statements

1. 1. Southern Proper, LLC has a growing campus ambassador program. They would like to see this program continue to grow and prosper. However, they do not know how to ensure this happens. Southern Proper, LLC needs an understanding of the program’s mission, goals, and expectations in order to help this program experience further success. Currently, there is not a structure in place in the execution of the program. As it continues to expand, it is essential that a handbook is created and used to successfully conduct the “Belles for Beaus” campus ambassador program.

2. 2. Southern Proper, LLC aspires to have a successful campus ambassador program that continues to reach out to college consumers and aid in grassroots marketing. However, the company does not have a structure or handbook in place to successfully execute and replicate the program from year to year. Without the presence of this structure or handbook, it is possible the program could fail as it expands. Creating a handbook will allow the company to successfully execute this program for the years to come.

3. 3. Southern Proper, LLC is a growing company with a growing campus ambassador program. There are very few procedures in place for this ambassador program. This situation has negative consequences because there is no structure in place to control the program as it continues to grow. Without the structure, the program could fail and become obsolete. I plan to alleviate this consequence by creating a handbook that will be used to execute and replicate the program in the years to come.

The Technical Writing Process

Jack Selzer and Greg Myers both focus on the technical writing process in their articles. However, Selzer follows an engineer who is responsible for crafting a project proposal, and Myers observes two different scientists who are each working on high-stakes grant proposals. Although there are similarities between the three processes, the differences are more apparent.

Similarly, Selzer and Myers describe how engineers and scientists identify their purpose and analyze audience needs prior to writing any proposal. Both authors note how essential this stage is in the planning process. Selzer and Myers also assert how their subjects' rhetorical considerations determine what is included in their proposals. The goal of a proposal is to persuade the reader, and rhetorical activity is necessary for persuading a reluctant audience. Many technical writers make the switch from passive to active voice to come across more assertive and more persuasive.

In contrast, Selzer and Myers observed two different types of professionals: an engineer and two scientists. The proposal for each professional was different, but the engineer's proposal and writing process differed drastically from the scientists. Selzer notes that engineer Kenneth Nelson would occasionally consult his colleagues if he had questions or needed opinions for his proposals. Overall, it did not seem that Nelson was a part of a collaborative writing effort, but instead, he was responsible for writing the entire proposal himself. In Myers' article, he notes how the "consensus-making process of proposal writing" was a collaborative effort for the scientists. The scientists circulated their many drafts to their research groups and had an extensive revision process. However, the scientists' proposals had a lot more at stake than Nelson's proposal. Not only were the scientists' professional reputations on the line, but also their research, laboratories and program funding were on the line. The scientists had a lot at stake, whereas Nelson did not have as much at stake in his proposal.

Another major difference between the two case studies is the difference in revision strategies. The engineer's approach was linear in that he progressed through consecutive steps in the writing process without looking back. The scientists' approach was quite the opposite as they experienced a more circular revision process and constantly went back and made changes to their wording. The scientists tried to make things more precise and cut out unnecessary jargon when possible.

Semester Project: Proposal Outline

I. Executive Summary- Southern Proper, LLC is a growing company based out of Atlanta, GA. A year ago, the “Belles for Beaus” program was created and executed as a grassroots marketing campaign with more than 30 college ambassadors. In less than a year, the program has doubled in size. The number of campus ambassadors (Belles) has increased by 60 percent and the number of affiliated campuses and universities has increased by 50 percent. The program continues to grow and competitors are attempting to emulate the campus ambassador program. At this time, a guidebook or manual for the program does not exist. To ensure future success of the program it is essential for a manual of this nature to exist. The guidebook will serve as a guideline for executing the program. The guidebook will also allow the program to be replicated in the future and reevaluated and revised.

II. Introduction- The “Belles for Beaus” program began as a grassroots marketing campaign to reach out to college students; a group who comprises over 50 percent of the company’s customer base. Female college students apply for Belle positions and are selected at the end of an interview process. The Belles serve as liaisons between their campuses and the company. Examples of Belle responsibilities include hosting trunk shows, promoting new products and raising awareness through charity events, silent auctions and organizational speeches. Belles are also required to partner with local retailers and promote their businesses as well. Within a year of existence, the program has displayed success at many levels. The purpose of this project is to ensure future program success by creating a guidebook that will serve as a guideline for executing the program. The guidebook will allow the owners and the program director to execute the program effectively and efficiently in years to come. Most importantly, it will serve as a tool for reflection, revaluation, and revision to ensure that the program continues to meet specific company needs and objectives.

III. Body

a. Current Situation- no guidebook exists

b. Project Plan- create a guidebook that contains the following documents:

i. Mission Statement

ii. Program Overview

iii. Timeline

iv. Application Process

v. Semester Duties

vi. Necessary Forms

c. Qualifications- why am I doing this project, how does it fit with my goals? Basically, this program has become one of my biggest responsibilities, and I enjoy every minute of it. The program has been beneficial for the company, but it has also provided the Belles with excellent marketing, sales and public relations experience. The benefit of this partnership makes the program worthwhile and successful

d. Cost and Benefit- project schedule/ when first draft and final drafts will be turned in: I’ll have to continue working on this timeline. As of right now, the only target date I have in mind is the final due date.

IV. Conclusion- summary of all information

Semester Project: Almost Finalized

After a conference call with my client, I have determined the specific needs of the company and the overarching goal for my project. My goal is to create a guidebook for the campus ambassador program containing step-by-step procedures, program materials and a timeline that employees will be able to follow and replicate in the future.

At first, I considered creating some sort of manual for the entire company that would contain all sorts of information. Within five minutes of pitching this idea, I quickly realized a document of this magnitude would take years, rather than a semester. Therefore, I decided to narrow my idea to a particular program within the company.

I decided to focus on the campus ambasador program because it is a cutting-edge, grassroots marketing campaign that has grown exponentially within the year or so that it has been in existence. Similar companies have attempted to emulate this program... some have succeeded, some have failed. Yet there are many things that set this program apart from the others. I feel this project is necessary for two main reasons. First, any program of this nature should have some sort of manual, guidebook or reference. Second, to ensure future success of the program, the guidebook should undergo constant revaluation and revision.

My next step will focus on the multimedia aspect of my project. Here is the website of the company: www.southernproper.com. Be sure to check out the "Belles for Beaus" section, as this is the campus ambassador program that is the focus of my project. Take a look at Beau as well, he is the mascot and most photogenic dog you'll ever meet!

"The Plain English Revolution" by Alan Siegel

Alan Siegel asserts the "Plain English Revolution" aims to make functional documents function, whether they are put out by business or by government. If a consumer is expected to abide by a formal document--an insurance policy, a mortgage, a lease, a warranty, a tax form-- then the consumer should be able to understand the document (69).

Siegel also notes why some state and local governments are hesitant to simplify their language. He suggests, "some state officials also felt that the language of the new forms, which included words such as 'please,' thank you,' and 'sincerely,' was too nice to people wanting money from the government" (74). Siegel goes on to say that some officials felt their authority was being undermined by the new, simplified forms.

"Writing in Your Job" by William Zinsser

William Zinsser's article almost piggybacks off of Chase's article about "gobbledygook." However, he takes it a step further to explain the reasons behind convoluted writing. Zinsser asserts "managers at every level are prisoners of the notion that a simple style reflects a simple mind" (65). He then suggests, "a simple style is the result of hard work and hard thinking; a muddled style reflects a muddled thinker or a person too arrogant or too dumb or too lazy to organize his thoughts" (65). Ultimately, he makes the claim that most people want to sound important when they write, therefore, they use "inflated verbiage."

Going forward, my only concern is how to keep the two writing styles, academic and technical, separate during graduate school. My goal is to obtain a corporate communications job, so I am interested in technical writing much more than academic writing. However, how can you escape convoluted writing and inflated verbiage when you're in graduate school? I feel like professors and committees would not agree with Zinsser's assertions. Instead, I think they look for this type of language, especially at the graduate level... remember all of those fabulous GRE vocabulary words?

"Gobbledygook" by Stuart Chase

As I read this essay, I was reminded of my first technical writing experience during my corporate communications internship. My boss asked me to write half of the stories for the upcoming edition of View magazine, the company's internal publication with a reader base of more than 50,000 current and former employees. My initial reaction... eeek! However, after freaking out for a few minutes, I reminded myself that I was indeed a wonderful writer. I thought back to all of my "A" papers in college, and decided this task wouldn't be so hard after all. So, with confidence and enthusiasm, I conducted my interviews, wrote numerous drafts, and without further delay, submitted the final draft to my boss. Whew... what a relief... or at least that's what I thought.

My boss stopped by my office a little later and said, "Is now a good time to meet to discuss your article?" She had two copies of my article, one for me, and one for her. However, she was shielding her copy from me. I wasn't sure why at first, but once she started giving me "the talk" about how technical writing is different from academic writing, I quickly caught on. Finally, she laid her copy down on the table. My stomach knotted and my eyes filled with tears as I stared at my butchered article. Either a green monster had attacked my article, or my boss had crossed out every word, phrase, punctuation mark, you name it with her green pen. The latter, of course, was the case.

We went through the entire article, and she explained to me exactly why she had crossed out certain things and replaced them. Without using the word "gobbledygook" she basically told me my article was swimming (or perhaps drowning) in it. My self-esteem balloon had been completely deflated. Later I would learn that experience was the turning point in my career as a technical writer. Learning the trade did not happen over night. However, by the time I left my internship, my writing style had done a 180.

I still have that first article, green ink and all, at the front of my portfolio. It is a reminder of where I began and how far I've come in this field. Today, as I write news releases, articles and other technical documents, I remember to stay far, far away from the "gobbledygook."

Semester Project: PAFEO

After our class discussion, I decided reaching out to personal contacts would be the easiest approach to locating a client for my project. I e-mailed a former classmate at UNC-Chapel Hill who is now the editorial manager for TBS, Inc. As I imagined, she told me that coming up with a project would be "tricky" as she would have to get it approved at all sorts of levels of management. Therefore, she said she would look into it, but would probably not be able to come up with something in the next week or so.

I decided to turn my attention to the company I've been working for over the past two years. The company was started by two of my good friends less than three years ago. I have seen the company grow from an idea discussed over greasy cheeseburgers and fries, to a multi-million dollar business. The company is based out of Altanta, Ga. and I do most of their PR. Currently, I write and disseminate news releases, pitch to magazines (we were just published in Southern Living and Garden & Gun... yay!), head up an ambassador program and set up trunk shows. I've been thinking about something for a while now, and I think I may have stumbled upon my semester project. I've discussed it with the two owners, and this is the gist of it:

P is for Purpose
The purpose of this project is to create a contest that will generate interest and reach out to our target customers. This will be a great exercise because in times when smaller companies are trying to breakthrough into their market, they must keep re-inventing and going above the competition.

A is for Audience
The audience will be a specific faction of our target customer base: 18-25 year old males who are in fraternities and embody Southern ideals set forth by our company.

F is for Format
As of right now, the format (if I'm understanding this correctly) will be creating a document that will be used for web content, Facebook, e-blasts, news releases and campus ambassadors. The contest will be created in a format that can be used for years to come.

E is for Evidence
Evidence will be collected through similar contests, focus groups with fraternity members, company motto and mission statements and business meetings.

O is for Organization
It's important for this contest to be organized in a way that reaches out to our customers and they understand the purpose of what we're trying to accomplish. More importantly, we need to make sure our customers understand what they will get out of the contest more than what we will get from it.

"The Project Worksheet for Efficient Writing Management" by John S. Harris

John S. Harris asserts the "Project Worksheet" is designed to help managers give initial writing assignments, effectively manage documents during production and evaluate finished products (39).

What the Writer Must Consider

• Determine the document's intended readers, the purpose, scope, form, length, graphic aids and sources of information
• Housekeeping Headings: permits the use of the Worksheet as a tracking document for projects

Primary Reader

It is important to consider the following:

• Reader's technical level
• Reader's organizational relationship
• Reader's attitude
• Other factors such as demographics and background

Secondary Reader

Writers must juggle the factors of two or more audiences at once. A secondary reader must also be considered. An example would be a company's annual report being read by both stockholders and the CEO.

Reader's Purpose: Four Basic Questions to Consider

1. What should the reader know after the reading?
2. What should the reader be able to do after reading?
3. What attitude should the reader have after reading?
4. How will the reader access the information?

Writer's Purpose

Harris notes "the writer and manager should decide in advance whether the project is routine and can be done rather perfunctorily, or whether it will affect the safety of the user, the prosperity of the company, the security of the nation, the preservation of the environment..." (45).

Logistics

Logistics are the nuts and bolts including sources of information, size of document expected, form or medium prescribed or desirable, graphic aids available, means of document production and outline.

Distribution and Disposition

The manager and the writer must ask questions such as "How many copies are needed?" or "Will the document be read by the competition?"

"Evaluating and Testing as You Revise" by Linda Flower and John Ackerman

Imagining a Reader's Response
Linda Flower and John Ackerman suggest the key to being a successful writer is having the ability to read your own writing critically for different features and purpose. At the simplest level, revision is re-vision--the process of stepping back from one's text and seeing it anew (27).

Strategy 1: Look For Writer-Based Prose
Building off of Peter Elbow's previous essay, Flower and Ackerman begin their essay, "Evaluating and Testing as You Revise," recommending writers use writer-based prose to help construct their thoughts on paper. Flower and Ackerman define writer-based prose as "essentially talking to themselves, talking through a problem, exploring their own knowledge, or trying to get their ideas out" (27). Much like Elbow, they emphasize how writer-based prose is an effective strategy for dealing with difficult topics or lots of information. However, Flower and Ackerman do acknowledge the strategy does have a downside as the text produced is usually focused on the writer's thinking and not the reader's questions and needs.

Strategy 2: Test Your Text For a Reader-Based Structure
Flower and Ackerman offer three ways to test for a reader-based structure:

1. Testing your drafts against your initial plans
2. Using clues that reveal this plan to a reader
3. Keeping the promises you made in your writing

The authors note in most pieces of writing there are two conversations going on:

1. The information the reader needs or expects to find including the recommendations, the results of the study, the idea you are proposing and the specifics of a solution.
2. Metadiscourse is the basic strategy to include explicit statements and cues to the reader that announce and reinforce your intentions along with your content.

(Flower and Ackerman provide a great resource of cues that signal your plan and guide the reader in Figure 4.)

"The Direct Writing Process for Getting Words on Paper" by Peter Elbow

Peter Elbow suggests his process for writing is very simple and writers should divide their time in half. The first half is for fast writing without worrying about organization, language, correctness or precision. The second half is for revising (21).

Elbow highlights the main steps in the direct writing process as follows:

• If you have a deadline, divide your time: half for raw writing, half for revising.
• Bring to mind your audience and purpose in writing.
• Write down as quickly as you can everything you can think of that pertains to your topic or theme.
• Don't let yourself repeat or digress or get lost, but don't worry about order or what you write, the wording or about crossing out mistakes.
• Make sure you stop when your time is half gone and change to revising.
• The direct writing process is most helpful when you don't have difficulty coming up with material or when you are working under a tight deadline.

"The Writing Process" by Michael F. Adelstein

Michael E. Adelstein asserts writing is a process, and to accomplish it well, people should plan on completing each one of its five stages (15). He recommends these specific time allocations, but notes that they may vary according to the project:

1. Worrying--15%
2. Planning--10%
3. Writing--25%
4. Revising--45% (Reading a draft objectively, from the standpoint of the reader)
5. Proofreading--5%

In which stage do you usually spend the most time when creating a document? Is there one stage that gives you more trouble than the others?

"Using PAFEO Planning" by John Keenan

The book Strategies for Business and Technical Writing by Kevin J. Harty opens with a concise introduction to the field. Harty recommends that writers ask themselves three important questions:

1. Exactly who is my audience?
2. What is the most important thing I want to tell my audience?
3. What is the best way of making sure my audience understands what I have to say?

In addition to asking these three questions, he provides five guidelines for effective writing:

1. Put your main idea up front.
2. Avoid using technical terms with nontechnical readers.
3. Limit the length and complexity of your sentences (25 to 35 words).
4. Limit the length and content of your paragraph.
5. Give your reader all necessary information in a clear and unmistakable way.

John Keenan created an acronym, PAFEO, to help his students remember the important steps in constructing a piece of writing. PAEFO stands for the following:

P stands for purpose

A stands for audience

F stands for format

E stands for evidence

O stands for organization

P stands for Purpose

Keenan suggests writing a precise sentence that gets to the point and pins down the purpose immediately. He asserts, "you will save yourself a good deal of grief in the writing process by getting as clear a focus as you can on your purpose" (8).

A stands for Audience

Keenan reminds writers, "most of the writing the average person does is aimed at a specific reader" (9). Therefore, it is important to ask questions that will help you communicate effectively with the reader:

1. How much background do I need to give this reader, considering his/her position, attitude and experience?
2. What does the reader need to know, and how can I best convey this information?
3. How is my credibility with this reader?
4. Is the reader likely to agree or disagree with my position? What tone would be most appropriate in view of this agreement or disagreement?

F stands for Format

According to Keenan, "a good format identifies the main points quickly and gives an idea of the organizational structure and content" (10).

E stands for Evidence

The more evidence a writer is able to collect, the easier the writing task will be. Evidence consists of the facts and information you gather in three ways:

1. Through careful observation
2. Through intelligent fieldwork
3. Through research

What is the difference between inductive and deductive reasoning?

What are some examples of twisted logic?

O stands for Organization

There are five commonly used principles for sequence including chronological, spatial, logical, problem-analysis-solution and order of importance. The choice of sequence depends largely on the logic of the subject matter and the needs of your audience.