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2 Paragraphs for each question.

1)

Imagine giving an oral presentation about a design project you worked on in

one of your engineering classes. Fill out and turn in a profile sheet for each of

the following individuals or groups that might be a potential audience for

your presentation:

a. Your engineering instructor

2)

Choose any product currently on the market that you think has problems

from an environmental standpoint. Create a brief brainstorming list of topics

that would be included in a report about the product.

3)

On the basis of writing you have done for other courses, create a checklist

you can use for future document preparation. Be sure to include items on

your checklist that target your known problems in communication.

al, might suggest
physics, thinking
‘ID, he discovered
the presentation
nesentation they
iclusions are pos-
‘ing to make the
tter presentation
maybe he didn’t
iers, but, in mak-
se, if the second

EPriate if thenecessarily agraders and
~material that is

~ces, you would
~determine this
Und at all times
~cation of audi-
the high school
ould be techni-
~ the engineers
how to design
school seniors

High school
life expert-

the words you
“‘……….a. tone of

may find ere-
helpful. This

of your technl-
clarify your

%.3 Grammar and Style

2.3 • Grammar and Style 1

,
(

\

Tone and style: _

lntended effect:

Primary audience: _

Secondary audience (ifany): _

Prior knowledge of subject: _

Level of understanding of jargon: _

Probable questions: _

Probable objections: _

Audience attitude toward subject: _

Educational level of audience: _

Information important to this audience: _

Figure 2.2. Sample audience profile sheet

with, decide what their level of background knowledge is, and determine what
their needs are. Without going through this process, you may waste both your
time and your audience’s time.

Grammar and style are based on two more general concepts: syntax and seman-
tics. Basically, syntax is the organization of the words in a sentence, and semantics
is the meaning of the individual words in the sentence. Both are vital to good
writing, and both affect the overall meaning of the sentence. In nontechnical
communication, having a somewhat unclear sentence is usually not a problem;
however, in technical communication, lack of clarity can sometimes yield disas-
trous results. Consider the following sentence:

The road is thinking about her clouds.

The syntax is correct, but the semantics is wrong. You can read the sentence and
it sounds like a sentence, but the meaning is unclear; worse, it’s meaningless.
Now consider this sentence:

‘[_hinking the her clouds about road is.

The syntax is wrong, and apparently the semantics is also wrong, but It isn’t
really clear. This example is extreme, but if you aren’t careful in your writing, sim-
ilar but less obvious problems can arise. Last, consider the following sentence:

Susan is thinking about her homework.

Both the syntax and the semantics are correct. The sentence makes sense and has
meaning.