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Audience Analysis
Communicating information that satisfies the needs of an audience (also known
as readers or users) is one of the basic tenets of professional communication.
To learn what these needs are, you must analyze your audience as one of your
first steps in planning a document. You can classify your audience into two
broad groups: primary and secondary.
The primary audience is the group to whom the document is directed. This group
consists of the document’s main recipients, who have a direct role in
responding to the document.
The secondary audience consists of readers who are interested in the document
or who may use the information in it or both. This group does not have a direct
role in responding to the document.
Think about your readers’ knowledge of the topic about which you are going to
write. Think about their education as well as their viewpoint on the topic.
What is your readers’ basic position, and what will they want to gain from your
document?
Prepare a memo report addressed to your instructor that describes the audience
for your final project.
Refer to Figure 2.1, Audience Analysis Questions, Module 2
Your discussion should include your primary and secondary audience, audience’s
needs, attitudes, expectations, and use of the document.
Note: Clearly identify your topic in the introduction. Employ the conventions
of good technical writing such as listing, headings, chunking, and active voice.
Refer to Module 1
Module 1
Technical Writing
What is technical writing? Think of the reading you do in the workplace. You read e-mail messages, memos, reports, and instructions. You read to make decisions and to acquire knowledge about procedures, projects, and tools. Whenever you read a health, medical, or scientific publication such as
Scientific American; a manual to assemble a piece of furniture or to use a new device; or a resume or a cover letter from a job applicant, you are reading technical writing. Technical writing is nonfiction writing targeted to a specific audience and created for a specific purpose, such as to inform or persuade.
You probably encounter technical writing many times during the day. At work, you may read or write bulletins and e-mail messages. At home, you may read manuals to assemble a bicycle or to program your cell phone. Think about the differences between this type of writing and the writing and reading you do for pleasure or in your academic career.
At school, you have been exposed to many types of writing: stories, essays, research papers, articles, etc. Your own writing probably has one primary purpose: to show your professor that you have mastered a required subject. Technical writing needs to address the needs of many different people. It is written to readers at all levels, from specialist to novice, and to people with widely different backgrounds.
What makes for good technical writing? Technical writing must be honest, accurate, accessible, concise, and professional in appearance. You probably know people who have lost promotions because of poor writing skills, or friends who didn’t land an interview because they handed in a resume riddled with errors. You have most likely struggled with flawed instruction manuals and received e-mail messages and memos filled with embarrassing mistakes. Flawed writing can have serious consequences; it can cause lost time and revenue, it can lead to equipment failure, and—in the most extreme cases—it can have legal ramifications. Conversely, solid writing in the workplace can lead to promotions, increased profits, and improved customer relations.
Writing Effectively
Effective technical writing meets certain criteria. It
· addresses specific readers
· utilizes elements of design
· has a specific purpose
· is accurate, clear, concise, consistent, and complete
Below, we discuss these four criteria.
Addresses Specific Readers
Technical documents are tailored to meet the needs of a particular reader or readers. You must take into account your readers’ attitudes, background, interests, and basic position in life to decide how to write your technical document. Use a “you” attitude when you write. With a”you” attitude, you address your readers in a personable tone and focus on what they want to gain from the document rather than on what you want to gain from them.
Utilizes Elements of Design
Clear technical writing effectively uses white space, the space in margins and in between sections of text. Solid technical writing also includes appropriate use of headings, graphics, lists, and alignment to help visually “chunk” information for readers.
Has a Specific Purpose
The main purpose behind most technical writing is to convey information and ideas accurately and efficiently. Most technical documents are written to inform readers about a specific subject or to persuade readers to make a decision or come to a conclusion.
Is Accurate, Clear, Concise, Consistent, and Complete
Effective technical writing needs to be clear, and not filled with jargon and legalese. Phrases such as “pursuant to your desire to be informed” are archaic and cumbersome. A technical document should contain straightforward wording that is short and easy to understand. The document must present all information in a consistent manner.
Figure 1.1 shows two versions of the same set of software user instructions. The instructions on the left are blocked in paragraphs. Those on the right have visual cues to assist the reader in finding help for specific tasks and in processing information. Scroll your mouse over the numbers on the right to see how the author improved the original document.
Figure 1.1
Software
User Instructions
Suppose you want to provide users with more information about saving a document in Microsoft Word. You can direct them to the “Saving your Document” section within the Microsoft Word resource guide by adding a link in your document to that section of the resource guide. This section discusses how to link to a topic within one of the resource guides.
To create a link in DreamWeaver from any point in a document to a topic in one of the resource guides, first select the Hyperlink option from the Insert menu. Then, in the Hyperlink dialog box, you type the name of the link in the Text field. For example, if you want to add a link to the “Saving your Document” topic within the Microsoft World resource guide, you could type “Saving your document.” Next, in the Link field, the complete pathname for the resource guide is typed followed by a hash symbol (#) and then the name of the topic. For example, you might type the following for the saving your document topic in the Microsoft Word resource guide. Finally, click the OK button.
The Microsoft Word Guide contains a number of help sections within this guide. For more information about cutting, copying, and pasting text, you can go to the topic Cut/Copy/Paste. The help topic about searching in a document is found in the section, Find/Replace. You can get information about replacing text in a document in the topic, Replace. To save a document, look in the section Save. You will be able to set up a page by checking the section Set Page.
Creating a Link 1
To create a link from any point in a lesson to a topic in one of the resource guides, follow these steps in DreamWeaver:2
1. Highlight the text you wish to link. 3
2. Select Insert > Hyperlink.
3. In the Hyperlink dialog box, type the name of the link in the Text field. For example, if you want to add a link to the “Saving your Document” topic within the Microsoft World resource guide, you could type “Saving your document.”
4. In the Link field, type the complete pathname for the resource guide followed by a hash symbol (#) and then the name of the topic.
5. Click the OK button.
Additional Help 1
The Microsoft Word Guide contains a number of help topics within this guide. 4
To do the following
Select this topic within the resource guide
Cut, copy, and paste text
Cut/Copy/Paste
Search in a document
Find/Replace
Replace text in a document
Replace
Save a document
Save
Set up a page
Set Page
Source: Instructions taken and modified from George Mason University 2004, Code Reference Manual
Now, let’s look at another type of document. Figure 1.2 shows slides for a PowerPoint presentation for a technology training course for managers. Look at the presentation and see if you can determine how it could be more effective. Click on the pop-up link below to discuss your ideas.
Figure 1.2
Technology Presentation
Think About It 1.1: Technology Presentation
Ethics in Writing
As a writer in the workplace, you have a responsibility to act ethically within your corporate culture and within society. You must consider the legal ramifications of your work. You also have a moral obligation to act fairly and honestly on behalf of clients and customers. Your employer may ask you to sign confidentiality or conflict-of-interest statements to ensure that you consider ethical concerns when writing technical documents.
The Society for Technical Communication (STC) has created an ethical policy statement for technical writers. Figure 1.3 shows an abridged version of the STC’s guidelines. You can find a link to the complete version in the Toolkit section of this course, if you would like to print it out for your reference. You can also find a link to the STC Web site.
Figure 1.3
STC Ethical Principles for Technical Communicators
Legality
We observe the laws and regulations governing our profession. We meet the terms of contracts we undertake. We ensure that all terms are consistent with laws and regulations locally and globally, as applicable, and with STC ethical principles.
Honesty
To the best of our ability, we provide truthful and accurate communications. Before using another person’s work, we obtain permission. When we advertise our services, we do so truthfully.
Confidentiality
We respect the confidentiality of our clients, employers, and professional organizations. We disclose business-sensitive information only with their consent or when legally required to do so. We obtain releases from clients and employers before including any business-sensitive materials in our portfolios or commercial demonstrations.
Quality
We endeavor to produce excellence in our communication products. We negotiate realistic agreements with clients and employers on schedules, budgets, and deliverables during project planning.
Fairness
We respect cultural variety and other aspects of diversity in our clients, employers, development teams, and audiences. If we discern a conflict of interest, we disclose it to those concerned and obtain their approval before proceeding.
Professionalism
We evaluate communication products and services constructively and tactfully, and seek definitive assessments of our own professional performance. Additionally, we assist other persons in our profession through mentoring, networking, and instruction.
Source: Society for Technical Communication (STC) Board of Directors 1998, STC Web site
Correspondence in the Workplace
Memos and e-mail messages are the most common forms of business correspondence today. Corporate employees write these documents daily. We write them for a variety of reasons: to ask questions, to report on projects, to propose options, to invite colleagues to birthday lunches, etc. Because e-mail messages and memos are used so frequently in the business world, learning to structure and write them effectively is a necessity.
You can probably think of many mistakes you have seen colleagues make in writing e-mail messages: burying subject matter; accidentally replying to all; providing incorrect dates and figures; flaming, or writing when angry; making spelling errors; failing to include attachments; and so on. Results of such mistakes can range from personal embarrassment to job dismissal.
Because we send and receive a vast pile of e-mail messages and memos each day, these documents must be well-organized. Try to present information so that it only has to be read once. The following guidelines will help you in composing a memo or e-mail message:
· A specific subject line is extremely important. Write the subject line so that the reader will immediately glean the main point of the e-mail message. If the note is about a particular project, include the name of the project in the subject line.
· In your opening, make personal contact with the reader to catch his or her attention.
· Place the most important message at the beginning and at the end of your memo or e-mail note.
· If your memo or e-mail note contains negative feedback, buffer or “sandwich,” the criticism or bad news with positive messages.
· Use visual cues to guide your audience through your memo or e-mail message. Lists, headings, bullets, fonts, and white space can help direct your readers through the document.
· Send background or supporting information as an attachment.
· Avoid pompous and wordy phrases, and make your writing clear and concise. Most people do not have time to wade through a long e-mail message—they want to pick up the information as quickly as possible.
Figure 1.4 shows a memo sent by an office manager to his staff. Scroll your mouse over the numbers in the memo to see the ways in which it could be improved.
Figure 1.4
Management Memo
TO: All Document Management Office Staff
FROM: R. Frank, Department Manager
SUBJECT: Work Hours 1
Due to the location of the Document Management Office, 2 we have a great number of people from other offices 3 who come into our office. 3 We have tried to minimize the disruption within our office 3 by implementing a plan to position the proposal-ordering and pick-up window as close to the stairs as possible. In spite of these efforts, we still have a multitude of people coming into the office for social visits.
One or two minutes for a social visit is no big deal, but many conversations go on for five minutes or more. If everyone in the office had one five-minute visit each day, the affect 4 would be four hours of lost time. We have a high workload, and need to be as productive as possible.
It is my recommendation 5 that, if anyone initiates a social conversation with you that lasts more than one or two minutes, it is suggested 5 that you should say that you are busy and that the person should come back during your break or during lunch to continue the conversation.
On a more positive note, I would like to thank each and every one you for the extra effort that you have expended as a result of our heavy workload. We are very lucky to be in an industry that is expanding. ASTRO is the leader of our industry; we offer the most comprehensive Stereo-lithography services in the world. There is no reason to be complacent, however, as the competition is working hard to catch up. 6
We must continue to exploit synergies 7 wherever possible. Again, I want to thank you. Keep up the good work. 8
Can you state the author’s main point in one sentence? You probably had to read the memo more than once to understand what the author was trying to say. When writing this memo, the author should have followed these five steps. They apply both to memos and to e-mail messages:
1. State the main point in the subject line and in the first line of the memo.
2. Tell your readers clearly what you expect of them.
3. Carefully organize your information. Chunk similar pieces of information together.
4. Maintain a friendly tone, but keep the memo as brief as possible.
5. Proofread your memo, omitting unnecessary information and correcting mistakes in spelling and grammar.
Try This 1.1: Rewrite the Memo
Now, let’s consider the matter of content in e-mail messages and memos. An e-mail message can be well-written, but can still be wrong for the workplace. E-mail messages and memos concerned with telling jokes or relating anecdotes may annoy colleagues and supervisors; those focused on individual problems or dilemmas may indicate that the sender does not know how to separate work and personal life.
Figure 1.5 shows an e-mail note written by an employee in a research and development company. She sent this message to every person in the TRAB list (400 employees). As you read this e-mail message, consider whether or not it is appropriate for the workplace.
Figure 1.5
TRAB List Memo
To: TRABlist
From: L. Smith
Subject: Carpal Tunnel Syndrome
I was very excited to read the posting about the carpal tunnel syndrome information session that was held last night. Unfortunately, I was unable to attend due to a previous engagement. I was wondering if anyone who attended the meeting could debrief me on what was said. Carpal tunnel is something that I have dealt with for many years, and that has gotten worse with the growing amount of time I spend on computers.
It first began when I was a teenager, and played the guitar all the time. I was forced to reduce the amount of time I spent doing something I love, but now I can’t stop working on computers because, as we all know, they are a major part of life these days! I have tried various treatments throughout the years, but most only offer temporary relief, if any. I make sure to use a hand rest for the keyboard to my computer, but even that doesn’t seem to work for me the way it does for other people.
I was hoping that last night’s session gave new insight into an old problem. I would appreciate any info anybody could pass along to me. If anyone has any ideas, even if they aren’t from last night’s meeting, I would appreciate hearing them. You can post them to the list or e-mail me directly.
Thanks for your help,
L. Smith
In the pop-up below, discuss the e-mail message. Consider whether this type of note should be sent at work, and how the author could have best handled her curiosity about the meeting.
Think About It 1.2: TRABList Memo
References
George Mason University. (2004). “The Online Academy Code Library.” Accessed May 2006 at http://immersion.gmu.edu/toa/spring2004/deliverables/code_reference_manual/code_reference_manual
Society for Technical Communication (STC) Board of Directors. (1998). “STC Ethical Principles for Technical Communicators.” Accessed May 2006 at http://www.stc.org/PDF_Files/EthicalPrinciples
Woolever, Kristin. (1999). Writing for the Technical Professions. New York: Longman.
Module 2
Developing a Writing Plan
You wouldn’t build a house without a blueprint. Before you begin composing a document for the workplace, you will need to plan your writing and gather your information to create a successful communication piece.
Planning will help you avoid writer’s block and will prevent you from omitting important details. Instead of jumping into your project, you’ll need to answer a few questions. Often, asking yourself the journalistic questions who, what, where, when, why, and how can get the process started.
You’ll also need to consider the point of view of your audience. Analyzing your readers can help ensure you tailor your document to meet their needs.
Analyze Your Audience
You’ll need to think about your readers’ knowledge of the topic about which you are going to write. Think about their education as well as their viewpoint on the topic. What is your readers’ basic position, and what will they want to gain from your document? For example, if you send an e-mail message to your boss asking her to purchase a software upgrade, what point is more likely to convince her—that the upgrade will help you perform your job more quickly, or that the upgrade will integrate with your home system? As we mentioned in module 1, addressing the needs of a specific audience is known as the “you” attitude in technical writing.
Figure 2.1 shows questions that can assist you in developing an audience analysis. You can also find this document in the Toolkit section of this course, if you would like to print it out for your reference.
Figure 2.1
Audience Analysis Questions
1. Who are the members of your primary audience? To whom are you specifically writing your document?
2. Who are the members of your secondary audience? In addition to your primary audience, who else might read your document?
3. What is the purpose of the document?
4. What is your audience’s educational background?
5. What are the job responsibilities of your audience?
6. What are the ages and genders of your audience?
7. What is your audience’s ethnic background?
8. Does your audience have cultural characteristics and conventions for you to consider in preparing text or graphics?
9. Does your audience have religious beliefs for you to consider?
10. Does your audience have disabilities of which you should be mindful?
11. What does your audience already know about the topic?
12. What information does your audience need on the topic?
13. What is your audience’s level of interest in the topic?
14. What are your audience’s attitudes toward the topic?
15. What are your audience’s attitudes toward you, your approach to writing a document, or documentation in general?
16. Does your audience have preferences or biases that you should consider? If so, what are they?
17. What are your audience’s expectations about the document you are writing?
18. How will your audience use the document?
19. What do you know about the physical environment in which your audience will use the document?
20. Do you need to consider any ethical or legal issues related to the audience? If so, what are they?
21. Where did the idea for the document come from, and will that information be relevant to your audience?
Source: Didier 2002
Set a Purpose
Once you analyze your audience, you’ll need to establish a primary reason for writing to help you stay focused. Think about whether you are writing to inform or to persuade, or possibly both. This will give you a clearer idea of how to organize your thoughts. If you are writing short instructions to a coworker about how to troubleshoot a problem with a software application, you are writing to inform. If you are writing a memo to a client to push back a deliverable deadline, you are writing to persuade. If you are writing a report to your supervisor evaluating two training seminars, you may be writing both to inform and persuade.
Create a Purpose Statement
After you determine your main reason for communicating, you’ll need to create a purpose statement. Compose a key sentence that states your most important point. If you had only two or three seconds to blurt out your message to your audience, what would you say? Possibly, “Bob, we really need to purchase a new laptop for our management team,” or “Pam, here are three steps to improve the way we handle customer complaints.”
Brainstorm and Organize Ideas
Once you determine your purpose statement, list the facts and ideas that will help you accomplish your goals. Think about your most important message, and brainstorm ideas that support and explain it. Once you have gathered your ideas, group them by subject. You can create an outline with your main points and supporting facts and details.
Now you can test what you have learned thus far. Read the following case study, which asks you to write a sensitive document for your boss. In the pop-up below, answer questions based on the case study and draft a model document.
Figure 2.2
Customer Complaints at Arlie Products, Inc.:
The Copy Machine Case
You have been hired by the Belcron Corporation, a manufacturer of copy machines and other office products. You are currently working in the downtown office as a sales assistant to a marketing representative.
Your marketing rep is Chris Iven. One of your tasks is to go once a month to visit each of his accounts to make what Belcron calls a “customer satisfaction call.” You are supposed to uncover any problems the customer may have with a copy machine or its servicing. Most big accounts lease their equipment from Belcron, and will readily substitute a competitor’s product. Therefore, customer satisfaction is a priority. After each visit, you write a brief summary report and give it Chris.
However, you suspect that your rep barely glances over the summaries. To call his attention to problem accounts, you orally brief him at the end of your visiting days, pointing out pertinent evaluation forms and summaries. This way, Chris can easily stay on top of all accounts and take action quickly.
During your September visits, you get the usual array of satisfied responses until you call on Arlie Products, Inc., a potato chip manufacture. Arlie Products, Inc. makes 65,000 copies a month, a high-volume amount. The key operator, Beth Boynton, has never liked the copier much and has complained each month about the quality of the copies.
This time, however, Boynton is very quiet, and you sense something brewing. When you ask her to fill out your customer evaluation form, she glances with disdain at the sheet and then ticks off her answers. To the question asking whether the copier has performed to her expectations, she glares at you and shoves the paper back, saying, “Definitely NOT!”
“Look here,” Boynton charges while opening up the copier and pointing to a large accumulation of toner dust, “I have told you about this toner dust buildup repeatedly. Your service people have been out here several times, but they have not fixed the problem! The dust builds up so fast that, right after the optics are cleaned, dust flies all over the place, messing up the copies.”
Boynton hands you a smudgy print. “See how wonderful they look,” Boynton says with a sneer. “We can’t even use them for management reports anymore.”
You assure Boynton that the problem will be corrected. You tell her that you will place a service call and that Chris Iven will come out to see her tomorrow, but she will not even let you finish.
“I am totally out of patience,” snaps Boynton. “I have talked to my management about this problem, and if it isn’t fixed immediately, the machine will be pulled by the end of the week!”
You nod, express agreement about the poor copy quality, and tell Boynton that Chris will be in touch. You stuff the incomplete customer evaluation form in your briefcase and beat a hasty retreat.
When you get back to the office, you place a service call for Arlie Products, Inc. You ponder how to word your summary report, knowing that Belcron’s future with the company is at stake. Unfortunately, you can’t speak with Chris Iven directly because he has gone to smooth over a problem with another account. You will be out all day tomorrow at a training session. You know that your report has to get Chris’s attention and help him salvage the relationship between Belcron and Arlie.
Click on the pop-up below to plan your summary report.
Think About It 2.1: Writing the Summary
Elements of Style
Rewriting or revising is essential to good technical writing. Once you complete your first draft, you’ll need to reexamine it to see how you can improve your message. Employing an active voice and simple, direct language will engage your reader and make your writing easy to understand.
Use active and specific language to keep your writing concise. The active voice places the action with the actor. For example, “Sam hit the ball” is in the active voice. “The ball was hit by Sam” is in the passive voice. The second sentence is not as concise as the one in the active voice. It uses two verbs (was and hit) instead of one (hit).
Professional and technical writers also avoid using pompous wording. A verbose and complex sentence does not always indicate intelligence. A simple approach is best for technical writing. You can reduce clutter by omitting repetitious wording (“advance warning,” “ten a.m. in the morning,” “future plans,” etc.). Eliminate there are, who is, that, and which clauses whenever possible. For example, in this sentence, “There are several students who have the skills necessary for this job,” there are and who can be excluded from the sentence to make it more concise (“Several students have the skills necessary for this job.”)
Eliminating Unnecessary Words
Look at the examples below to see weak and strong ways of writing the same sentence. The strong sentences avoid unnecessary words.
Weak
We conducted a survey of the members.
Strong
We surveyed the members.
Weak
She drove in a careless manner.
Strong
She drove carelessly.
Weak
Mark hopes this procedure will make an improvement in the way reports are filed.
Strong
Mark hope this procedure will improve the way reports are filed.
Weak
He discovered the horrible news by means of a fax.
Strong
He received a fax of the horrible news.
Weak
Due to the fact that she had been drinking, the accident was her fault.
Strong
Because she had been drinking, the accident was her fault.
Eliminating Repetitious Wording
Look at the examples below to see weak and strong ways of writing the same sentence. The strong sentences avoid repetitious wording.
Weak
The subterranean garage, located underground, is more expensive than the old one.
Strong
The subterranean garage is more expensive than the old one.
Weak
Until last week, Fran’s group had the best record to date.
Strong
Until last week, Fran’s group had the best record.
Weak
In view of the fact that a large number of these computers are defective and liable to break down, the head office admits and agrees that a recall is necessary.
Strong
Because a large number of these computers are defective, the head office agrees on the necessity of a recall.
Weak
She formulated an action plan to meet her future goals.
Strong
She formulated a plan to meet her goals.
Eliminating Unnecessary Clauses
Look at the examples below to see weak and strong ways of writing the same sentence. The strong sentences avoid unnecessary clauses.
Weak
The members of your group who are interested in learning more about this new benefit are welcome to attend the lecture that will be conducted on October 16.
Strong
The members of your group interested in learning more about this new benefit are welcome to attend the October 16 lecture.
Weak
There are thousands of hours wasted because no one can use the software that is out of date.
Strong
We waste thousands of hours because no one can use the out-of-date software.
Weak
The programmer who works in Boston sent the file, which is incomplete, to the home office.
Strong
The programmer in Boston sent the incomplete file to the home office.
Writing a Resume
A resume is one of the most important documents you will ever write. A well-written resume can lead to a successful career. Before the development of desktop publishing software and computers, many applicants applied for jobs with the same resume during a search. Today, templates, computer availability, and software enable you to tailor your resume to a variety of jobs. Various companies advertise that they can write the “perfect” resume for you. But can they? Who else is more qualified to write about your work, volunteer, and educational experience? By mastering the techniques of technical writing, you will be the best person to compose your resume.
To prepare for writing your resume, keep an updated file on your education (degrees, military training, seminars, workshops, etc.), employment (paid and voluntary), achievements (career and volunteer), and special skills (computer hardware and software, tools, languages, etc.). Also keep a list of the organizations to which you belong (work- and/or hobby-related).
PAR Statements
Be sure to use strong verbs when describing your job experience. Avoid simply listing the jobs you’ve had, and remove any line that begins with “Responsibilities included. . . .” Instead, use the PAR (problem, action, result) approach. Think about any problems you faced in your workplace, and describe what you did about them. Conclude by pointing out the beneficial results. Make your statements as quantitative as possible, i.e., use data, numbers, and statistics to back key ideas. Employers want to see PAR statements that illustrate
· increased revenue
· increased efficiency
· improved workplace safety
· increased productivity
· effective budgeting
· successful advertising
You can use a list of
power verbs
to create strong PAR statements. You can also find this document in the Toolkit section of this course, if you would like to print it out for your reference.
Below, see how you can turn generic qualifications into on-the-job accomplishments, or PAR statements.
|
Excellent organizational skills |
|
Reorganized sales expense database to recover 25 percent of lost revenue |
|
Ability to handle multiple tasks |
|
Met deadlines while juggling multiple tasks |
|
Responsible for maintaining equipment |
|
Saved $1,800 in contractor fees during a four-month period by maintaining computer software and hardware |
|
Increased revenue |
|
Developed a new client management database, resulting in a 20 percent increase in forth-quarter revenues, the program’s largest quarterly increase in over four years |
|
Conducted training seminars |
|
Created and conducted training course on equipment changeovers, which saved 40 work hours per week |
|
Improved layout of newspaper |
|
Reduced production and labor costs by 30 percent by designing a Microsoft Office Publisher template |
|
Developed a communication strategy |
|
Developed and implemented a two-year communication strategy for the university that increased enrollment by 23 percent; launched a successful $10 million development campaign; reduced recruitment materials cost by 31 percent |
Mistakes to Avoid
Many experts offer advice when it comes to writing resumes. One item they all agree on is that a resume filled with typos, grammatical errors, and poorly laid-out text can land your resume in the reject pile. Figure 2.3 shows a resume likely to be tossed by an employer. Scroll your mouse over the numbers to see tips for improving this resume.
Figure 2.3
Typical Resume Errors
|
Frank Bell EDUCATION University of Kentucky EMPLOYMENT: A/V Opertions 2000 – 2002 A/V System Design July/1998 Video Systems Specialist SPECIAL ACHIEVEMENTS: ICIA CTS REFERENCES: References available upon request. |
Resume Organization
Your level of education and experience as well as the job you are seeking will dictate how you should organize your resume. The traditional resume is known as the chronological resume. A chronological resume is organized in reverse chronological order from your current job to your least recent job (a span of ten years is the general rule). Many technical recruiters prefer this resume style. You can also use this type of resume if you have been working for the same employer for over five years. Be sure to break your experience down into different jobs you’ve held while employed by the company. Figure 2.4 shows a chronological resume.
Figure 2.4
Chronological Resume
|
KODIAC INFORMATION SERVICES, Nome, Alaska 2000-present Project Manager 2005-present · Serve as project manager of the $5 million Call Center Reporting System (CCRM) that manages and tracks call center activity and reporting Systems Analyst 2002-2005 · Developed technical specifications and design documents for applications used to maintain call center systems; ensured accuracy of specifications and design documents so applications met users’ needs Quality Assurance Specialist 2000-2002 · Maintained version control of all software related to operating call centers to ensure the correct version of software ran in production |
Source: Didier 2002
A functional resume is a type of resume to use if you have changed careers over the years or if you have gaps in your work history. Remember that you can list volunteer work in your resume, and that you can still showcase a work history if you are planning a change in career. Click on this link to see a
functional resume
. Note the use of bolding, italics, fonts, and formatting to create a professional look.
Because employers and recruiters may ask for a specific type of resume, it is a good idea to prepare both a chronological and functional resume. To choose a template for your resume, it may help to visit the
Microsoft templates Web site
, or another Web site where you can download templates.
Many companies, especially high-tech firms, use databases to quickly and efficiently match job openings with qualified seekers. Generally, a firm will specifically request a scannable resume in its job description/advertisement. A scannable resume is a resume formatted simply, so that a computer can scan it. Many companies use optical character recognition (OCR) software to read your resume. Before you compose your scannable resume, read job listings to pick up key words used in your field. Be sure to include those words in your document. Follow these tips to create a scannable resume:
· Use one of the standard serif or sans serif typefaces, such as Courier, Times, or Arial. Avoid using decorative fonts.
· Do not go over 65 characters per line.
· Use a readable type size, between 11 and 14 points.
· Avoid graphics and shading.
· Keep formatting simple. You can use ALL CAPS for major headings, but avoid italicizing, bolding, and underlining. Do not use columns.
· Do not use bullets, lines, ampersands, percent signs, or foreign characters, because they may not translate properly.
· Left-justify text.
· Place your name at the top of each page if your resume is longer than one page.
· Print your resume on a high-quality laser printer or inkjet.
· Use only white- or light-colored paper and use the standard letter size.
· Try to mail or deliver your resume in a flat envelop or by fax. Do not staple multiple-page resumes.
· Utilize keywords throughout your resume.
Source: Information taken from Hansen, Quintessential Careers Web site
Resume Consistency
One of the biggest pitfalls in writing a resume is inconsistency. When creating a traditional or functional resume, ensure you are consistent with typographical special effects. For example, if you are using 12-pt Arial bold as a heading style, make sure all your headings have this style. Resumes provide a great arena for using different word processing skills, such as adding fonts, bolding, italics, etc. However, don’t go overboard with your typography; too much font treatment can be distracting.
You’ll need to be consistent in your use of phrasing for similar pieces of information in a resume, as well as with your punctuation style. Use a parallel structure when discussing experience. The following is not a parallel list. You can see the conflicting verb tenses and punctuation marks in red:
· Managed the Abandoned Sites Program;
· Supervise field personnel
· Writing trainee manual.
This version is parallel:
· Managed the Abandoned Sites Program
· Supervised field personnel
· Wrote trainee manual
Review your resume for white space. Is the information crammed onto one page? If so, add some space to help your reader through your document. In the past, resumes were only one page long. It is fine to have a two-page resume, but try to fill both pages. If you possess numerous special skills; for example, both hardware and software programming abilities, you may want to include a separate amplifications page that lists all these items. Figure 2.5 shows a sample amplifications page.
Figure 2.5
Amplifications Page
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SUMMARY OF TECHNICAL KNOWLEDGE Software Web Development: Java, Ajax, ASP.NET, VisualBasic.NET, Perl, JavaScript, Active Server Pages, VBScript, PhP, Flash, Dreamweaver, FrontPage, HTML, PhotoShop, Fireworks, Netscape, Internet Explorer, Firefox Programming: Rational Suite Analyst Studio, Visual Basic, C++, Delphi, SQL, COBOL, Lotus Notes, ClearQuest Office Productivity: Microsoft Office including Word, Excel, PowerPoint; Corel Suite including WordPerfect, Quattro Pro, Paradox; Visio, Microsoft Project, Winzip Operating Systems: UNIX, Microsoft Windows XP, Windows 2000 Server Certifications: Brainbench C++, VisualBasic.NET, Microsoft MCAD |
Source: Didier 2002
Above all, make sure your resume is free of grammatical and spelling errors. Do not rely on word processing software to catch these errors. Your resume is your key to a potential interview.
Writing a Cover Letter
Not all employers ask for a cover letter, but it is useful to write one to personalize your application and to highlight how your skills would benefit the company. A well-written cover letter can make you stand out to an employer. Before you write your letter, reread the job advertisement and research the company. Use your cover letter to enthusiastically show your knowledge of that organization and of the industry. Let the employer know that you’ve done your homework and that you know how you could benefit the company.
If possible, find out to whom to address the cover letter—specific names are better than “To Whom it May Concern” and “Human Resources.” When responding through the Internet to a job posting, use a well-worded e-mail message in place of a cover letter. Be sure to include the specific title and/or number of the job for which you are applying in the subject line.
Your cover letter should be no longer than one page. Break it down according to the ABC format (abstract, body, and conclusion). In your introductory paragraph (abstract), be sure to
· state your purpose (“I am writing to apply for X”)
· note how you found out about the job
· demonstrate your knowledge of the company
· give your basic qualifications
· name-drop if you know a contact within the company
In your second and third paragraphs (body),
· highlight your knowledge, abilities, and experience
· give a few precise details about how you approached a demanding project at work
· show how those skills specifically relate to the job for which you are applying
Your closing paragraph (conclusion) needs to work just as hard as your introduction. In this paragraph, you should
· direct the employer to your resume
· request or offer the opportunity to meet in person
· list contact information and availability
· enthusiastically thank the employer
After you write your cover letter,
· proofread your cover letter as carefully as you did your resume
· correct any grammatical and spelling errors
· make sure each sentence is specific and shows how your skills make you the most qualified candidate for the job
· remove claims that every applicant can make; omit empty phrases such as “works well with others,” etc.
Figure 2.6 shows a bland, vague cover letter with common errors. Scroll your mouse over the numbers to learn how to avoid these mistakes.
Figure 2.6
Typical Cover Letter Errors
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To Whom It May Concern: I am writing to apply for the position you have open in your company. Sincerely, J. Thomas |
Now you can test what you have learned thus far. Read the following case study, which asks you to write a cover letter for a job. In the pop-up below, write the cover letter and compare it with a model.
Figure 2.7
Writing a Cover Letter:
The Rock Canyon Diner
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You are the manager of a small café. Eager for new challenges, you seek a job managing at a large chain restaurant, the Rock Canyon Diner. During your four years at the Owl Café, you initiated changes that led to a 23% increase in sales. You placed candy jars on the counter, expanded the gourmet coffee selection, and added a sandwich menu. You are always kind and courteous to customers, and have regularly gotten positive feedback. Additionally, you have worked with Christa James, who is now a manager at the Rock Canyon Diner. The title for the position you want is Restaurant Manager. The HR supervisor is Mike Holden. Create a cover letter to apply for this job. |
Click on the pop-up below to write your cover letter.
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Think About It 2.2: Writing the Cover Letter |
References
Didier, Michelle. (2002). Audience Analysis Questions.
Didier, Michelle. (2002). Chronological Resume.
Didier, Michelle. (2002). Power Verbs.
Didier, Michelle. (2002). Sample Amplifications Page.
Hansen, Randall S. “Scannable Resume Fundamentals: How to Write Text Resumes.” Accessed May 2006 from http://www.quintcareers.com/scannable_resumes.html
