Download the assignment sheet in Word or PDF.

Assignment 1 – Tailoring Documents – Spring 2020 x

Final Module 1 documents

Project completion memo

Revised, edited, and redesigned document adapted to a specific audience, purpose, and context

Original (unrevised) document

Worksheet – Analyzing Your Writing Situation – Spring 2020 x 

How to submit the assignment

Attach the documents, in the order listed above, as files using the following filenames: 
Mod1_memo_YourlastnameFirstinitial
Mod1_finalrevision_YourlastnameFirstinitial
Mod1_original_YourlastnameFirstinitial

Mod1_profile_YourlastnameFirstinitial.pd

Caution! Do NOT submit these documents in a zipped folder; 

———————

  

Module 1: Adapting a document to a particular audience

You will work individually to adapt an existing document to a specific audience, purpose, and context. 

This module emphasizes: 

• analyzing the audience, purpose, and context of the writing situation
• using basic design principles to structure information for readers
• revising documents to meet reader needs and expectations
• editing at the sentence- and paragraph-level
• basic-to-intermediate word processing skills

Module 1: Revise, Redesign, Edit:
Tailoring Documents for Audiences

In this assignment sequence, you will work individually to redesign, revise, edit, and proofread a business- or technically-oriented document you have written for

· another class

· your workplace

· another context

By the time you’ve completed this module, you’ll be able to

· Analyze the rhetorical situation for an existing document

· Apply technical editing skills to an existing document

· Apply basic document design and text formatting

· Provide effective, professional feedback

· Make effective use of feedback from colleagues and supervisors

· Report on your own learning progress following memo conventions

Deliverables

At the conclusion of this module, you will turn in

1. A completed Analyzing Your Writing Situation worksheet. This is a tool for planning your document. You do not have to compose lengthy responses to each question. It’s a note-taking tool; don’t overthink/overdo. (See Lesson 1 or the Assignment 1 link in the dropbox to download a copy.)

2. A copy of your original document. Make sure you don’t overwrite your original document. Save your revision with a new file name to ensure you don’t lose the original.

3. A revised, redesigned, edited, and proofread business or technical document. We’re using “business” and “technical” very loosely here. Your instructor will be happy to offer advice on document selection; ask at the Instructor forum on the discussion board.

4. A project completion memo. This is a memo to the instructor that describes

· the rhetorical situation for your document

· explains your writing processes and choices

· assesses your progress toward achieving specific course goals

· identifies any questions or difficulties you had with particular skills or aspects of the assignment

Requirements

Requirements for the main documents in this assignment are directly connected to the assigned readings and activities (including the computer labs).

Revised document

Your revised document must be:

· Reader-centered

· Edited for precision

· Use strong verbs and effective professional style

· Make effective use of the skills learned in the Computer Labs, including

· Use of Styles

· Headings and subheadings

· Lists

· Line and paragraph spacing (use proper block formatting)

· Headers and footers

· Page numbers

· Make effective use of the CRAP-HATS, whitespace, typography and color design principles.

Memo

These requirements are connected directly to the assigned readings and activities (including the computer labs). Your memo must be

· Be reader-centered, edited for precision, and use effective professional style (see the Chapter 6 Writer’s Checklist)

· Use appropriate memo conventions (see the Chapter 9 Writer’s Checklist)

· Use a template you’ve created to reflect your personal “brand” (think of it as your professional personality)

· Include an opening paragraph that establishes the context for writing (i.e. you’re writing because you’ve completed work on a task you were given), the purpose of the memo (i.e. discuss your work processes and progress toward achieving course goals), and forecast the content of the memo (with a bulleted list of the main topics addressed)

· The body of the memo should be divided into four sections and organized with headings and subheadings.

1. Rhetorical situation: Describe the rhetorical situation for your document. You might address your original understanding of the rhetorical situation and how your understanding changed – if it did – as you worked on this assignment.

2. Writing processes and choices: Explain your writing processes and the choices you made in revising and designing your document. Be specific and point to examples from your document.

3. Progress toward course goals. Assesses your progress toward achieving specific course goals. You’ll find general course goals on the syllabus and specific learning goals for each lesson under Overview and Objectives.

4. Challenges: Identify any questions or difficulties you had with particular skills or aspects of the assignment

· Each section should be well-organized and include multiple paragraphs. You need at least two paragraphs to warrant a heading or subheading.

· Include a closing paragraph that wraps up the communication, maintains a positive relationship with the reader, and tells the reader how to reach you if they have additional questions.

Notes

Do not use pre-existing templates (commercial or open source) for this assignment.

· Create your own template for the memo

· Develop an original page layout and Styles for the revised document

The process: How do I complete this assignment?

Following these steps will keep you on track over the course of this assignment.

1. Select a technically-oriented document you have written (for another class, your job, etc. and we’re defining “technically-oriented” very loosely. Ask the instructor if you have questions.) For example:

· From another class: lab report, research paper, marketing plan

· From your workplace: policy or procedure, guide to using equipment, report

· From another context: documents you created for a club, sorority, or church; complaint letter; blog post on a subject where you’re an expert; Linked-In or other professional profile documents

2. Analyze the writing situation for this document (use the provided Writing Situations Worksheet) so you have a clear, well-articulated sense of the audience, purpose, context, and your position as the author.

3. Using the Paramedic Method (see reading), revise and reorganize the document as needed.

4. Edit for technical style, including clarity and conciseness of paragraphs and sentences, appropriate word choice and level of detail for audience and purpose.

5. Format the document to enhance readability by using

· Styles in your document

· Effective headings and subheadings

· Bulleted and numbered lists

· Page headers, footers, and page numbering

6. Write a completion memo that addresses how your work reflects your ability to apply these strategies (from our course learning goals).

7. Submit your deliverables as clearly labeled and individual files to the Assignment 1 dropbox. Confirm with your instructor whether they prefer Word documents or pdf files.

Evaluation criteria

The revised document will be evaluated for these features:

· Effective use of a reader-centered approach, edited for precision and professional style, including (see Ch. 6 Writer’s Checklist):

· clear, informative titles, headings, and subheadings

· clear, informative paragraphs

· strong, effectively structured sentences

· tone, level of formality, word choice appropriate to target audience

· Effective use of basic document design principles, including using (see Ch. 7 Writer’s Checklist):

· chunking, queuing, and filtering to help readers navigate

· application of page grids and adequate white space

· effective typography (including line length and line spacing) appropriate to audience and purpose

· Effective use of the skills learned in the computer labs, including

· Text formatting

· Lists and hyperlinks

· Page layout

· Headers and footers
· Page numbers

· Headings and subheadings (using Styles)

· Visual elements: Images, shapes, tables and/or charts

The project completion memo will be evaluated for these features:

· Presentation of complete, clear, concise, compelling information appropriate to audience, purpose, and setting

· Effective use of a reader-centered approach, edited for precision and professional style, including (see Ch. 6 Writer’s Checklist):

· Meets reader expectations for the memo genre (see Ch. 9 Writer’s Checklist – Memos)

Module 1: Revise, Redesign, Edit:

Tailoring Documents for Audiences

In this assignment sequence, you will work individually to redesign, revise, edit, and proofread a
business
–

or technically
–
oriented document you have written for

?

another class

?

your workplace

?

another context

B
y the time you’ve completed this module, you’ll

be able to

?

Analyze
the rhetorical situation

for an existing document

?

Apply technical editing skills to an existing document

?

Apply basic document design and text formatting

?

Provide effective, professional feedback

?

Make effective use of feedback f
rom colleagues and supervisors

?

Report on your own learning progress following memo conventions

Deliverables

At the conclusion of this module, you will turn in

1.

A completed
Analyzing Your Writing Situation

worksheet.

This is a tool for planning
your document. You do not hav
e to compose lengthy responses to each question. It’s a
note
–
t
aking tool; don’t overthink/overdo.

(S
ee Lesson 1 or the As
signment 1 link in the
dropbox to download a copy.)

2.

A copy of your original document.

Make sure you don’t overwrite your original
document. Save your revision with a new file name to ensure you don’t lose the original.

3.

A revised, redesigned, edited, and proofread business or technical document.

We’re
using “business” and “technical” very
loosely here. Your instructor will be happy to offer
advice on document selection; ask at the
Instructor

forum on the discussion board.

4.

A project completion memo.

This is a memo to the instructor that describes

?

the
rhetorical situation for your document

?

e
xplains your writing processes and choices

?

assesses your progress toward achieving specific course goals

?

identifies any questions or difficulties you had with particular skills or aspects of
the assignment

Module 1: Revise, Redesign, Edit:
Tailoring Documents for Audiences
In this assignment sequence, you will work individually to redesign, revise, edit, and proofread a
business- or technically-oriented document you have written for
? another class
? your workplace
? another context
By the time you’ve completed this module, you’ll be able to
? Analyze the rhetorical situation for an existing document
? Apply technical editing skills to an existing document
? Apply basic document design and text formatting
? Provide effective, professional feedback
? Make effective use of feedback from colleagues and supervisors
? Report on your own learning progress following memo conventions
Deliverables
At the conclusion of this module, you will turn in
1. A completed Analyzing Your Writing Situation worksheet. This is a tool for planning
your document. You do not have to compose lengthy responses to each question. It’s a
note-taking tool; don’t overthink/overdo. (See Lesson 1 or the Assignment 1 link in the
dropbox to download a copy.)

2. A copy of your original document. Make sure you don’t overwrite your original
document. Save your revision with a new file name to ensure you don’t lose the original.

3. A revised, redesigned, edited, and proofread business or technical document. We’re
using “business” and “technical” very loosely here. Your instructor will be happy to offer
advice on document selection; ask at the Instructor forum on the discussion board.

4. A project completion memo. This is a memo to the instructor that describes
? the rhetorical situation for your document
? explains your writing processes and choices
? assesses your progress toward achieving specific course goals
? identifies any questions or difficulties you had with particular skills or aspects of
the assignment

2

Project planning:

Analyzing Your Writing Situation

How to use this worksheet

Before you begin work on your next project, use this worksheet to help you brainstorm for and plan your project.

· Follow your instructor’s directions. You may be asked to fill out this worksheet and turn it in, OR, you may be asked to take notes on this worksheet and use them to develop a formal project planning memo.

· Note: Each set of brainstorming prompts is followed by a space for you to make planning notes. Not all questions may be relevant to every project, and in some cases you may not yet have answers to some questions.

Project identification

Writer’s name(s), title:

Project name:

Context

The “context” for a writing project is the event or circumstance that creates the need for something to be written. This is different from the purpose of the document.

Example: The context for completing this worksheet is that your instructor assigned you to fill out this form to prepare for a writing project. The purpose of this form is to help you brainstorm/analyze your writing situation.

1. What is the occasion for this communication?

· What issue problem or need compels you to write or act at this particular time and place?

· Why is this issue important right now?

· What is at stake – and for whom?

Your notes here:

Purpose

Your document likely has multiple purposes. General purposes include : 1) to create a record, 2) to give or request information, and 3) to persuade. Consider both the general purpose(s) and specific purposes.

1. From the perspective of the organization, what are the purposes of this document?

· What is the main purpose?

· Secondary purpose?

· Other purposes?

Your notes here:

2. From your perspective as the author, what are the purposes of this document?

· What is the main purpose?

· Secondary purpose?

· Other purposes?
Your notes here:

3. From the perspective of the audience, what are the purposes of this document?

· What is the reader’s goal in reading/using this document?

· What kind of information or content does the reader expect to find in this document?

· How will the reader use or interact with the document?

Your notes here:
The Writer

Examine your own motivation for writing and any biases, past experiences, and knowledge you bring to the writing situation. Also consider your role within the organization, as well as your position relative to your target audience.

1. What is your relationship to the primary audience?

2. How do you want to be perceived by the audience?

3. What languages choices are most appropriate for this audience?
Tone? Level of formality? Use of jargon? Passive vs. active voice? First vs. third person?

4. Do you need to adjust the message because of political or ethical factors?

Your notes here:
Audience

Consider your primary audience (the main, intended reader of the final document), secondary audiences (others who will read/review the document as it is being developed/after it has been produced), and hidden audiences (readers who are not the audience but might incidentally encounter the document and have an interest in it.) Consider primary and secondary audiences for items 1-5; focus on hidden audience in item 6.

1. Who is the primary audience?

· Are you writing to an individual or a group?

· Do you know your audience personally?

· What is your organizational relationship to her/him/them?

· What assumptions can you make about this audience?

Your notes here:

2. What type of audience is this and what are they looking for in the document?

· Experts: enhancing their own knowledge or evaluating the validity of a project or proposal?

· Executives: trying to make a decision or get up to speed?

· Technicians: looking for technical detail and specifics?

· Non-specialists: limited expertise on the subject?

Your notes here:

3. How much knowledge or technical expertise does the audience have on this subject?

How will readers’ levels of expertise influence your decisions about

· what language to use

· how much detail to include

· how much explanation of concepts/terms will be necessary

Your notes here:

4. What biases or preconceptions will your audience bring to the document?

· Is the audience enthusiastic, receptive, neutral, hostile?

· How will their biases/preconceptions influence readers’ reception of the document?

· Are they likely to be resistant to the situation in which the message is delivered or to the content of the message itself?

· Are they more likely to agree, disagree or be indifferent to the information in the document?

Your notes here:

5. What cultural considerations do you need to address for this audience?

· Will you have international readers?

· Readers for whom English is not a first language?

· Do you need to adjust the content to accommodate these readers?

· Language?

· Rhetorical strategies?

· Are there strong local customs or traditions that you must respect?

Your notes here:

6. Who are the hidden audiences for this document?

· Who else might read this document and why?

· What is their level of knowledge and expertise?

· What assumptions and preconceptions might they have?

Your notes here:
Message and Medium

1. Given the audience and purpose, what is the most important information to communicate? What does the audience need to know?

Your notes here:

2. Given the audience and purpose, what is the most important information to exclude? What does the audience already know, not want, or not need?

Your notes here:

3. Given audience and purpose, what tone and style are most appropriate?

Your notes here:

4. What genre is most appropriate?

· What genre does the audience expect?

· For this genre, do you need to include or exclude specific types of information?

· Organize contents in particular ways?

· Incorporate specific design features?

Your notes here:

5. What medium is most appropriate for this communication, and does this medium affect writing, design or distribution of the document?

Your notes here:

6. Given the complete writing situation, what overall look is desired or most appropriate for this document?

Your notes here:

7. How will this document be delivered to the audience?

Your notes here:
Constraints and limitations

1. What practical or physical circumstances will affect the writing, design or distribution of this document?

· What environment are you writing in?

· What tools/technologies do you have available?

· How much time to do you have?

· What deadlines are important?

· What is your budget?

Your notes here:

2. What constraints or limitations do you bring to the project?

· How will your own beliefs, attitudes, prejudices or habits affect writing or design?

Your notes here:

3. What constraints will the audience face when they interact with the document?

· How will readers’ attitudes, traditions, or circumstances influence their perception of the document?

· Where, how and in what circumstance will they interact with the document?

· What environment will they be in?

· Will they need specific technologies to receive the document?

· Will they be focused on the document or distracted?

· Will they be limited by lack of time, space, or resources?

Your notes here:

4. What company policies, laws, or ethical considerations affect the writing, design, or distribution of the text?

Your notes here:

5. What relationships between individuals or groups might affect the writing, design, or distribution of the document?

· Does the organization’s structural hierarchy matter? How so?

· Are you in danger of stepping on anyone’s toes?

· Is there a chance that the communication might be intercepted by an unintended audience?

Your notes here:

6. What cultural, political or other factors place constraints on this project?

Your notes here:

Analyzing a workplace writing situation Julie Staggers 2014

Project Planning Worksheet: Analyzing the Writing Situation WSU/Winter 2019

1

Project Planning

Worksheet:
Analyzing the Writing Situation

WSU
/
Winter 2019

Project planning
:

Analyzing Your Writing Situation

How to use this worksheet

Before you begin work on your next project, u
se
this

worksheet to
help you brainstorm for and
plan your project.

·

Follow your instructor’s
directions.

You may be asked to fill out this worksheet and turn
it in, OR, you may be asked to take notes on this worksheet and use them to develop a
formal project planning memo.

·

Note:

Each set of brainstorming prompts is followed by a space for you to
make
planning notes. Not all questions may be relevant to every project, and in some cases
you may not yet have answers to some questions.

Project identification

Writer’s name
(s)
, title
:

Project name
:

Context

The “
context
” for a writing project is the event or circumstance that creates the need for
something to be written. This is different from the purpose of the document.

Example:

The context for completing this worksheet is that your instructor assigned you to
fill out this form to prepare for a writing project. The purpose of this form is to help you
brainstorm/analyze your writing situation.

1.

What is the occasion for this communi
cation?

·

What issue problem or need compels you to write or act at this particular time and
place?

·

Why is this issue important right now?

·

What is at stake
–

and for whom?

Your notes here:

1

Project Planning Worksheet: Analyzing the Writing Situation WSU/Winter 2019
Project planning:
Analyzing Your Writing Situation
How to use this worksheet
Before you begin work on your next project, use this worksheet to help you brainstorm for and
plan your project.
 Follow your instructor’s directions. You may be asked to fill out this worksheet and turn
it in, OR, you may be asked to take notes on this worksheet and use them to develop a
formal project planning memo.
 Note: Each set of brainstorming prompts is followed by a space for you to make
planning notes. Not all questions may be relevant to every project, and in some cases
you may not yet have answers to some questions.

Project identification
Writer’s name(s), title:
Project name:
Context
The “context” for a writing project is the event or circumstance that creates the need for
something to be written. This is different from the purpose of the document.
Example: The context for completing this worksheet is that your instructor assigned you to
fill out this form to prepare for a writing project. The purpose of this form is to help you
brainstorm/analyze your writing situation.
1. What is the occasion for this communication?
 What issue problem or need compels you to write or act at this particular time and
place?
 Why is this issue important right now?
 What is at stake – and for whom?
Your notes here:

Running Head: THE HISTORY OF ROCK AND ROLE1

Rock and Role

Name

University Affiliation

Abstract

Rock is a form of a popular music that originated from the united states in the 1950s. It incorporates electrically amplified instruments, heavy beats, and simple phrases. Rock-and-roll establishment was mostly comprised of teenagers and young adults, of which many fall into a group known as “hippies”.

Music performed in the group was produced by two groups of young men performing on different platforms. The main instruments used in the group were guitars, microphones, and amplified speaker systems. This type of music was mainly identified by a strong rhythmic pattern and loud sounds. In this genre, the audience preferred listening to music over dancing. This was clearly shown during performances since the audience crowded areas near the speakers to get the message from the song more perfect and first hand. In times of performances, especially on large stages, there was a sound engineer that monitored and controlled the output that was being produced by the speakers to ensure everything was perfect and was in order.

The main instruments that were used for recording music included; condenser microphone, a cathode-follower amplifier, a sound level meter and a movable tape recorder. A test recording was then conducted for a period of 50 to100 seconds. After completion, recordings were then taken to a laboratory for checking using a magnetic tape recorder, a sound level meter, an octave band filter, a graphic level recorder and a statistical distribution analyzer. The statistical analyzer was meant to identify the period at the time of the test recordings.

The graphics level recorder had a mechanical switching device attached to it that produced the statistical data which was then recorded in two ways. By doing this, it enabled the band to identify the total period count and time spent in each stage of production.

References

American Standards Association: The Relations of Hearing Loss to Noise Exposure, New York, 1954.

Rudmose, W.: Hearing loss resulting from noise exposure, in Handbook of Noise Control, by C. M. Harris, McGraw-Hill Book Company, New York, 1957, pp

van der Waal, J.: Peculiarities of noise enduring loss, Ann. Otol., 70:208-233, 1960

State of California: Noise Control Safety Orders, Division of Industrial Safety, Department of Industrial Relations, November 1962.