Writing Project Reflection
This project was basically 2things:

• In-depth study/research of the ethics perspectives listed in our textbook, "Ethics. . ."
• collaboration of a small group

Because of prior experience of working in a small group where 3 of the 7 of us in this group were, [my words] "lazy-butts", I wasn't enthused about working within a group. This group of 4 [including myself] was a completely different experience: we were all cooperative with each other, we contributed, I believe, evenly and we all seemed to enjoy each other's company, though very brief.
For me, I must hold-off all preconceived notions of how a group will or won't work.
Also, I'm rather intrigued by the study of ethics; however, I hesitate on enrolling in a 16-week course on campus because of the time of studying/researching/ analyzing this sort of course would probably entail.

This will be the last blog/post of my ENG111 homework.
Everyone take care & stay safe!!!

Reflection on Question #3 of pgs. 148-149 [of our Ethics textbook]

A technical communicator/writer has, in my mind, a limit on unknown quantity of as how much responsibility he/she has for a technical document to be read and fully understood by the audience involved.
I don't believe the writer's ethical responsibility lays with only the original message. I personally would follow-up within a reasonable time-frame, to make certain the document I developed, sent and/or delivered. Once I received a response from my document's audience,I'd send another communique asking the original document's audience if that message was read and fully understood. I ensure, as best as I can, the importance of that message, and of course, make copies of what I sent and received. This is called, I believe, 'c. y. b.'[ "cover your butt"]
After all that, then the ethical "burden" lies in the reader's lap. I did all I could possibly do to get my audience to read and understand the document I was presenting them.

For the HP #3--
PELINKS4U Technology in Physical Education Student-directed vs. Teacher-directed Technologies From http://www.pelinks4u.org/archives/technology/020106.htm on Oct. 22, 2006
Only a tiny bit useful info here.

Grammar Work--
I had completed one of the exercised about "dangling modifiers". I scored 85%--3 wrong out of a total of 20. Pretty good! I beginning to believe that I'm better in English, mechanics-wise, than I previously thought!

My thoughts of our "Ethics" textbook, chapter 5; "Challenger Disaster: Information versus Meaning"--
The federal investigations about the 'why' of the Challenger tragedy nearly 2 decades ago, showed how vital technical communications needs to have clarity as well as how the society at-large shapes or forms communications of all kinds.
And then, there was the comments and interpretations of those 2 investigations reports!
Values, whether they be of a technical nature or philosophical one, are the foundation of of all technical communications. Either technical documents carry out ethic responsiblity of the technical writer or they don't.
Its very interesting to me, that in this chapter, Mr. Dombrowski actually refers to himself, in the 1st person (pages 122 & 123).
Why did Volumes II through V of the Presential investigation report [to be known as the Rogers Commission report, in the blog--RCr] contain only appendices of Volume I? From what Mr. Dombrowski has written on the RCr, there was very little genuine factual information the shuttle's explosion: very weak in the relevancy department! I understand that what was discovered was "pumped up" in its proportion--what was minor was given prominence.
I feel the need to create a poster from the following quote, from Mr. Dombrowski:
"A careful writer should select from the wealth of data available, highlighting things that are most important and downplaying if not excluding things that are relatively unimportant; this is what the reader expects of the writer, too."
I love that statement and I personally want to live/write in that manner, of course, only in my academic and future work-related writing.
Good grief! On page 126, under the sub-heading of "Cofusing Language", Mr. D. [as I will refer to him, from now on. in this blog] cites 3 examples {actually one page within the Volume V of RCr} of this crazy document! This writing makes me wonder: were the writers on some hallucingenic substance? It seems no one could figure which direction to go, so it went everywhere.
I'm pleasently surprised by how Mr. D. used a personal example in his life, of the difference between personal procedural decision-making.
The Congressional report of the investigation seemed to have better clarity than the RCr and it was quite alot less vague.
At about the beginning of the section entitled, "Two Crucial Shifts in Meaning", I realized I had not really paid much attention to the news media analyses of this whole event, especially regardingthe explanation of those now-infamous O-rings. Until I read this particular chapter in our Ehtics textbook, I didn't give that specific tragedy much thought!
Why didn't any one question thre generalized belief that "what went up" and "what came down"were one and the same? These O-rings were charred; not all the way through, but enough to ask, "why only the one O-ring? " as well as "what is the cause of the charring?"
Technical writers communicate not only data and facts, but additionally, what those facts mean. This makes sense to me.
'Social forces', such as economic boundaries, design simplicity, parts availability, and others I'm sure, are real and important thus they all influence both the technical writer and the audience involved. In this specific case, whether these influnces were proper or/and excusable isn't the point, but rather these 'forces' changes the writers involved, unbeknownst to these writers.
Regarding that last meeting of the managers and engineers, before the actual launch, they had decided to ignore/disregard those who were in direct contact with those O-rings and other equipment. Note to self: always have a commonsensical and independent mind!
About the audience any technical document is aimed toward: always side toward a degree of pessimism,meaning don't expect all audiences to be reasonable.
In conclusion, {finally she is nearly done!!}, there are so many lessons to learned, sadly though, from other's mistakes.

Guidelines for using PowerPoint--

K. Murray (Sept. 16, 2002) "10 Tips for Creating Effective Presentations using PowerPoint" From
http://www.microsoft.com/office/previous/xp/columns/column08.asp
retrieved on Nov. 28, 2006
Excellent bunch of tips as well as some things CIS105 didn't teach me!!

V. Montecino (copyright date of July, 1999) Creating An Effective PowerPoint Presentation From
http://mason.gmu.edu/~montecin/powerpoint.htm retrieved on Nov. 29, 2006
A former university teacher, Ms. Montecino knows her "stuff". This page is succinct and to-the-point [parden the pun--LOL]

"Web links" under "Writing", through mycomplab--
I had chosen:
A) Paradigm Online Writing Assistant, in the category of "Prewriting"

B) Nuts and Bolts of College Writing, in the category of "Writing Process"

C) Outlining from Capital Community College, in the category of Planning

D) Opening Paragraphs from Bowling Green Writing Lab in the category of "Drafting"

E) Revision in the Writing Process from ERICDigest, in the category of "Revising" [of course]

and finally, F) Computer and proofreading from Bowling Green Writing Lab in the category of Finalizing

Regard the ethical situation in our text, "Ethics. . .", question #1, on pages 115-116--

I made comments on the following classmates "blogs":
Elizabeth's
http://wwwtoshi.blogspot.com/2006_10_01_wwwtoshi_archive.html

Mirelle's
http://rustybloggy.blogspot.com

Monica's
http://drfaustus8.blogspot.com/2006_10_01_drfaustus8_archive.html--


All in all, I feel that we, Eng 111 students, are pretty ethically-minded.

1) Microsoft Corp. website Retrieved from
http://office.microsoft.com/en-us/templates/TC011408341033.aspx?CategoryID=CT101426591033
on Nov. 29, 2006
This template ,I feel, would beuseful explaining a cutomer's service to them, or to other technicians.

2) from the same website, retrieved from:
http://office.microsoft.com/en-us/templates/TC012253511033.aspx?CategoryID=CT101428241033
on Nov. 29, 2006
This would be excellent to track specific projects and to specific people doing specific assignments within that project.

3) from the same website, retrieved from
http://office.microsoft.com/en-us/templates/TC011408341033.aspx?CategoryID=CT101426591033
on Nov. 29, 2006
This pteplate is for PowerPoint presentations, geared for just Web techies. It is named, "Bits and Bytes"!! No kidding!

From "Workplace Literacy" chapter 9, through mycomplab
Using presentations versus a document makes for a potentially speedier answer or response. Also, in presentations, specifically in the work-place trainig sessions, individuals would recieve a variety of ways of getting the necessary information.
In this reading assinment, I had abit of 'dej-vu'--in my "Small-group Communications" class, I learned of the same strategies, last semester. The last portion of this chapter was, for me, abit redundant,for I gained some experience in Powerpoint, last semester, in my "intro to Computers" [CIS105].

For the group presentation--
Tong, R. & Williams N. (1998, May 12) Stanford Encyclopedia of Philosophy Feminist Ethics From: http://plato.stanford.edu/entries/feminism-ethics/#4 on No. 28, 2006 Retrieved on Nov. 28, 2006

I got this by Googling the term, "feminist". Tho this is a volunteer, peer-edited Web-site, it is out of Stanford University. This article details the core ethic perspective feminist as well as the many "off-shoots" of it. This particular article helped in addressing, in-depth manner, what exactly is feminist, much more so, than our Ethics textbook.


Online Guide to Ethics And Moral Philosophy (1996; copyright 2002) Ethics of Care From: http://caae.phil.cmu.edu/cavalier/80130/part2/II_7.html Retrieved on Nov. 28, 2006

This article goes,again, more in-depth than our textbook. I had seen the Conflict Resolution as a possible for our Case.

Oct. 10--"Concise Guide" chs. 7 & 9

Of C. G. chapter 7: There is seem to be a suble difference between plagiarism and copyright infringement, Plagiarism is unethical; copyright infringement is a legal matter.
In regards to the Internet, one has to be wary of what not to do, such as not give credit to whom its due. I, personally attempt tp 'put' into my words what a writer of a web-site states. About Copyrights, with the HP%2--Instructions, I mad sure the copyright statement of the Website images I used were included. If my document ever [highly doubtful, but ya never know. . .] were to be seen by the owners/ Webmasters of "ActiveLog. com", I believe because I added their copyright statement, by law, I didn't commit an infringement. Plus, my document had been used for educational purposes, only.

Of C. G. ch.9--Its amazing how impactful images are! Whether the image is 'live' or in printed form, there is always some degree of "punch" [unless one is visual impaired]. Inregards to the HP#2, the actual use of the images I used were to guide the user, especially the new user, through this Web-site.
In our textbook, the authors briefly detail a program of Microsoft's called "Project" which according to the textbook, "makes it easy to create Gantt charts or organizational tree charts." I havw=e had a difficulty in getting my self organized for specific projects. I do plan to check into this, Microsoft's Website. Hopefully I can use this on my Operating System!!

For our group presentation--my choice of ethical perspective: feminism & ethics of care.
{Much thanks goes out to fellow group-member Elizabeth, for her assistance!!}
From "google"--
http://www.vow.org/feminism/contemporary.issues/xxxxxxx-vlarson-feminist_ethic_of_care.html
This particular article helped me in clarification, to as to exactly the extent feminism and ethics of care 'goes'. The woman who wrote this piece is a former minister.
The address that follows, is another very good article, tho it is from a medical point-of-view and how ethics of care can adapted to 'fit' medical care.
http://www.uhmc.sunysb.edu/prevmed/mns/imcs/contexts/care/carejean.html

Oct. 17--DEADLINE
As the label below shows I detest 'grammar work'!!
I have completed 4 exercises in 'mycomplab'--'identifying principle parts of verbs'; 'gerunds & infinitives'; 'subjective moods'; 'regular & irregular verbs'. The only 2 that I paid attention to, in regards to the score I got were those last 2-- got a 100% and a 90%, respectively.
In my future writing, as well as currently, what I usually will read the piece I' m working to my self, aloud. And generally, I seem to 'do' o.k.
Monday, [Nov. 27th] I plan on viewing the video, "Achieving Variety", to conclude this post.

"A Frank Statement"--
My analysis of the 40+ year old document that the tobacco industry produce to express that industry's outrage of claims from the scientific and medical research community that smoking causes cancer.
A list [of sorts]--
Paragraph #2 {of page 1} state the industry's view of that even though the research had been conducted by doctors, this research points to it being inconclusive; however, that being stated the industry does believe that research should dismissed just because the results are inconclusive.
On that same page--the term, "distinguished authorities" had been used, to qualify themselves.
The next page--the document attempts to be a comfort--"[F]or more than 300 years, tobacco has been givin solace, relaxation and enjoyment to mankind." And to be reassuring--" smoking today should even be suspected as a cause of a serious concern is a matter of deep concern for us."
The writers of this document had also used a type of agenda listing what those that had signed on, would be doing to address the public's concerns. This 3-point statement contains the actions of financia; aid to the research being done; the establishment of a Committee to be known as Tobacco Industry Research Committee; and finally how this committee will be organized.
I, also, looked into PBS's other information, specificallly the testimonials in one of the lawsuits against the industry in the 1990's. Each of the tobacco company presidents had their respectful heads in the sand!! As one of the characters of a 1960's TV show would say, "I know nut ting"!

deadline date of : Oct.31st [way late, but here!]

Reading Assignments of: Ethics textbook chapter 6; Concise Guide textbook chapter 4--
As I read ch.6 of the Ethics text, I was amazed (for lack of a better word)by how the author, Paul Dombrowski, "hit the nail on the head"when he stated, "{W}hen someone contracts lung cancer, death follows months or years of painful, progressive debilitation and destruction. These deaths are often lonely, witnessed only by nurses, and perhaps a few family members." I certainly know all of this to be true: my dear mother died of a smoking-related cancer. It is quite horrible for me, as her daughter--more so for her: she was the one dying.
Anyhow, Mr. Dombrowski mentions, under the sub-heading, "Cause", of how long a product may 'take' to affect one's body. The 'why' of a cause of a disorder or disease may not be revealed until decacades later: what will be the effects of 'Nutra-Sweet' [aspartame, sp?] on the nest generation of yet-to-be children? It may not be 'discovered' in our life-times, but the cause-and-effect connection is there, potentially.
Mr. Dombrowski is a good writer [and occasionally humorous]. An instance of this is on page 155, where he writes of no 'shading' nor of sidestepiing the issues of the tobacco industry basically hushing up the facts their products killing/injuring folks.
In logical reasoning, a gentleman goes by the name of John Stuart Mill, had developed 1 of 4 methods. "Concomitant variation" it is called-- as I understand it, is a decrease of one independent variable [in a logical sense, not a mathematical one--I don't think?] leads to a decrease of a dependent variable: one causes the other .
Thank goodness Mr. Dombrowski chose to limit this chapter to only on those tobacco products are smoked [versus chewed].
Another question posed in the reading: how does the cigarette smke cause cancer? Over the course of the 6 years that this textbook had been published, scientists are still researching the 'why' to get a better understanding of cancer.
I am indeed amazed of how humans caan and do use their intellect. A prime example of this is noted in our textbook, of a Dr, John Snow. Back in the mid 1800's, in London, a disease called cholera was ravaging neighborhoods, killing a great folks. This Dr. Snow had observed that the numbers of people who got cholera had increased after drinking from the common-to-all-the-neighborhood water pump. He had the handle removed from the pump and numbers decreased. Of course, this was way before the discovery of bacteria and other microbes that cause disease. But Dr. Snow was a pioneer in the observation aspect of the scientific/ medical field.
I do understand Mr. Dombrowski's point of the sophists--at times they could be considered abit of a risk to 'believe' their claims. The connection Mr. Dombrowski make with the tobacco industry and those that propragate the 'information' about smoking and health, is very clear-cut: they are sophists. The tobacco industry would [and has] continued with the debates about smoking with the intention of winning the debate for the sake of the debate. After each claim from the scientific community regarding the connection between smoking and cancer, the tobaccao business always gets on the offensive.
The paragraph Mr. Dombrowski quoted [on page 159],I was befuddled by it!! It seemed, and I believe that this report, was to be intentionally confusing, by the tobacco industry. And the wild thing this report was published in the year of my birth--nearly 50 years ago! 1958! The tobacco industry knew 48 + years ago, to decieve the American public! As well as discredit the very credible medical research .
650 million current smokers world-wide die of preventable deaths, according the World Health Organization{WHO}.
Under the sub-heading, in our textbook, of "Documents", Mr. Dombrowski brings up some [more!!] disturbing points: the many ways the tobacco industry has "gotten away with murder". The way this specific business has twisted a lie['smoking cigarettes causes no harm] into a 'false truth' (my term). As Iread the beginning of this section, I got more angrier at the tobacco industry!! And, in some ways, most especially, in regards to being secretive, using language within their documentation the industry is very similar to the Nazi Party of 1930's Germany: they each twisted the truth to suit their situation.
One of the many sad points of this whole issue is of those foks who work in this industry. I'm not talking of those "muckety-mucks" on the corporate levels, but those that actually are working directly with this product: they are, as well as those who suffer from the tobacco physical effects, suffer financially, if any of the lawsuits against the tobacco companies ever reaches any conclusions.
All of the documents Mr. Dombrowski cites are certainly technical commications; however, those that were written (or co-written) by and/or for the tobacco industry seem so outrageous in their 'health' claims, it is hard for me to view them as legitimate technical communications.

To Shelley and my classmates:
The actual publishing dates are "off" for 2 or 3 of my posts--I forgot about them being 'drafts', in Blogger!! ooooppppsss!

Complex Communication Situations--
I believe that most, if not all, of those situations written of in Ch.12 in the "Concise Guide. . ." would be written electronically. There doesn't seem to be much 'face-to-face' with co-workers; however, I admit I could certainly could be way off.
Specific communication situations, I believe would be:

• proposals--to the specific Web-site owner who wants a site "constructed, but has no idea how to go about, or simply doen't want to do it on his/her own. The customer would hire my company! Also, with propsals within the office, to ask for ideas, money[!], and other vital items.
• long reports--to detail the step-by-step process how my company and I came to these ideas for our customers' Website.
• definitions anf descriptions-- thses would be used extensively to assist our customers in understanding what we hope to do for them, in their Web-sites.
  

Deadline: Nov. 14, 2006
The steps I had taken to write this Home-work Project was, first to ask Jim Haggerty of MCC's P. E. department what he thought about the use of web-sites to use with his students. He had inform me that the College District itself was working the useability of certain software, within the District.
I, then, got onto the Internet and began researching the topic of Web-site use in the class-room, and fine-tuned that search down to within the P. E. department. I first the campus' databases (exact names I'll get later). Maybe because I'm not that skilled at research, yet, but I had a horrid time located any info!
Finally I did find what I thought to be an appropriate article, "Using Web-quests to Create On-line Learning Opportunities in Physical Education" by Marianne L. Woods, et al. After actually reading this specific article and seeing the web-site about web-quests, I really didn't have that particular method in mind. So the search
continued. . .
So, after a couple of days of off and on searching [between my other demanding classes!], I came across this article--
"Evaluation of an Internet-based Physical Intervention: A Preliminary Investigation" by Napolitano, Melissa A.; Fotheringham, Michael; Tate, Deborah; Leslie, Eva; Bauman, Adrian; Marcus, Bess. Annals of Behavioral Medicine.
I was so happy, especially after reading this item! I found what I was looking for!!!
I am most proud of the fact that my persistence does 'pay-off' alot of the time. Sometimes, I need to be a stubborn as a mule-- with myself. If I had more time to research for more infomation, I believe I'd be able to cite at least 2 more sources for this mock proposal.
For future research-requiring projects, I definitely need to reaaly "hunker-down" and do the work!!

Oct.24th, 2006; HW#4; Writing Project Reflection

The first step I had taken regarding what technology to use to develop a user's instructions was if I wanted to use those technlologies that we, as students in ENG. 111, use daily to complete our assignments. Those technologies being: this one, blogger; pageflakes; furl; WebCT through our college; mycomplab. I, personally, thought I would up very boring, have no enthusiasm for constructing instructions for these.
So, with that in mind, I ask Shelley if could possibly a different web-site. I have begun to work-out, and I thought of the instructions for the technology of an on-line exercise diary/log. I chose ActiveLog.com.and I was o.k.ed by Shelley to use it.
I, next, looked at this site with a more critical eye; not as a user, but rather as technical writer.
After numerous rounds of "cutting & pasting" the 3 pages that a new user would be accessing initially into a blank word-processing document, I then began writing the actual instruction steps. The 'cutting & pasting' aspect was the worst portion of this whole HP process!
After getting the first draft written and close getting finishing we were required to send as an e-mail attachment, our HP to 2 other classmates for peer-review. Oh, wow! My classmates are way cool! Joshua gave me excellent suggestions but he "topped it off" by giving me the heads up about a software called 'SnagIt'. I can't afford that specif software; however, there is a free-ware version, called, Gadwin PrintScreen'. Thank you, Josh! You are a life-saver!! Without his initial suggestion, I have a hunch I would have been so frustrated.
Prior to using the freeware, all the graph/ table lines of ActiveLog were retained. Now, all the images look like mirrors of the original.
When I felt satisfied with the final images, I corrected and modified the instructions according to Elizabeth's and Josh's suggestions.

Visual Checklist [from "Concise Guide. . . " page 180]

The first image I have within my HP #2, is of the initial page of the Web-site "www.activelog.com". This visual assists the reader in identifying what the Web-site looks like.
Since I'm giving instructions {within HP #2} on how to use Active Log, it is appropriate to use its initial page.
The visual has the name, "ActiveLog" on all pages, to identify it, but they aren't numbered; only in the instructions I had given.
All areas are labeled, within the image, and in the instructions I developed.
The visuals are all referred to in each of the instructions. Also, the visuals are directly below the pertinent instruction step.
I had not obtained written permission to use these images; however, at the end of my document, I have the Copyright statement.

October 3, 2006; HW #6; Theoretical Ethical Question

( from #1 of "Concise Guide. . ." pgs 115-116)

First off, I'd make absolutely certain that this software that I, as a technical communicator at Callista Incorporated, would preparing and distributing documents for, does indeed have this illegally acquired algorithm from my company's competitor [Io Industries].

As to the ethical issues themselves, I fee my relationship to myself (my self-respect, self-esteem} is of prime importance--no job no matter what the pay range, is worth losing my self-respect over! So, with that being written, I believe what I would do is quit my job, voluntarily, before the proverbial "s___ hits the fan", and without my publishing the illegally acquired algorithm.

Now, on 'the flipside'--as a technical writer for Io Indutries, I would certainly hold any other technical communicator ethically "liable" for publishing and benefiting from this acquisition.

In the theoretical situation posed in our textbook, I am now part of the ethical committee of a technical communicators professional organization and as such, I'm make a judgment regard this dilemma. I would indeed make a judgement in favor of Io Industries {the 'wronged', in this instance} to publish this information because Callisto Inc. had no right to that algorithm as it had been acquired illegally.
I don't feel that my ethical standards would change as my self-interest is affected. Each ethically challenging situation needs to be determined or judged individually

October 17, 2006: HW#2; Annotated Bibliography
From the "main page" for this assignment within our syllabus
http://office.microsoft.com/en-us/FX011548701033.aspx:
Chose this regarding 'SharePoint':
http://office.microsoft.com/en-us/assistance/HA010929711033.aspx
This is a great tool to utilize; however, until I 'up-date' my Operating System, I'm unable to use this tool. It does sound like a whole lot of fun!!

October 17, 2006; HW #4; Reflection of HP #2

I reviewed Elizabeth's and Josh's HP#2--Instructions. I learned from my classmates that they are pretty "on-the-ball", with this course as well as grasping the fairly complex "chore" of developing a set of instructions that are understood, in total.
There was very little I saw in my own draft of HP #2 that really needed to be altered; however, those same individuals reviewed my draft--oh, my!! Much thanks, to Josh for informing me of "SnagIt"!
Tho I did find a freeware version of it, and used it to give my draft a more 'professional' look to it.

October 24, 2006; HW#1; Reading Reflection

from "mycomplab" [course website] --"Workplace Literacy", Ch.2: Stating and Analyzing the Problem; Ch. 3: Identifying the Document's Readers, Purposes, and Constraints

The 5 steps to a well-written problem statement:

• what exactly is the problem that makes me want to scream in: a)frustration, or b) anger? (Or punch someone's lights out, depending on the situation!LOL!!)
• in the workplace environment, the problem needs to gain credibility and action-promotion by how has this problemaffected not just myself but also for the company I work for , as well as others within the company [fellow employees, supervisors,etc] and outside the company [customers, especially].
• a full explanation as to the why should people care about this certain problem

• there needs to be a balance of the ideal -- description of what a ideal situation may be WITH reality -- what is the situation, now: in the text, the author had the 'ideal situation' as the "A" part that connected to the "B" part, reality portion of this "equation".

Also, from the text, the "2 Methods of Analyzing a Problem" [for me, personally, this is the more 'fun' part!]--
Begin with questions,

1. the usual "who, where, when, why, what", along with "in what ways", and "to what extent" questions
2. to 'unpack' a problem--

• Write out a phrase summing up what the problem is, in the middle of a sheet of paper, encircle this as in a bubble;
  
• above that central bubble/phrase, add 5 to 6 more bubbles, to represent possible causes of the problem-- draw arrows leading to the central bubble/phrase;
• next, create more bubbles above that 1st set, to represent causes of the causes, draw arrows to the originating causes;
• below, the central bubble/phrase, do the same, but these bubbles represent the negative effects of the problem
• contine make another set of bubbles, to represent negative effects of the negative effects
• Lastly, carefully, consider all the created "bubbles" to identify potential solutions

I believe that this specific techique would certainly help me out to clarify my writing any type of problem-solving, speifically in writing proposals.
Also, the information from Chapter # from "Workplace Literacy"--
Within the environment of any workplace, I will need to consider 3 components as I write and they are

• the document's many readers--how is this helpful, clear, accurate, easy-to-read/understand/navigate, is it convincing? The restrictions of a document, such as deadlines, politics [ususally only, but not exclusively, within the working environment], budgetary concerns can be overwhelming; however, after carefully "mulling-over" a document can be produced thats valuable as well as "perfect-for-the-job".
  

• levels of audience--primary [for brevity purposes, I'll use the initial. 'P']those that will use the document in a functional, direct manner, in their workplace or in daily life; secondary [I'll use the initial. 'S'] same as in P, but for reasons less so; tertiary [I'll use 'T'] those that have contact with the document but consider its contents irrelevent to their jobs or lives.

For any (and probably all) my future writing, Whether it is for academic, social, or career-related purposes, I need to be mindful of this "hierarchy" of readership.

In "Concise Guide to Technical Communications", the issue of ethics is covered in the span of 14 pages. The authors have given the reader a few real-life examples of situations, of which a couple are shared with "Ethics in Technical Communication". Additionally, in the "Ethics. . ." text, the authors draw upon 2 other examples--the Three-Mile Island incident, and the Pentium chip privacy problem.
Of the four perspectives of ethics discussed in chapter 3 of the "Ethics. . ." textbook, "Concise Guide. . ." leans toward the 'ethics of care', though not in the strict sense noted in the "Ethics" text. An example from "Concise Guide" is on page 100, where there is a list of 'obligations', based on the publication. "Media Ethics: Cases and Moral Reasoning", where the editors developed the responsiblities one has to everyone involved, not only within the technical arena, but in day-to-day living.

October 3, 2006; Hw #1 Reading Reflection

To begin, I really wasn't enthused about reading the Nazi atrocities of World War II; however, with all emotion [pathos] aside, the author of our text does present the issues of science and technology [more of a pseudo-science, in the specific instance of the Nazi regime] in a logical manner despite the fact of how incredibly horrible this subject is.
The Nazi doctors submerged themselves into believing these 'experiments' were for the good of the Aryan nation, to avoid 'awareness of, and guilt over their partication in a murderous project." {see page 92 of "Ethics in Technical Communication}
Under Nazi Anti science {pages 92-95}--
some explanations, on a societal level--
racism;
conformity to the government;
on a personal level--
sadism/cruelty;
revenge [some individuals believe they were 'slighted' because of their unethical beliefs and/or behavoir]


A number of ethicists, such as Ellul, Winner, Marx, Monsma, Weaver all are concerned about how science and technology are seemingly indifferent to traditional values.

Treating humans as objects (objectivization) as opposed to human beings that are equal to the researcher, is simply dangerous, and can lead into the same situation as Germany had in WWII, with the Nazis.


In the regard to this course, [Tech. Writing] I do see the need of those that are [and will be] technical writers to be balanced in their writing, meaning, not so heavy on the tech side, but also not "mushy" [sentimental/emotional]. With all things, a balance.

September 19, 2006; HW#7; Replies to classmates


I replied to Mirelle's Website choices of "yesforhumanefarms.org", a very timely choice because this is about one of the propositions Arizonans are deciding about in November.http://rustybloggy.blogspot.com/2006/10/hw3-91906-ethics-question-3.html
I found myself saying, "yyyiipppeeee!", for a couple of reasons: 1] to find classmates to have gotten this HW done; and 2] excellent Website examples!
And for the other classmate, Monica:

http://drfaustus8.blogspot.com/2006/09/question-3-from-ethics.html

Her first Website was of a radio station , out of Germany, that features bands from Europe. It does have a militaristic flavor to it; however, it isn't offensive, to me.

September 26th, 2006; Hw #6; Communication Situations

From our textbook, "Concise Guide. . .", there are a number of product-oriented communication situations listed and detailed in their purpo9se, audience, useability considerations, specific types of each.
In the profession I plan to earn a living from [Web design/development], there is a wide range of product-oriented situations. The most obvious would the Web site/page; however, the specific audience I create [or co-create] for, may be the follow employees within the company, or for the actual product/service the company I work for, wants to promote through the website.

October 3rd, 2006; hw#3; Annotated biblography
"Collecting and Pasting Items with Office 2000 Clipboard" for Office 2000; from Microsoft Corporation website Retrieved on Oct. 6, 2006 from:
http://office.microsoft.com/en-us/assistance/HA010552461033.aspx
Since my OS is Word 2000 NT, the link within Oct. 3rd's deadline really doesn't apply for my system; however, I did find this information very useful because for the HP#2, I do plan to "copy & paste" a Website. Now, I believe I know how to do that.

September 26, 2006; HW#1; Reading Reflection

According to what I read and understand of our textbook, "Ethic in Technical Communications", Aristotle set forth the notion thar to behave ethically is not automatic nor is it a reflex. To behave ethically, he believed came from the person's character & is displayed, in behavior, over time. Aristotle,also, asserted that behaving in an ethically manner wasn't easy, but rather tends to be thought out, in a deliberate fashion. In this day & age, though, the tendency is to "go with the crowd" ('sheep mentality).
In this imperfect world, Aristotle asserts, we as humans are weighed with the load of figuring out how to behave. Aristotle's thinking, in today's technologically-based world, would not be involved with the actual technologies themselves but with each person's determinations about those technologies.
Practical wisdom + moral wisdom = ethical action [see page 44, in "Ethics" text]. How do you act in a situation that may compromise your ethics? Aristotle's ethics was based on relationships: with the Divine, with one's self and with others.
Regarding law and politics, Aristotle held the belief that eac, law and politics, must be ethical because they each deal with what is best for the society-at-large; however; when the legal system or the rules of politics go 'bad', ethical behavior is to be our guide.
The author of our text, "Ethics. . ." states there are thinkers that contend that Aristotle's theories don't 'hold water' in this technological era, that what he thought of as sciecne and technolo9gy have no systems of values within themselves.

O.k. on to "Concise Guide. . .": according to the text as well as my own observations, everything that has[or will be] manufactured, processed, or developed has specifications, instructions or procedures to follow.
Dependant on what one's audience is, the specifications need to be geared toward that audience, whether that audience is a "do-it-yourself-over-one-week-end" type of gadget person or an electronical whiz-kid, or a blend of both, the 'specs' must be written clearly.
'Specs' are used to describe and detail how a specific product is made & designed, if this is the sort of audience one is attracting the product to/for. Specifications are used also for the product's exact use as well as its maintainance.
On page 231, of Concise guide, details the considerations of all specs that need to be thought out, such as clarity--are the same terms used all the way through the document? Are there what is called 'retrieval aids'--table of contents, and headings? Are the lists, within, short? Is is KISS--is it Kept Simple? Are all terms spelled correctly?
And from the next page {232], I've found the checklist: as I write any 'specs' in the [distant?] future, I must remeber this checklist, and remember to put myself in my reader's "shoes".

September 26, 2006; HW#5; Writing Project Reflection

i am a happy camper!! The first project is done and e-mailed to Shelley. Good grief--I had such a horrid time of formatting that"thing"!
O.k. enough of my grousing--onto answering the pertinent questions:
The steps I toke to completing this project were 1) locate an appropriate job ad, whether that was on-line or paper form; 2) after finding one on-line [thank goodness], I copied/cut/pasted onto a blank Word document on my computer; 3) toke a big sigh of relief when I actually saw the ad on this document; 4) began creating the cover letter for this specific job; 5) dug out my old resume from 'long ago' , inputted all the info from that onto the job ad document; 6) I had looked over all that was on that resume--alot of it didn't apply anymore, so some items have been 'tossed'; 7) breathed another sigh of relief--that portion was done; 8) I, then, toke a break--to distance myself to get a fresh perspective; 9) I came back, proofread my resume, corrected my goofs; 10) I began the creation of the cover letter, but wait, in the e-ad that wasn't a physical address listed, so I found my trusty "Dex" phone directory and looked up the company I had the ad for, and used the office address of Mesa; 11) as required, I submitted this in our coure Web-site, 'mycomplab.com' for peer review; 12) I then made the necessary changes to my resume and cover letter as suggested by my p.r. group. And the very last step was to e-mail Shelley the"whole enchilada" as an attachment, today.
I feel the most proud of the fact that I manuevered through these technologies fairly well. I'm gettin' good at up-loading documents, not only for this specific course, but also for my "other" distance learning class.
The only concern I've got for this job application packet project is: would an employer really hire me based on these 2 communiques? I believe if I had abit more time {or not procrastinated!} I think I would have gotten more verbal advice about my skill set and abilities.
This is wwaayyy after the fact, but I neglected to investigate the Re-entry/Career Center on campus!
Regarding writing improvement skills--unfortunately, I've been very focused on completing the Project itself, I have neglected this as part of the course. I do plan to focus more time and energy {what I euphemistically call energy!} on the mechanics of Engish.

• Making the Most of Word in Your Business "How to Control Bullets in Microsoft Word" by Shauna Kelly [updated May 2004] Retrieved on September 24, 2006 from http://www.shaunakelly.com/word/bullets/controlbullets.html
  A link from the Microsoft Word Assistance instructions-- I chose this area of help because I have a suspicion that I'll be needing this information possibly forHP#2--Instruction
• Using outline view with long documents in Word [n.d.] Retrieved from http://office.microsoft.com/en-us/assistance/HA010569191033.aspx , on September 24, 2006
  It's so very cool that Microsoft hasn't forgetten those people that use the "older" operating systems [OS], like me who uses Word 2000. In the future, [not so distant?] I will be indebted to all involved who created and then, recommended (this means you, Shelley!) this portion of MS Word.
  

Sept. 12. 2006; HW#3; Useability Plan
The plan I've got for my useable job application packet is:

• find out exactly what software the majority of Web designer/developers use, on a daily basis
• what terminology is used in the work-day
• where I do go for this information   
  

Designing and writing stage:

• send out a "test" packet to those employers I may be interested in. with the statement of that I'm really ready for employment, but how can I improve this packet?
• after getting feedback [hopefully], I'll make revisions   

Organizing

• correct grammar & style to match the users [namely, potential employers] venacular
• state ONLY skills, abilities, experince
  

September 19, 2006; HW#10; Deadline Reflection

This week has been very 'heavy' for me personally, and home-work load, also.

About the various assignments that I did do--I learned to speak/write assertively, yet, in helpful manner to my peers: without coming off a b___h, or a know-it-all, or worse--both!!!

With the annotatated bibliographies-- oohh, bbboy, I'm actually beginning to like doing research such as this !! Scary!

About the question of whether reading my classmates' work assist me in achieving the course's outcomes, in a couple of words: a small amount. There isn't many classmates who "up-to-speed"; however, neither am I, yet. Also, one major point--I don't work in a job like others do, nor do I have children to raise [unless one counts my feline "daughter!]. Actually, compared to my classmates--I've got "it" cinchy!

September 12, 2006; HW#6; Professional Communication Situations
{yes, this is way late;however, I've done it and that is what counts!}

In my future profession as a Web designer/developer, I believe that most of the written communications would be in the memos--usually "interoffice", not always electronically, either. Some instances may require actual paper [hard-copy] form, especially for brief reports, meeting minutes, and anything lengthy.
Letters, I'm certain, are still used to commmunicate with customers/clients, other corporations within the industry, also possibly with law-makers.
Getting back to brief reports, for a moment-- these are used for recommendations for improvement on a client's website, from a co-writer [or co-worker or superior]; some of a progress report, basically states, "hey, I'm doing this and next I plan to do. . .".

Oral presentations {of I which I personally detest doing!!!] are used to inform other workers within the company how the company is doing, perhaps as well as inform "newly-hireds" the inner workings of the company. Another use for oral presentations is to sell the product to potential customers/clients.

Sept. 19,1006;HW#5; my J. packet Analysis

In my resume, I had changed the whole layout--it is now centered , and better 'chunked'. In the objective, the company I'm applying for/to, is specifically addressed.
In the cover letter, I initially forget to put in my telephone number and e-mail adress in the sender's "block" {thank you, Mariano, for seeing that!!}

September 19, 2006; HW#1; Reading Reflection

In the reading of Chapters 6, 8 of Concise Guide and of chapter 2 of Ethics got me thinking--what one seemingly minor exclusion of a document could have a huge impact on others. The Concise Guide has examples of this on pages 96-97, briefly examining the Challeger space shuttle tragedy and the 3-Mile Island nuclear reactor accident.
In the case of the Challegershuttle tragedy-- why does management thinks "it" knows it all? In this instance, the engineers, knew about the 'inner workings' of the shuttle than anyone else! To my mind, the engineer who had chosen to write, in a memo, in strong language about the O-ring problem, was correct in writing that document; however, he probably needed to deliver that memo by hand.
Of the 3-Mile Island accident--oh, boy, someone really goofed in a big way or someone had the mistaken belief that 'no one will know'. Ha!
About this week's work: how much truth can I put forth in a resume or in a cover letter?
In the Concise Guide, on page 100, the authors cite from a work entitled, "Media Ethics: Cases and Moral Reasoning" and from another, "The Art of Thinking: A Guide to Critical and Creative Thinking" (this title does intrigue me) regard more contemporary principles of ethics versus the 1800s principles, namely of reasonable criteria involves obligations, ideals, and consequences.
My obligation to a future employer would be to state truthfully my experience, in relation to the job I'm applying for.
My ideals or values of dignity involve not lying on my resume and/or cover letter.
Of course, there consequences to what every one does and the consequences of being are that the future employer sees how honest I am and hires me!
In the Concise Guide, the authors cite C. D. Wickens, on page 104, who written "Engineering Psychology and Human Performance" and claims that as production gets the most importance, safety concerns are lower on the priorty list--which is true. This was evidenced in the recent past, of a medication of Multiple Sclerosis. The manufacturer of this medication was so "gung-ho" about putting it on the market, the product wound up being taken off the shelves because of medical safety concerns.

Sept. 19, 2006; HW#2; annotated Bibliography

Lock, Paul {n.d.] How to write career building resumes
Retrieved on Sept. 15, 2006, from http://www.resumehelp4u.com
This site has clarity, very well-written. It's an ad; however, it is helpful! A copywriter himself who has his own business for 25 years. He has graphics that shows what components make up good and bad resumes, side-by side.

Retrieved from best sample resume. [n.d.] , on sept. 19, 2006
http://www.bestsampleresume.com/sample-web-developer-resume/sample-web-developer-resume-1.html
I used the 1st sample listed, under this site's "Web developer sample resumes". The weakness I see in this particular one is that resume's 'owner' contact information block isn't centered.

Sept. 12. 2006; HW#3; Useability Plan
The plan I've got for my useable job application packet is:

* find out exactly what software the majority of Web designer/developers use, on a daily basis
* what terminology is used in the work-day
* where I do go for this information

Designing and writing stage:

* send out a "test" packet to those employers I may be interested in. with the statement of that I'm really ready for employment, but how can I improve this packet?
* after getting feedback [hopefully], I'll make revisions

Organizing

* correct grammar & style to match the users [namely, potential employers] venacular
* state ONLY skills, abilities, experince

A Question??? Has anyone in my ENG111 attempted to use the 'zoho writer' web-site to export HW to your blog?? Zoho doesn't seem to accept my blog username/password. If someone [from my classmates, only] has suggestion, please comment!!

Newsflash: Zohowriter has had some complications; however, Arvind, the creator of "zoho', gave me the 'workaround' for blogger.com

September 19, 2006; HW#4; Peer Review Reflection

Maria and Mariano had peer-reviewed my job application packet.
From Maria: though I did like the idea that she, too, is to be a Web designer/developer, this really wasn't the forum to let me know. She apparently had not read the instructions in the syllabus regarding peer reviews. Please instructions, carefully [that goes double for myself!!! :)]

From Mariano: In his suggestion to use the very tried [and tired] statement, in the cover letter, of "I'm writing in response to the job posting for Web developer in Jobsearch. . .", I feel is not as 'eye-catching' as what I initially wrote, ". . .I came across your company's ad. . .", I, then identified this ad with the exact referring numbers. I believe that employers are very weary of reading the very same opening sentence of cover letters.

September 19, 2006; HW#6; Evaluation of a Website

"Connor--The Daily Kitten" Retrieved from www.dailykitten.com on September 20, 2006

Based on my reading our textbook, "Ethics in Technical Writing", and using Aristotle's rhetoric, I've determined that it is rather obvious that this website is full of pathos; it has the "oooohhh-isn't-that-one-adorable/cute" factor to the power of 10 [and that's minimum!].
There is very little logos, unless there is some within the postings between those that have posted--that's rare, though.

INTERESTING!!! I just got done counting the comments my classmates contributed to my assignments--whopping 10! our course/class began in late August. Just something to mull over. . .

Sept. 12, 2006; HW#3; My plan for Useability


The plan Ihave for my useablwe job application packet is, as follows:

• find out exactly what terminology is used in day-to-day communications
• what software is used most frequently
• and, where to find this out

Design--

• send out to potential employers how I may improve the packet
• how is, if it is, this job application packet useful to them
  
• make it is stated clearly I'm not "in the market", yet
• after 3 opinions, revise packet as suggested

Organization--

• make sure all grammar & style is correct, matches to the user' venacular [the users being potential employers]
• keep all headings to only my skills, abilities
  

Sept. 19, 2006; HW# 1; Reading Reflection

In this 1st chapter assigned [ch. 6 of Concise guide], I found myself yelling at the text: the idiotic actions of some people!!
As the authors had mentioned of the two big instances that annoyed me nearly to distraction, was the Challenger tragedy, and of 3-Mile Island.
Of the 3-Mile Island case: oh, boy, someone either goofed in a huge way or someone had the mistaken belief that 'no one will know'. Ha!
Of the Challenger space shuttle tragedy: why does management thinks "it" knows all the questions and the answers to those questions? The engineers, especially, in this instance, knew about the 'inner workings' than any one else. To my mind, the engineer had chosen to write, in a memo, in as strong language as he could without getting fired, about the O-ring problem, was right. However, he probably needed to deliver that memo, personally.
About this week's Tech. Writing work-- how much can I put forth in a resume or a cover letter? In Concise Guide, on page 100 the authors cite from a work entitled, "Media Ethics: Cases and Moral Reasoning" and from another,"The Art of Thinking: A Guide to Critical and Creative Thinking" (this title does intrigue me!) regarding more contemporary priniples of ethics versus the 1800's views, namely, of reasonable criteria.
Reasonable criteria involves the obligations, ideals of an individual (also applies to society--but that's for another class!) and the consequences of that individual's actions.
My obligation to a future employer would be to state truthfully my experience, in relation to the job I'm applying for; my ideals or values of dignity involve not lying on my resume; the consquence of being truthful are that the future employer sees how honest I am and with all other considerations. hires me!
What the author C. D. Wickens (whose work is cited in Concise Guide page 104) is sssooo true: as evidenced in the recent past, of a medication for Multiple Sclerosis. The manufacturer was so gung-ho about putting this product on the market, the manufacturer didn't test it thoroughly as it should been. Consequently, the medication was 'pulled' by the FDA because the medication was found to be unsafe.
About groupthink: there's a polital situation right now (Sept. 2006) that 'smacks' of groupthink [I won't mention names. . . ]. In regards to resumes and cover letters, just 'cuz everybody is formatting one way, doesn't mean its effective!
About our other textbook, "Ethics in Technical Communications"--jeepers, what a boring text, compared to "Concise Guide. . . ". Granted, it is informational, but eekk!

Sept. 12, 2006; HW# 2; "The Writing Process"
From exchange, under 'written', then 'Web Links'---
#1. From Cleveland State University: invention, specifically in personal writing--in my journaling, these are times when I'm at at loss to what to write, first. Where Dr. Murray suggests using a journal to keep track of academic topics/subjects--absolutely!
thesis statement--in journaling [not to be confused with journalism] there are no strict rules, but I do like to write the 'why' I'm in the journal, at that moment.
organizing--in my journaling, as I mentioned before, there are no hard and fast rules to go by. This applies to organization--just a day-by-day writing 'work-out' [though, now, my poor journal is sorely neglected!]. The only place, in any of my personal writing, where I do attempt to be somewhat orderly, is in on-line forums.
#2. From Capitol Community College, Hartford, Connecticut: "Deadly Sins"--
sentence fragments
run-out sentences
agreement problem: subject with verb, pronoun with antecedant
consistency problems: pronouns, and verb tenses
faulty parallism
I believe I'm guilty of at least 2 of these! Agreements between pronouns {such as his, hers, theirs,etc} and the antecedants are one of my "bug-a-boos". I really dislike, intensely, the mechanics of English.
#3. from , written by Micheal Harvey: I have written in journals for about 20 years, as a method of self-reflection. I've used this writing form, in the past, in an academic setting (in Eng. 102!).
Mr. [or Prof.?] Harvey describes 'thinkpieces'--what I and my classmates are assigned to do in our "reflective reading" and "deadline reflection" assignments; what has been read and what problems that have been encountered, in this Eng. 111 course, is a prime example of what Micheal Harvey explains.
and last {I know I added one!}--from :
"The writing basics" are in an outline format which I feel is more effective. The 'preparation time' of writing is very vital, specifically the time line --3 phases: inspiration, research, and organization.
The 2nd step that's listed--pre-writing is helpful, especially using 'mind-mapping' (one writer I know of calls this, 'clustering') as a structure to organize one's information.
The proofreading information was really helpful because I don't do that enough, but it is probably of the least favorite portions of writing, as well as I wasn't certain how to proofread, except for spelling and minor items, such as punctuation.

Sept. 12, 2006; HW# 6; Annotated Bibliography

http://www.resumeedge.com/index.php?nav=ho
Retrieved on Sept. 14, 2006
Excellent site: has many choices of both career fields as well as samples, to choice from. Because this is a paid resume service--they want business the site provides a before and after sample of each career field. I found this on I doubt that I would really pay to have my resume developed (this site charges $139.95!); however, I did get some juicy ideas!

http://www.jobweb.com/Resumes_Interviews/default.htm
Retrieved on Sept. 15, 2006
This site is geared for the newly graduated, from college. This site not only have resume-writing tips and samples, but also job interviewing information.

Sept. 12, 2006; HW#4; Interview Message

TO: humanresourcesdir.@XyzCo. com

CC:

Bcc:

SUBJECT: Job interview

Thank you, for taking the time to not only interview me on [future date], but also look over my resume.

I am eagerly looking forward to working in Xyz Corporation.

Sincerely, Onita Jarman

Comprehensive grammar Diagnostic #2 (from "mycomplab.com")

Unfortunately, I didn't pay much mind to the first diagnostic I went through and I got frustrated in attempting to find the analysis of that first one. I did go through another one earlier today (Sept. 8th).
I am deficit in:
sentence grammar--pronouns cases and references; subject-verb agreement; misplaced and dangling modifiers
basic grammar--pronoun cases; verb forms
usage & stule-- parallel structure; eliminating redundancy; "should have"[inferences from speech]; faulty comparisons; "would have"[inferences from speech]
punctuation & mechanics-- commas with restrictive and non-restrictive clauses; commas with possessive pronouns
Of the 50 statements/questions, I got 60% correct.
As someone who enjoys writing, I'm surprised that, in English mechanics, I'm lousy!!

Aug. 29, 2006; HW#8; Deadline reflection

As I worked with various technologies that are required and/or recommended for this course "Technical Writing", I knew in my mind that there was an "ultimate" reason to all of this--going to and fro between at least three websites at a time. And that was being able to develop methodologies to become a better writer.

I believe I am a very good writer; however, the writing I currently do, is of personal journal-writing. I have little experience in academically-based writing and absolutely no knowledge of writing in any technical manner.

Before "cracking open" the textbook, "A Concise Guide to Technical Communication", I had no clue exactly what the term "technical writing" was about. I had the mistaken belief it entailed drafting! Or architecture!

About my classmates' replies with regard to assisting me in achieving the outcomes of this course--there was, as my mother would say, "slim pickin's". Not many of my classmates did the assignments, at this point--that being September 5th.

I have come to understand how much I personally need to be clear on putting myself in my potential readers "shoes"--how would someone who is unfamiliar with how I speak understand how I write?

Aug. 29, 2006; HW #7; My concerns & questions


One minor concern of mine is, while I browsed through my classmates blogs, through Shelley's pageflakes, I noticed a lack of participation. I really hope it is only because folks are still "getting their act together". It is rough during the 1st week of a semester, especially for us "distance learners", it certainly seeems. I' m sure its as hard on Shelley as it is on us 'kids'!!
I am moving around all these sites, fairly well [finally!]. I now own a computer that is much faster loading speeds, though I still have dial-up as my "method". So far, so good!

Aug, 2006; HW #6; Audience Analysis

From the prospective employer's viewpoint (the 'audience'), the job application packet needs to be written out to appeal to who would be doing the hiring of the job applicant; namely, the 'power' or the decision-maker, usually in the human resources department.
In the cover letter, there needs to be specific wording or phrasing to let the employer know the applicant has some idea what the job position is about. As well as in the resume, if not more so, even more specific qualifications of the applicant, in addition, if possible, a succinct listing of related affiliations that have assisted the applicant's knowledge base.
The level of interest needs to be clear, especially in the cover letter, which in essence, an introduction from the "writer"--the job applicant to his/her "audience", the potential employer.
As the individual who does the hiring reads the packet, she/he needs to find the information in an efficient manner; otherwise, the possibly well-deserving individual may lose out on a great employment opportunity--all because of lack of clarity in the job application packet.

Aug. 29th, 2006; HW#4; Rhetorical Situation

The way I understand the rhetorical situation, I, as a writer, would need to put myself in to convey the message I want, with some degree clarity to those readers who would be my audience: who am I writing to; what is my purpose [explain; vent emotions; to convince/persuade; instruct]; why am I writing; what's the topic/thesis; what's the reason/cause as to the 'why' (from www.bristol.mass.edu/DepartmentPages/Quest_Writing_Lab/writing/rhetoric.htm

The one of many experiences I can share is of last Spring semester, at MCC, my first on a campus in about a decade. I chose to take "Small Group Communications" [primarily, to get "it" done & over with!] as one of my classes, knowing full-well I would be required to speak in front of my classmates. One of first assignments was somewhat of an self-introduction to the class--the topic was about something not obviuos to others. I chose one of my "hidden" illnesses that I take once-a-week and as a visual aid, I brought to class a cloth bag with this medication's name on it. As I spoke, I recallnow, that there was a sense of understanding from the audience of my classmates--they now knew the 'why' behind my wheelchair.

Aug.29th,2006; HW#5; Job Application characteristics

For a job apllication to be accessible, the packet (basically, the job application, with a cover letter, and one's resume) needs to be clear --no "wishy-washy" language as well as stating what position one is applying for. A cover letter as well as the resume , and the application itself is to be mistake-free. The packet needs to have all the necessary information for the potential employer to call the prospective candidate back for further information. The use of specific examples of pertinent former job positiions gives the packet a degree of concreteness. There needs to be a specific order to each component of a job packet so that the reader(in this instance, a possible boss) isn't confused or worse--throws all of it out!! Saying this, one certainly needs to have the list of qualifications of the job position desired, very visible.
As for the resume within the job packet, it needs to have all of the same accessibility criteria. The useability of a resume, I feel is probably slightly more important than accessibility. The resume must have a straight-forward lay-out, with emphasis on one's skills, knowledge and/or experience. Attention-getting headings assist the reader in reaching the "jist"-those qualifications without having to sift through the "extra" stuff.
Relevancy is closely tied with useability, in that if the total packet doesn't have up-to-date qualifications and information for a position that the company needs to be filled, that job application packet will very likely be ignored and thrown in the well-known "circular" file (the trash bin).

Aug. 29,2006; HW#1; Reading Reflection



To start, I never realized or put much thought to how techical communication is everywhere, as well as its long history (see page4 of "Concise Guide to Technical Communication").
I also hadn't thought either of the numerous quality characteristics that are involved in producing technical documents (way to go IBM technical editors!)
In my future career, I can imagine myself writing/inputting a document that explains some vital component of a web-site I created, to someone who may be ignorant of the intricacies of Web design/development, with using the information from the textbook. I can craft a document that can be error-free; with all the perrtinent information; uses understandable language; has a logical sequence; and very likely contain graphics or charts to explain further what I had written (see page4-5 of "Concise Guide. . ." under accessibility).

Aug. 25; HW#1; Introduction

Hello everyone!
My name is Onita Jarman, I'm attending MCC to earn anA.A.S.degree in Web technology. I am what is termed as a "re-entry student"--meaning I've not been in academia for awhile; in my case about 12 years. Additionally, I'm older than the majority of students on campus.
My academic goals are to excell in every one of the required courses for my degree program as well as have abit of fun.
Professionally, after earning this degree of mine, I hope to, ultimately, do free-lance Web-site design/development.
What I want from this course, Tech. Writing, is become better at communicating with future business associates and future clients. At this point, I believe I am a very good writer--I have been writing in a journal for the past 20 years.
That is it, for now!