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Errata
Lannon's Technical Communication, 14e, Global Edition
Chapter 2
· PAGE LOCATION: p. 59, under section Checklist: Analyzing Audience and Purpose.
· TEXT TO BE READ AS:
· Have I identified primary and secondary audiences? (45)
· Have I identified my relationship to these readers? (45)
· Have I researched the technical background of my audience? (47)
· Have I considered the cultural backgrounds of my audience? (52)
· Have I identified the primary and secondary purposes of the document? (46)
· Have I considered other audience preferences, including media format? (57)
· Have I developed an audience and use profile? (56)
Chapter 3
· PAGE LOCATION: p. 85, under section Checklist: Persuasion
· TEXT TO BE READ AS:
· Planning and Preparing Your Document
· Have I identified my precise goal in this situation? (63)
· Am I accounting for the political realities involved? (64)
· Can I elicit more than mere audience compliance in this situation? (65)
· Have I chosen the approach most likely to connect with this audience? (66)
· Am I constructing a balanced and reasonable argument? (69)
· Have I spelled out what I want this audience to do or think? (69)
· Am I seeking an outcome that is achievable in this situation? (69)
· Have I considered the various constraints in this situation? (70)
· Do I provide convincing evidence to support my claims? (74)
· Will my appeals have personal meaning for this audience? (74)
· Overall, do I argue skillfully without being “argumentative”? (63)
· Have I anticipated my audience’s reaction? (64)
· Cultural Considerations*
· Is the document sensitive to the culture’s customs and values? (77)
· Have I avoided stereotyping of different cultures and groups of people? (78)
· Does the document conform to the country’s safety and regulatory standards? (79)
· Does the document provide the expected level of detail? (51)
· Does the document avoid possible misinterpretation? (51)
· Does the document enable everyone to save face? (77)
· Is the document organized in a way that readers will consider appropriate? (229)
· Does the document observe accepted interpersonal conventions? (123)
· Does the tone reflect the appropriate level of formality or casualness? (78)
· Is the document’s style appropriately direct or indirect? (31)
· Is the document’s format consistent with the culture’s expectations? (330)
· Does the document embody universal standards for ethical communication? (95)
· Should the document be supplemented by a more personal medium? (78)
Chapter 4
· PAGE LOCATION: p. 104, under section Checklist: Ethical Communication.
· TEXT TO BE READ AS:
· Accuracy
· Have I explored all sides of the issue and all possible alternatives? (69)
· Do I provide enough information and interpretation for recipients to understand the facts as I know them? (35)
· Do I avoid exaggeration, understatement, sugarcoating, or any distortion or omission that would leave readers at a disadvantage? (92)
· Do I state the case clearly instead of hiding behind jargon and euphemism? (247)
· Honesty
· Do I make a clear distinction between “certainty” and “probability”? (180)
· Are my information sources valid, reliable, and relatively unbiased? (177)
· Do I actually believe what I’m saying, instead of being a mouthpiece for groupthink or advancing some hidden agenda? (91)
· Would I still advocate this position if I were held publicly accountable for it? (90)
· Do I inform people of all the consequences or risks (as I am able to predict) of what I am advocating? (92)
· Do I give candid feedback or criticism, if it is warranted? (94)
· Fairness
· Am I reasonably sure this document will harm no innocent persons or damage their reputations? (98)
· Am I respecting all legitimate rights to privacy and confidentiality? (94)
· Am I distributing copies of this document to every person who has the right to know about it? (95)
· Do I credit all contributors and sources of ideas and information? (100)
· PAGE LOCATION: p. 100, under section Plagiarism and Your Career, paragraph 1, lines 4 and 5
· TEXT TO BE READ AS: For more on documenting sources and on avoiding plagiarism, see A Quick Guide to Documentation, pages 658–91.
Chapter 5
· PAGE LOCATION: p. 111, under section GUIDELINES for Managing a Collaborative Project, bullet point 2
· TEXT TO BE READ AS: Compose an audience and purpose statement (page 46) that spells out the project’s goal and the plan for achieving the goal.
· PAGE LOCATION: p. 111, under section GUIDELINES for Managing a Collaborative Project, bullet point 5
· TEXT TO BE READ AS: Gantt and PERT charts (see pages 286–88) help the team visualize the whole project as well as each part, along with start-up and completion dates for each phase.
· PAGE LOCATION: p. 119, under section Figure 5.2.
· TEXT TO BE READ AS: Compare this edited draft with the final version in Chapter 20 (page 507).
· PAGE LOCATION: p. 121, under section GUIDELINES for Peer Reviewing and Editing, bullet point 3
· TEXT TO BE READ AS: See pages 100–101, 122.
· PAGE LOCATION: p. 126-127, under section Checklist: Teamwork and Global Considerations.
· TEXT TO BE READ AS:
· Teamwork
· Have we appointed a team manager? (109)
· Does the team agree on the type of document required? (110)
· Do we have a plan for how to divide the tasks? (110)
· Have we established a timetable and decided on a meeting schedule? (110)
· Do we have an agenda for our first meeting? (114)
· Do we have a clear understanding of how we will share drafts of the document and how we will name the files? (110)
· Have we decided what technology to use (track changes, Google docs, other)? (119)
· Are we using the Project Planning Form? (110)
· Running a Meeting
· Has the team manager created an agenda and circulated it in advance? (114)
· Do members understand their individual roles on the team so they can be prepared for the meeting? (110)
· Has someone been appointed to take meeting minutes? (114)
· Are all members given the opportunity to speak? (114)
· Does the team manager keep discussion focused on agenda items? (118)
· Does the meeting end on schedule? (114)
· Active Listening
· Are team members receptive to each other’s viewpoints? (117)
· Does everyone communicate with courtesy and respect? (117)
· In face-to-face settings, are all team members allowed to speak freely? (114)
· Are people able to listen to all ideas with an open mind? (117)
· Are interruptions discouraged? (117)
· On email, do people take time to reflect on ideas before responding? (339)
· Do people observe the 90/10 rule (listen 90 percent of the time; speak 10 percent of the time)? (118)
· Peer Review and Editing
· Have I read the entire document twice before I make comments? (122)
· Have I focused on content, style, and logical flow of ideas before looking at grammar, spelling, and punctuation? (122)
· Do I know what level of review and editing is expected of me (focus only on the content, or focus on style, layout, and other factors)? (122)
· Am I being honest but polite and diplomatic in my response? (122)
· Do I explain exactly why something doesn’t work? (122)
· Do I make specific recommendations for improvements? (122)
· Global Considerations
· Do I understand the communication customs of the international audience for my document? (116)
· Is my document clear and direct, so that it is easy to translate? (126)
· Have I avoided humor, idioms, and slang? (125)
· Have I avoided stereotyping of different cultures and groups of people? (124)
· Does my document avoid cultural references (such as TV shows and sports), which may not make sense to a global audience? (116)
Chapter 11
· PAGE LOCATION: p. 231, under section Editing for Clarity
· TEXT TO BE READ AS: See page 695 for more on pronoun references, and page 256 for avoiding sexist bias in pronoun use.
· PAGE LOCATION: p. 232, under section Avoid Ambiguous Modifiers
· TEXT TO BE READ AS: See page 695 for more on modifiers.
· PAGE LOCATION: p. 261-262, under section Checklist: Style.
· TEXT TO BE READ AS:
· Clarity
· Does each pronoun clearly refer to the noun it replaces? (231)
· Is each modifier close enough to the word or words it defines or explains? (232)
· Are modifying nouns unstacked? (232)
· Do most sentences begin with the familiar information and end with new information? (233)
· Are sentences in active rather than passive voice, unless the agent is immaterial? (233)
· Does each sentence provide only as much information as readers are able to process easily? (236)
· Conciseness
· Is the piece free of wordiness, redundancy, or needless repetition? (237)
· Is it free of needless sentence openers and prefaces? (238)
· Have unnecessary weak verbs been converted to verbs that express a definite action? (239)
· Have excessive prepositions been removed and nominalizations restored to their verb forms? (240)
· Have negative constructions been converted to positive ones, as needed? (241)
· Is the piece free of clutter words and needless qualifiers? (242)
· Fluency
· Are related ideas subordinated or coordinated and combined appropriately? (243)
· Are sentences varied in construction and length? (245)
· Does an idea that should stand alone for emphasis get a sentence of its own? (245)
· Are short sentences used for special emphasis? (245)
· Word Choice
· Is the wording simple, familiar, unambiguous, and free of useless jargon? (246)
· Is each acronym spelled out upon first use? (248)
· Is the piece free of triteness, misleading euphemisms, and overstatement? (248)
· Does the wording precisely convey the intended meaning? (248)
· Are general or abstract terms clarified by more specific or concrete terms? (250)
· Are analogies used to clarify and explain? (251)
· Have I reviewed the spelling, grammar, and word choice to be sure spell check or autocorrect didn’t insert any errors? (251)
· Tone
· Is the tone appropriate and consistent for the situation and audience? (251)
· Is the level of formality what the intended audience would expect? (255)
· Is the piece free of implied bias, sexist language, or potentially offensive usage? (255)
· Does the piece display sensitivity to cultural differences? (258)
· Is the word choice ethically and legally acceptable? (259)
Chapter 12
· PAGE LOCATION: p. 266, under section Why Visuals Matter, Note, lines 3 and 4
· TEXT TO BE READ AS: For more on introducing and interpreting visuals in a document, see page 307.
· PAGE LOCATION: p. 270, under section How to Choose the Right Visuals, Note, line 2
· TEXT TO BE READ AS: For more on cultural considerations in selecting visuals, see page 306.
· PAGE LOCATION: p. 272, under section Tables, paragraph 5, lines 1 and 2
· TEXT TO BE READ AS: For specific information about creating tables, see How to Construct a Table on page 276.
· PAGE LOCATION: p. 277, under section Bar Graphs, paragraph 100 Percent Bar Graph, lines 3 to 5
· TEXT TO BE READ AS: The more data, the harder such graphs are to interpret; consider using a pie chart (page 283) if that would be more readable for your audience.
· PAGE LOCATION: p. 284, under section Pie Charts, Figure 12.14
· TEXT TO BE READ AS: Source: U.S. Environmental Protection Agency. (See Table 12.3, page 273, for data.)
· PAGE LOCATION: p. 289, under section GUIDELINES for Creating Charts, bullet point 11
· TEXT TO BE READ AS: Follow the guidelines for bar graphs (page 274).
· PAGE LOCATION: p. 296, under section Videos, paragraph 1, line 11
· TEXT TO BE READ AS: For more advice, see the annotations to Figure 12.32, the guidelines on page 298, and Chapter 19, pages 487–89.
· PAGE LOCATION: p. 303, under section Don’t Mistake Distortion for Emphasis, paragraph 4, lines 1 and 2
· TEXT TO BE READ AS: For additional guidance, use the planning sheet in Figure 12.37, and the checklist on p...
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