{"id":22,"date":"2017-12-07T19:30:03","date_gmt":"2017-12-07T19:30:03","guid":{"rendered":"https:\/\/opentextbc.ca\/technicalwritingh5p\/part\/techcomm\/"},"modified":"2022-07-05T21:08:16","modified_gmt":"2022-07-05T21:08:16","slug":"what-is-technical-communication","status":"publish","type":"part","link":"https:\/\/opentextbc.ca\/technicalwritingh5p\/part\/what-is-technical-communication\/","title":{"raw":"1. What is Technical Communication?","rendered":"1. What is Technical Communication?"},"content":{"raw":"<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Chapter 1 Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nThis chapter will help you\r\n<ol>\r\n \t<li>Understand what technical writing is, why its important, and what it looks like<\/li>\r\n \t<li>Apply a \"<a href=\"\/technicalwritingh5p\/chapter\/problem-solving-approach-to-communications-tasks\/\" target=\"_blank\" rel=\"noopener\">problem-solving\" approach<\/a> to communications tasks, starting by learning how to fully define the problem before looking for solutions<\/li>\r\n \t<li>Recognize the main <a href=\"\/technicalwritingh5p\/chapter\/conventions-and-characteristics\/\" target=\"_blank\" rel=\"noopener\">conventions and characteristics<\/a> of technical writing, and how they differ from other forms, such as academic and journalistic writing<\/li>\r\n \t<li>Understand the importance of defining the \"<a href=\"\/technicalwritingh5p\/chapter\/understanding-the-rhetorical-situation\/\" target=\"_blank\" rel=\"noopener\">rhetorical situation<\/a>\" in which you are communicating<\/li>\r\n \t<li>Apply what you have learned so far by examining \"<a href=\"\/technicalwritingh5p\/chapter\/case-study-the-cost-of-poor-communication\/\" target=\"_blank\" rel=\"noopener\">case studies<\/a>\" that demonstrate the costs of poor communication<\/li>\r\n \t<li>Appreciate the complexity and iterative nature of a <a href=\"\/technicalwritingh5p\/chapter\/writing-processes\/\" target=\"_blank\" rel=\"noopener\">writing process<\/a> in determining what writing process works best for you.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox shaded\">This book has been enhanced with H5P content. What does that mean for you as a reader? Throughout the book, you will find embedded interactive activities that will help you practice your new learning and test your skills. These will provide you with immediate feedback and you can complete them as many times as you like. You are encouraged to check your answers as you proceed by clicking the Check button after each question to check your answer and receive feedback. Click the Retry or Show Solutions buttons for any questions that you cannot solve. Click Finish at the end of the questions to see your overall results. Note: If you see a speech bubble with an I in it, this will provide you with more information. This first one is simply a demonstration.<\/div>\r\n<div class=\"h5p\">[h5p id=\"1\"]<\/div>\r\n<div class=\"pdf\">\r\n<div class=\"textbox\">\r\n\r\n<strong>H5P: Introduction to Technical Writing<\/strong>\r\n\r\nTechnical writing is ... (choose all that apply)\r\n<ul>\r\n \t<li>manuals, instructions, specifications, and software documentation.<\/li>\r\n \t<li>a genre of non-fiction writing.<\/li>\r\n \t<li>writing produced in day-to-day business operations such as proposals, media releases, and correspondence.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\nWhen you hear the term \u201ctechnical communication,\u201d what comes to mind? Perhaps you think of scientific reports, specifications, instructions, software documentation, or technical manuals. And you would be correct. However, technical communication is so much more than that. Technical Writing is a genre of non-fiction writing that encompasses not only technical materials such as manuals, instructions, specifications, and software documentation, but it also includes writing produced in day-to-day business operations such as correspondence, proposals, internal communications, media releases, and many kinds of reports. It includes the communication of specialized technical information, whether relating to computers and scientific instruments, or the intricacies of meditation. And because oral and visual presentations are such an important part of professional life, technical communication also encompasses these as well.\r\n<h1>Why are Technical Communication Skills Important?<\/h1>\r\nIn a recent presentation on the topic of Co-op Work Term Reports, [footnote] S. McConkey, \u201cWriting a work term report,\u201d <em>ENGR 120 Plenary Lecture<\/em>, University of Victoria, March 3, 2017.[\/footnote] the Engineering co-op coordinator for the University of Victoria presented the following statistics regarding the importance of communication skills in the professional world of engineering:\r\n<div class=\"textbox\">\r\n\r\n<strong>The Reality: Technical Writing and Communication<\/strong>\r\n<ul>\r\n \t<li>How graduate engineers spend their time:\r\n<ul>\r\n \t<li>25-50% Problem solving of some kind<\/li>\r\n \t<li>50-75% Communicating (Writing and reading reports, letters, memos, proposals, presentations, discussions w\/colleagues, managers, clients)<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Performance evaluations and job advancement usually depend more on communications skills than on technical skills<\/li>\r\n<\/ul>\r\n<\/div>\r\nHe added that engineers who are more advanced in their careers spend only 5-10% of their time engaged in problem solving of some kind and 90-95% of their time engaging in related communications tasks:\u00a0 researching, writing and reading reports, proposals, emails, letters, memos; giving or attending presentations; discussing and meeting with colleagues, team mates, managers, clients, and so forth. In a recent survey of over 1000 professionals from various professions, over 70% of engineers and almost 50% of programmers rated the quality of their writing as either \"very important\" or \"extremely important\" to the performance of their jobs.[footnote]J. Swartz, S. Pigg, J. Larsen, J. Helo Gonzalez, R. De Haas, and E. Wagner, \"Communication in the workplace: What can NC State students expect?\" Professional Writing Program, North Carolina State University, 2018 [Online]. Available: <a href=\"https:\/\/docs.google.com\/document\/d\/1pMpVbDRWIN6HssQQQ4MeQ6U-oB-sGUrtRswD7feuRB0\/edit\" target=\"_blank\" rel=\"noopener\">https:\/\/docs.google.com\/document\/d\/1pMpVbDRWIN6HssQQQ4MeQ6U-oB-sGUrtRswD7feuRB0\/edit<\/a>[\/footnote]\u00a0 Clearly, as Barry Hyman asserts in <em>Fundamentals of Engineering Design<\/em>, \"the stereotype that engineering is for inarticulate nerds is way off base.\" [footnote]B. Hyman, \u201cCh. 2: Problem formulation,\u201d in <em>Fundamentals of Engineering Design<\/em>, Upper Saddle River, NJ: Prentice Hall, 2002, p. 42.[\/footnote]\r\n<p class=\"import-Normal\">Technical communication is \u201ctransactional\u201d \u2013 it entails a purposeful transaction between sender and receiver that provides specific information for practical and specific purposes (informing, instructing, persuading) and is usually geared towards the needs of a specific audience. Technical communicators produce a wide variety of documents and other products, such as<\/p>\r\n\r\n<ul>\r\n \t<li>Proposals and requests for proposals (RFPs)<\/li>\r\n \t<li>Technical or research reports<\/li>\r\n \t<li>Documentation records and product specifications<\/li>\r\n \t<li>User guides (step-by-step instructions, procedures, manuals)<\/li>\r\n \t<li>Online help, technical support<\/li>\r\n \t<li>Reference information (encylopedia-style information)<\/li>\r\n \t<li>Consumer literature (information for the public about regulations, safety issues, <em>etc<\/em>.)<\/li>\r\n \t<li>Marketing literature (product specifications, brochures, promotional literature)<\/li>\r\n \t<li>Technical journalism (found in trade magazines, media releases, <em>etc.<\/em>)<\/li>\r\n<\/ul>\r\nThus, it is a highly \u201cdesigned\u201d form of communication that requires practitioners to have a heightened awareness of the <a href=\"\/technicalwritingh5p\/chapter\/conventions\/\" target=\"_blank\" rel=\"noopener\">conventions<\/a> (rules and expectations) and <a href=\"\/technicalwritingh5p\/chapter\/understandingrhetoricalsituation\/\" target=\"_blank\" rel=\"noopener\">rhetorical situations<\/a> (audience, purpose, context) in which they are communicating.\r\n<div class=\"h5p\">[h5p id=\"2\"]<\/div>\r\n<div class=\"pdf\">\r\n<div class=\"textbox\">\r\n\r\n<strong>H5P: Rhetorical situation<\/strong>\r\n\r\nA rhetorical situation is ... (choose all that apply).\r\n<ul>\r\n \t<li>The reader's need from the writing.<\/li>\r\n \t<li>A writing situation.<\/li>\r\n \t<li>The form of the writing, such as an email.<\/li>\r\n \t<li>The purpose of the writing.<\/li>\r\n \t<li>The grammar of the writing.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\nThis textbook aims to provide you with that heightened awareness \u2013 that is, to introduce you to the basic conventions of technical communications, and to train you to take a <a href=\"\/technicalwritingh5p\/chapter\/readercentred\/\" target=\"_blank\" rel=\"noopener\">reader-centred or audience-centred approach<\/a> to communications tasks, to find the tools and methods that will work best to communicate your ideas to your target audience, and to achieve the desired results.\r\n<h1>What Does Technical Writing Look Like?<\/h1>\r\nTechnical communications can take many forms, depending on the purpose and intended audience.\u00a0 Consider the following example of technical writing, which is an excerpt adapted from a book called <em>Scientific Sailboat Racing <\/em>by Ted Wells. [footnote]T. Wells, <em>Scientific Sailboat Racing<\/em>, New York: Dodd, Mead, and Co., 1950, pp. 94-96.[\/footnote] From the excerpt in the box below, what can you tell about the intended audience?\r\n<div class=\"textbox shaded\">\r\n\r\nThe most common question asked by skippers wanting to get to the windward mark faster than they have been doing is \u201c<strong>How can I make my boat point higher?\u201d<\/strong>\u00a0 Getting to the windward mark first depends primarily on the skill and experience of the skipper; however, having a well-rigged boat will make a significant difference.\u00a0 Look for the following, in order of importance:\r\n<ol>\r\n \t<li><strong>Sails:<\/strong> Have good quality sails, and use the appropriate sails for the wind conditions expected.\u00a0 No one can win races with poor sails, so use the best you can afford.\u00a0 Keep in mind that the leeches of all sails flutter a little, the jib will backwind the luff of the main on any full or medium sail, and in very light wind, even a perfectly cut sail will probably develop a wrinkle along the front of the battens.\u00a0 If the sails are obviously no good, replace them.<\/li>\r\n \t<li><strong>Mast and Centerboard:<\/strong> Ensure that the mast is far enough forward and the centerboard is far enough back so that there is little or no weather helm.\u00a0 Make sure the stiffness of the mast suits the sails.<\/li>\r\n \t<li><strong>Jib Fairleads<\/strong>: Ensure jib fairleads are properly located for the type of jib being used and the strength of wind expected.<\/li>\r\n \t<li><strong>Cleats:<\/strong> Have cleats for both jib and mainsheet; place cleats so that crew can easily make small adjustments for varying wind velocities and hang on the to the jib sheet without having it pop out of the cleat.<\/li>\r\n \t<li><strong>Traveler<\/strong>: Have a mainsheet traveler that allows the main to be pulled down without pulling the boom in too far; it should allow the sail to be pulled down tightly enough so that the leech does not fall off without pulling the boom in any further than it should be.<\/li>\r\n \t<li><strong>Tiller:<\/strong> Have a flexible tiller extension that allows you to sit well forward, but can be adjusted so that it does not get in the way when coming about.<\/li>\r\n \t<li><strong>Boat Weight:<\/strong> Keep the boat as close to minimum weight as possible.\u00a0 Clearly, a lighter boat is easier to handle, but this is not as critical as other factors.\u00a0 If choosing between a lighter crew member with less skill and experience, and a heavier crew member who has greater skill, the latter is usually preferable.<\/li>\r\n<\/ol>\r\nOnce the boat is properly set up, a skilled and experienced skipper can point significantly higher than expected by understanding and using wind deflection from other boats.\u00a0 Immediately to leeward of any boat and extending for a distance of about three mast lengths, there is a wind shadow where the wind velocity is greatly decreased.\u00a0 To leeward of the bow of the boat there is a very small region where the direction of the wind is deflected opposite to the normal deflection and where the velocity is accelerated slightly (see Figure 34).\u00a0 Except in the direct wind shadow, the deflection of the wind is more important than the decrease in wind velocity, as the decrease in velocity is very slight except in the immediate shadow of the sails of the windward boat.\r\n\r\n<img class=\"aligncenter wp-image-20\" src=\"https:\/\/opentextbc.ca\/principlesofmarketingh5p\/wp-content\/uploads\/sites\/387\/2017\/12\/Fig.-34-1024x680.png\" alt=\"Wind conditions surrounding a boat\" width=\"613\" height=\"407\" \/>\r\n\r\nBecause of this wind deflection, a boat on the opposite tack cutting behind another boat will be able to point appreciably higher than it normally would.\u00a0 Many skippers on port tacks who thought they could clear starboard tackers have been fooled by not realizing this fact.\u00a0 The deflection of their wind in trying to cross in front of the starboard tacker will enable the starboard tacker to point higher without luffing than he normally would be able to do, and the port tacker who thought he could squeeze by suddenly finds that he cannot (See Figure 35).\r\n\r\n<img class=\"aligncenter wp-image-21\" src=\"https:\/\/opentextbc.ca\/principlesofmarketingh5p\/wp-content\/uploads\/sites\/387\/2022\/01\/Fig.-35-759x1024.png\" alt=\"\" width=\"460\" height=\"621\" \/>\r\n\r\n<\/div>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">EXERCISE 1.1 Draft some technical writing related to your interests<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nReflect on the description and example of technical writing above in relation to your experience as an employee, as a student, or as a practitioner of a hobby. What kinds of documents have you written that could fall under the genre of Technical Writing?\r\n\r\nWrite a paragraph or two on a topic about which you have specialized knowledge, and can use specialized terminology to explain the idea or instruct the reader. For example, you might write about effective techniques for executing certain skateboard maneuvers or how to execute a yoga position such as a \"downward facing dog.\" Consider your audience when choosing how to write this. Will the audience have to be familiar with the terminology used, as in the above sailing example? See if you can \"baffle me with your techno-jargon\" and then re-write for a general audience, using plain language.\r\n\r\n<\/div>\r\n<\/div>\r\n<h3>Text Attributions<\/h3>\r\n<ul>\r\n \t<li>S.1. Excerpt from T. Wells, Scientific Sailboat Racing, New York: Dodd, Mead, and Co., 1950, pp. 94-96. This book is out of print, and every attempt has been made to locate the copyright owner. For noncommercial, educational use only.<\/li>\r\n<\/ul>","rendered":"<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Chapter 1 Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>This chapter will help you<\/p>\n<ol>\n<li>Understand what technical writing is, why its important, and what it looks like<\/li>\n<li>Apply a &#8220;<a href=\"\/technicalwritingh5p\/chapter\/problem-solving-approach-to-communications-tasks\/\" target=\"_blank\" rel=\"noopener\">problem-solving&#8221; approach<\/a> to communications tasks, starting by learning how to fully define the problem before looking for solutions<\/li>\n<li>Recognize the main <a href=\"\/technicalwritingh5p\/chapter\/conventions-and-characteristics\/\" target=\"_blank\" rel=\"noopener\">conventions and characteristics<\/a> of technical writing, and how they differ from other forms, such as academic and journalistic writing<\/li>\n<li>Understand the importance of defining the &#8220;<a href=\"\/technicalwritingh5p\/chapter\/understanding-the-rhetorical-situation\/\" target=\"_blank\" rel=\"noopener\">rhetorical situation<\/a>&#8221; in which you are communicating<\/li>\n<li>Apply what you have learned so far by examining &#8220;<a href=\"\/technicalwritingh5p\/chapter\/case-study-the-cost-of-poor-communication\/\" target=\"_blank\" rel=\"noopener\">case studies<\/a>&#8221; that demonstrate the costs of poor communication<\/li>\n<li>Appreciate the complexity and iterative nature of a <a href=\"\/technicalwritingh5p\/chapter\/writing-processes\/\" target=\"_blank\" rel=\"noopener\">writing process<\/a> in determining what writing process works best for you.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<div class=\"textbox shaded\">This book has been enhanced with H5P content. What does that mean for you as a reader? Throughout the book, you will find embedded interactive activities that will help you practice your new learning and test your skills. These will provide you with immediate feedback and you can complete them as many times as you like. You are encouraged to check your answers as you proceed by clicking the Check button after each question to check your answer and receive feedback. Click the Retry or Show Solutions buttons for any questions that you cannot solve. Click Finish at the end of the questions to see your overall results. Note: If you see a speech bubble with an I in it, this will provide you with more information. This first one is simply a demonstration.<\/div>\n<div class=\"h5p\">\n<div id=\"h5p-1\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-1\" class=\"h5p-iframe\" data-content-id=\"1\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Introduction to Technical Writing\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<div class=\"pdf\">\n<div class=\"textbox\">\n<p><strong>H5P: Introduction to Technical Writing<\/strong><\/p>\n<p>Technical writing is &#8230; (choose all that apply)<\/p>\n<ul>\n<li>manuals, instructions, specifications, and software documentation.<\/li>\n<li>a genre of non-fiction writing.<\/li>\n<li>writing produced in day-to-day business operations such as proposals, media releases, and correspondence.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>When you hear the term \u201ctechnical communication,\u201d what comes to mind? Perhaps you think of scientific reports, specifications, instructions, software documentation, or technical manuals. And you would be correct. However, technical communication is so much more than that. Technical Writing is a genre of non-fiction writing that encompasses not only technical materials such as manuals, instructions, specifications, and software documentation, but it also includes writing produced in day-to-day business operations such as correspondence, proposals, internal communications, media releases, and many kinds of reports. It includes the communication of specialized technical information, whether relating to computers and scientific instruments, or the intricacies of meditation. And because oral and visual presentations are such an important part of professional life, technical communication also encompasses these as well.<\/p>\n<h1>Why are Technical Communication Skills Important?<\/h1>\n<p>In a recent presentation on the topic of Co-op Work Term Reports, <a class=\"footnote\" title=\"S. McConkey, \u201cWriting a work term report,\u201d ENGR 120 Plenary Lecture, University of Victoria, March 3, 2017.\" id=\"return-footnote-22-1\" href=\"#footnote-22-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> the Engineering co-op coordinator for the University of Victoria presented the following statistics regarding the importance of communication skills in the professional world of engineering:<\/p>\n<div class=\"textbox\">\n<p><strong>The Reality: Technical Writing and Communication<\/strong><\/p>\n<ul>\n<li>How graduate engineers spend their time:\n<ul>\n<li>25-50% Problem solving of some kind<\/li>\n<li>50-75% Communicating (Writing and reading reports, letters, memos, proposals, presentations, discussions w\/colleagues, managers, clients)<\/li>\n<\/ul>\n<\/li>\n<li>Performance evaluations and job advancement usually depend more on communications skills than on technical skills<\/li>\n<\/ul>\n<\/div>\n<p>He added that engineers who are more advanced in their careers spend only 5-10% of their time engaged in problem solving of some kind and 90-95% of their time engaging in related communications tasks:\u00a0 researching, writing and reading reports, proposals, emails, letters, memos; giving or attending presentations; discussing and meeting with colleagues, team mates, managers, clients, and so forth. In a recent survey of over 1000 professionals from various professions, over 70% of engineers and almost 50% of programmers rated the quality of their writing as either &#8220;very important&#8221; or &#8220;extremely important&#8221; to the performance of their jobs.<a class=\"footnote\" title=\"J. Swartz, S. Pigg, J. Larsen, J. Helo Gonzalez, R. De Haas, and E. Wagner, &quot;Communication in the workplace: What can NC State students expect?&quot; Professional Writing Program, North Carolina State University, 2018 [Online]. Available: https:\/\/docs.google.com\/document\/d\/1pMpVbDRWIN6HssQQQ4MeQ6U-oB-sGUrtRswD7feuRB0\/edit\" id=\"return-footnote-22-2\" href=\"#footnote-22-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a>\u00a0 Clearly, as Barry Hyman asserts in <em>Fundamentals of Engineering Design<\/em>, &#8220;the stereotype that engineering is for inarticulate nerds is way off base.&#8221; <a class=\"footnote\" title=\"B. Hyman, \u201cCh. 2: Problem formulation,\u201d in Fundamentals of Engineering Design, Upper Saddle River, NJ: Prentice Hall, 2002, p. 42.\" id=\"return-footnote-22-3\" href=\"#footnote-22-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/p>\n<p class=\"import-Normal\">Technical communication is \u201ctransactional\u201d \u2013 it entails a purposeful transaction between sender and receiver that provides specific information for practical and specific purposes (informing, instructing, persuading) and is usually geared towards the needs of a specific audience. Technical communicators produce a wide variety of documents and other products, such as<\/p>\n<ul>\n<li>Proposals and requests for proposals (RFPs)<\/li>\n<li>Technical or research reports<\/li>\n<li>Documentation records and product specifications<\/li>\n<li>User guides (step-by-step instructions, procedures, manuals)<\/li>\n<li>Online help, technical support<\/li>\n<li>Reference information (encylopedia-style information)<\/li>\n<li>Consumer literature (information for the public about regulations, safety issues, <em>etc<\/em>.)<\/li>\n<li>Marketing literature (product specifications, brochures, promotional literature)<\/li>\n<li>Technical journalism (found in trade magazines, media releases, <em>etc.<\/em>)<\/li>\n<\/ul>\n<p>Thus, it is a highly \u201cdesigned\u201d form of communication that requires practitioners to have a heightened awareness of the <a href=\"\/technicalwritingh5p\/chapter\/conventions\/\" target=\"_blank\" rel=\"noopener\">conventions<\/a> (rules and expectations) and <a href=\"\/technicalwritingh5p\/chapter\/understandingrhetoricalsituation\/\" target=\"_blank\" rel=\"noopener\">rhetorical situations<\/a> (audience, purpose, context) in which they are communicating.<\/p>\n<div class=\"h5p\">\n<div id=\"h5p-2\">\n<div class=\"h5p-iframe-wrapper\"><iframe id=\"h5p-iframe-2\" class=\"h5p-iframe\" data-content-id=\"2\" style=\"height:1px\" src=\"about:blank\" frameBorder=\"0\" scrolling=\"no\" title=\"Rhetorical situation\"><\/iframe><\/div>\n<\/div>\n<\/div>\n<div class=\"pdf\">\n<div class=\"textbox\">\n<p><strong>H5P: Rhetorical situation<\/strong><\/p>\n<p>A rhetorical situation is &#8230; (choose all that apply).<\/p>\n<ul>\n<li>The reader&#8217;s need from the writing.<\/li>\n<li>A writing situation.<\/li>\n<li>The form of the writing, such as an email.<\/li>\n<li>The purpose of the writing.<\/li>\n<li>The grammar of the writing.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>This textbook aims to provide you with that heightened awareness \u2013 that is, to introduce you to the basic conventions of technical communications, and to train you to take a <a href=\"\/technicalwritingh5p\/chapter\/readercentred\/\" target=\"_blank\" rel=\"noopener\">reader-centred or audience-centred approach<\/a> to communications tasks, to find the tools and methods that will work best to communicate your ideas to your target audience, and to achieve the desired results.<\/p>\n<h1>What Does Technical Writing Look Like?<\/h1>\n<p>Technical communications can take many forms, depending on the purpose and intended audience.\u00a0 Consider the following example of technical writing, which is an excerpt adapted from a book called <em>Scientific Sailboat Racing <\/em>by Ted Wells. <a class=\"footnote\" title=\"T. Wells, Scientific Sailboat Racing, New York: Dodd, Mead, and Co., 1950, pp. 94-96.\" id=\"return-footnote-22-4\" href=\"#footnote-22-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a> From the excerpt in the box below, what can you tell about the intended audience?<\/p>\n<div class=\"textbox shaded\">\n<p>The most common question asked by skippers wanting to get to the windward mark faster than they have been doing is \u201c<strong>How can I make my boat point higher?\u201d<\/strong>\u00a0 Getting to the windward mark first depends primarily on the skill and experience of the skipper; however, having a well-rigged boat will make a significant difference.\u00a0 Look for the following, in order of importance:<\/p>\n<ol>\n<li><strong>Sails:<\/strong> Have good quality sails, and use the appropriate sails for the wind conditions expected.\u00a0 No one can win races with poor sails, so use the best you can afford.\u00a0 Keep in mind that the leeches of all sails flutter a little, the jib will backwind the luff of the main on any full or medium sail, and in very light wind, even a perfectly cut sail will probably develop a wrinkle along the front of the battens.\u00a0 If the sails are obviously no good, replace them.<\/li>\n<li><strong>Mast and Centerboard:<\/strong> Ensure that the mast is far enough forward and the centerboard is far enough back so that there is little or no weather helm.\u00a0 Make sure the stiffness of the mast suits the sails.<\/li>\n<li><strong>Jib Fairleads<\/strong>: Ensure jib fairleads are properly located for the type of jib being used and the strength of wind expected.<\/li>\n<li><strong>Cleats:<\/strong> Have cleats for both jib and mainsheet; place cleats so that crew can easily make small adjustments for varying wind velocities and hang on the to the jib sheet without having it pop out of the cleat.<\/li>\n<li><strong>Traveler<\/strong>: Have a mainsheet traveler that allows the main to be pulled down without pulling the boom in too far; it should allow the sail to be pulled down tightly enough so that the leech does not fall off without pulling the boom in any further than it should be.<\/li>\n<li><strong>Tiller:<\/strong> Have a flexible tiller extension that allows you to sit well forward, but can be adjusted so that it does not get in the way when coming about.<\/li>\n<li><strong>Boat Weight:<\/strong> Keep the boat as close to minimum weight as possible.\u00a0 Clearly, a lighter boat is easier to handle, but this is not as critical as other factors.\u00a0 If choosing between a lighter crew member with less skill and experience, and a heavier crew member who has greater skill, the latter is usually preferable.<\/li>\n<\/ol>\n<p>Once the boat is properly set up, a skilled and experienced skipper can point significantly higher than expected by understanding and using wind deflection from other boats.\u00a0 Immediately to leeward of any boat and extending for a distance of about three mast lengths, there is a wind shadow where the wind velocity is greatly decreased.\u00a0 To leeward of the bow of the boat there is a very small region where the direction of the wind is deflected opposite to the normal deflection and where the velocity is accelerated slightly (see Figure 34).\u00a0 Except in the direct wind shadow, the deflection of the wind is more important than the decrease in wind velocity, as the decrease in velocity is very slight except in the immediate shadow of the sails of the windward boat.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-20\" src=\"https:\/\/opentextbc.ca\/principlesofmarketingh5p\/wp-content\/uploads\/sites\/387\/2017\/12\/Fig.-34-1024x680.png\" alt=\"Wind conditions surrounding a boat\" width=\"613\" height=\"407\" srcset=\"https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-content\/uploads\/sites\/387\/2017\/12\/Fig.-34-1024x680.png 1024w, https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-content\/uploads\/sites\/387\/2017\/12\/Fig.-34-300x199.png 300w, https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-content\/uploads\/sites\/387\/2017\/12\/Fig.-34-768x510.png 768w, https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-content\/uploads\/sites\/387\/2017\/12\/Fig.-34-65x43.png 65w, https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-content\/uploads\/sites\/387\/2017\/12\/Fig.-34-225x149.png 225w, https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-content\/uploads\/sites\/387\/2017\/12\/Fig.-34-350x232.png 350w, https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-content\/uploads\/sites\/387\/2017\/12\/Fig.-34.png 1338w\" sizes=\"auto, (max-width: 613px) 100vw, 613px\" \/><\/p>\n<p>Because of this wind deflection, a boat on the opposite tack cutting behind another boat will be able to point appreciably higher than it normally would.\u00a0 Many skippers on port tacks who thought they could clear starboard tackers have been fooled by not realizing this fact.\u00a0 The deflection of their wind in trying to cross in front of the starboard tacker will enable the starboard tacker to point higher without luffing than he normally would be able to do, and the port tacker who thought he could squeeze by suddenly finds that he cannot (See Figure 35).<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-21\" src=\"https:\/\/opentextbc.ca\/principlesofmarketingh5p\/wp-content\/uploads\/sites\/387\/2022\/01\/Fig.-35-759x1024.png\" alt=\"\" width=\"460\" height=\"621\" srcset=\"https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-content\/uploads\/sites\/387\/2022\/01\/Fig.-35-759x1024.png 759w, https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-content\/uploads\/sites\/387\/2022\/01\/Fig.-35-222x300.png 222w, https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-content\/uploads\/sites\/387\/2022\/01\/Fig.-35-768x1036.png 768w, https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-content\/uploads\/sites\/387\/2022\/01\/Fig.-35-65x88.png 65w, https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-content\/uploads\/sites\/387\/2022\/01\/Fig.-35-225x304.png 225w, https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-content\/uploads\/sites\/387\/2022\/01\/Fig.-35-350x472.png 350w, https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-content\/uploads\/sites\/387\/2022\/01\/Fig.-35.png 864w\" sizes=\"auto, (max-width: 460px) 100vw, 460px\" \/><\/p>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">EXERCISE 1.1 Draft some technical writing related to your interests<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Reflect on the description and example of technical writing above in relation to your experience as an employee, as a student, or as a practitioner of a hobby. What kinds of documents have you written that could fall under the genre of Technical Writing?<\/p>\n<p>Write a paragraph or two on a topic about which you have specialized knowledge, and can use specialized terminology to explain the idea or instruct the reader. For example, you might write about effective techniques for executing certain skateboard maneuvers or how to execute a yoga position such as a &#8220;downward facing dog.&#8221; Consider your audience when choosing how to write this. Will the audience have to be familiar with the terminology used, as in the above sailing example? See if you can &#8220;baffle me with your techno-jargon&#8221; and then re-write for a general audience, using plain language.<\/p>\n<\/div>\n<\/div>\n<h3>Text Attributions<\/h3>\n<ul>\n<li>S.1. Excerpt from T. Wells, Scientific Sailboat Racing, New York: Dodd, Mead, and Co., 1950, pp. 94-96. This book is out of print, and every attempt has been made to locate the copyright owner. For noncommercial, educational use only.<\/li>\n<\/ul>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-22-1\"> S. McConkey, \u201cWriting a work term report,\u201d <em>ENGR 120 Plenary Lecture<\/em>, University of Victoria, March 3, 2017. <a href=\"#return-footnote-22-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-22-2\">J. Swartz, S. Pigg, J. Larsen, J. Helo Gonzalez, R. De Haas, and E. Wagner, \"Communication in the workplace: What can NC State students expect?\" Professional Writing Program, North Carolina State University, 2018 [Online]. Available: <a href=\"https:\/\/docs.google.com\/document\/d\/1pMpVbDRWIN6HssQQQ4MeQ6U-oB-sGUrtRswD7feuRB0\/edit\" target=\"_blank\" rel=\"noopener\">https:\/\/docs.google.com\/document\/d\/1pMpVbDRWIN6HssQQQ4MeQ6U-oB-sGUrtRswD7feuRB0\/edit<\/a> <a href=\"#return-footnote-22-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-22-3\">B. Hyman, \u201cCh. 2: Problem formulation,\u201d in <em>Fundamentals of Engineering Design<\/em>, Upper Saddle River, NJ: Prentice Hall, 2002, p. 42. <a href=\"#return-footnote-22-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-22-4\">T. Wells, <em>Scientific Sailboat Racing<\/em>, New York: Dodd, Mead, and Co., 1950, pp. 94-96. <a href=\"#return-footnote-22-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"parent":0,"menu_order":1,"template":"","meta":{"pb_part_invisible":false,"pb_part_invisible_string":""},"contributor":[],"license":[],"class_list":["post-22","part","type-part","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-json\/pressbooks\/v2\/parts\/22","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-json\/pressbooks\/v2\/parts"}],"about":[{"href":"https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-json\/wp\/v2\/types\/part"}],"version-history":[{"count":6,"href":"https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-json\/pressbooks\/v2\/parts\/22\/revisions"}],"predecessor-version":[{"id":380,"href":"https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-json\/pressbooks\/v2\/parts\/22\/revisions\/380"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-json\/wp\/v2\/media?parent=22"}],"wp:term":[{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-json\/wp\/v2\/contributor?post=22"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/technicalwritingh5p\/wp-json\/wp\/v2\/license?post=22"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}