Advanced Technical Communication for Engineers CE 389C Fall 2006

1. Advanced Technical Communication for Engineers CE 389C Fall 2006

2. Dr. Hillary Harthttp://www.ce.utexas.edu/prof/hart/389c/ECJ 8.214 Office Hours: M 11:00-12:00 3:00-5:00 W 8:30-9:30 471-4635 hart@mail.utexas.edu Office Hours: MW 11:00-12:00 Tues. 3:00-5:00 471-4635 hart@mail.utexas.edu

3. 389C Web site

4. By virtue of being an engineer, you are a Technical Communicator. • Engineering is a people-oriented profession. • Engineers not only develop technologies; they help people make use of technology. • Engineers must communicate with regulators, funding agencies, suppliers, clients, customers, the media, and sometimes the general public.

5. You must communicate your subject-matter expertise. • Engineers communicate their methods, results, conclusions, and recommendations so that information can be understood and used by a variety of people. • Engineers generate raw data and then turn them into information to help people solve problems.

6. For instance . . . • If you have installed a monitoring well on a resident’s property to track the movement of benzene spreading through the groundwater from a nearby leaking gasoline tank, you have several very different jobs: • Measure and record the levels of various contaminants. • Issue a report for your technical supervisor – are the levels increasing or not? • Report to the homeowner about what’s happening.

7. For which audience is this table appropriate:supervisor or homeowner?

8. A picture might work best for a homeowner. Residence Service Station Monitoring Well Ground Water

9. Data alone are usually not useful. Information is data made useful for other people.

10. Information life cycle • Data are what we record, observe, copy. • Information is data that have been synthesized, put in context, and made meaningful. • Knowledge is enough information to allow you or someone else to do something that produces new data or information.

11. Information Life Cycle Data Knowledge Information

12. Necessary Skills for Engineers • Manage information • Write technical information for many audiences -- often with conflicting needs • Design graphics for technical information • Elicit expert information – interview others • Present information verbally • Work collaboratively -- write collaboratively!

13. Engineering documents you may be involved in writing • User manuals -- software and hardware • Training materials • Environmental guidelines and reports • Safety policies and instructions • Technical proposals • Technical reports The last two types bridge the gap between the workplace and the academy.

14. In this class we want to focus on academic writing • dissertation proposals • theses • dissertations • journal papers and technical presentations • oral presentations • posters as well as proposals and reports.

15. Audiences • Academic audiences • other researchers • faculty • students • supervisor – now only! Even academic audiences have varying degrees of expertise and knowledge. And everyone is busy and reads fast!

16. Research Audiences • Experts • Executives/Managers • Technicians • Regulators • Funding Agencies • General public • Combination Now your audience is “expert,” but later to whom may you have to present results?

17. Inside the organization: Management Colleagues Support staff Salespeople Technicians Outside the organization Customers Regulatory agencies Financial institutions Suppliers/vendors News media Business Audiences Your message here

18. Communicator’s Triangle Communicator Audience (most difficult) Subject

19. Multiple Audiences • Different parts of the document are geared toward different audiences • Abstract – technical public • Introduction – interested public • Bulk of paper – researchers and subject-matter experts

20. Your writing for this class • You decide the pace of your progress • You must complete by end of semester at least one of the following for your class project: • Two chapters of thesis • One chapter of dissertation • One paper publishable in journal • One dissertation proposal • Departmental or graduate school report (substantial portion)

21. Meet with me by Thurs., Sept. 7 • You determine your own class project. • Assignment 4 is your entire class project. • Everyone does an outline – hand in by Sept. 6. • Remember, an outline is a draft until document is done. • Everyone does a draft of an Introduction as assignment #1. • You and I will determine assignments 2-4. • Please come to my office hours next week.

22. Writing Process and Planning: You organize for yourself (outlines, etc.), and you organize the document for the reader.

23. First, organize for yourself. Feel like a tiny child when it comes to writing? Most people do. Here’s how to help yourself.

24. 1. Recognize that writing is problem-solving • As a product, writing solves problems for your audience • As a process, it solves problems for you!

25. You can use writing to help answer many critical questions: • What is it you really want to say? • What will convince your audience? • What data or information do you still need to collect? • When you explain your methodology, what gaps are still there?

26. 2. Recognize that writing is a process. • Defining objectives • Planning • Drafting • Evaluating • Revising Learn to separate these stages!

27. You cannot collapse these stages together! You can’t get it right the first time around!

28. Manage the writing process. • Start early • Manage your time • Learn to draft – avoid need for perfection at this stage • Learn to separate the creativeand criticalparts of your personality.

29. Managing the Process of Writing Pre-Writing (Outlining) • Defining objectives • Planning • Drafting • Evaluating • Revising We will separate these stages in this course. Peer Review

30. 3. Realize that writing activities are incrementaland iterative. • Move back and forth between doing research/engineering work and doing writing. • Writing helps you understand what you really know and what you are still unsure about. Helps you plot direction.

31. Write draft of Introduction Write draft of Methods Write draft of Literature Review Write draft of Results Write draft of Conclusions Revise Introduction Revise middle three chapters Revise Conclusions Revise Introduction Write Abstract Sequence of Drafting(see p. 7a in the Guide)

32. But I still have a hard time beginning to write!!

33. Planning your Document: Organizing for Yourself Most people begin planning their document by creating an outline. Don’t be trapped by your outline! Any outline evolves constantly until the document is sent or published.

34. Planning Tools: Many kinds of outlines and lists • Doodles and lists of keywords • Topic Outline • Can become headings for your document. Eventually, becomes the Table of Contents. • Sentence Outline(helps connecttopics) • Helps writers refine ideas and link them together: “Transistors have been around a long time.” --eventually that sentence becomes a heading: History of Transistors

35. Brainstorm Outline: how it works • Draw an oval • Write document’s central purpose in center • Think of all related ideas, facts, descriptions • Write these in spokes around oval • Don’t prioritize or sequence ideas until later • Discard later what you don’t need.

36. Example of Brainstorm Outline Convince UT to build graduate student parking garage

37. For Wednesday, September 6 • Summarize Herbert Michaelson’s short chapter (5) on the Incremental Method. • Summarize contents • Critique the method – add your own judgment • Find and look over the templates and guidelines for theses and dissertations available on the Office of Graduate Studies web site. • http://www.utexas.edu/ogs/pdn/index.html

38. Also for Wednesday, September 6: • Bring to class an outline of the entire work (thesis, proposal, dissertation, paper) of which your class project may be only a part. • Please include a descriptive paragraph explaining to me the purpose of your research work.