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Detailed Conten ts vii
Avoid excessive use of is/are verb forms • 68

Use active voice for clarity • 69
Word Choice • 71
Style Checklist • 74
Exercises • 74
5 Designing Documents • 85
Understanding the Basics of Document Design • 86
Know what decisions are yours to make • 87
Choose a design that fits your situation • 87
Plan your design from the beginning • 87
Reveal your design to your readers • 90
Keep your design consistent • 90
Designing Effective Pages and Screens • 93
Use blank space to frame and group information • 93
Space the lines of text for easy reading • 96
Adjust the line length to the size of the page or screen • 96
Use a ragged right margin • 96
Position words and illustrations in a complementary
relationship • 97
Helping Readers Locate Information • 98
Use frequent headings • 99
Write descriptive headings • 99
Design distinctive headings • 703
Use page numbers and headers or footers • 706
Document Design Checklist • 108
Exercises • 109
6 Designing illustrations • 112

Creating Illustrations • 112
Tables • 773
Bar and column graphs • 777
Circle graphs • 722
Line graphs • 722
Organization charts • 726
Flow charts • 728
Project schedule charts • 737
viii Detailed Con tents
Diagrams • 733
Photographs • 735
Infographics • 738
Video clips • 740
Designing Illustrations Ethically • 142
Illustration Checklist • 144
Exercises • 145
Part Two: Applications
7 E-rnails, Texts, Memos, and Letters • 151

E-mail and Text Messages • 152
Memos and Letters • 152
Guidelines for Ensuring Quality • 156
Appropriate Tone in E-mails, Texts, Memos, and Letters • 157
Guidelines for Dealing with Tone • 158
Planning and Writing Correspondence • 159
CASE 7 - 1: INFORMATIONAL E-MAIL MESSAGE • 760
CASE 7 - 2: iNSTRUCTIONAL MEMO • 762
CASE 7- 3: LETTER REQUESTING INFORMATION • 764
CASE 7 - 4: UNFAVORABLE NEWS LETTER • 767
CASE 7- 5: CLAIM LETTER • 769
CASE 7 - 6: LETTER OF REPLY • 777
Correspondence Checklist • 174
Exercises • 174
8 Technical Reports • 181

Kinds of Reports • 181
Report Categories- Informal and Formal • 182
Informal Report Heading • 182
Subject line • 783
Reference • 783
Action required • 783
Distribution list • 783
Parts of an Informal Technical Report • 183
Introduction • 783
Summary • 784
Detailed Contents ix
Discussion • 784
Conclusion • 784
Recommendations • 785
Attachments • 785
Developing Reports • 185
CASE 8-1 • 789
CASE 8-2 • 205
Elements of Formal Reports • 209
Prefatory elements • 209
Abstracts and summaries • 277
Discussion, or body of the report • 274
Collecting and grouping information • 276
CASE 8-3 • 227
Conclusion(s) • 223
Recommendations • 223
Appendices • 223
Letter Reports • 223
Example Report for Study • 229
Writing Collaboratively • 229
The team leader • 230
Requirements of team leaders • 230
Requirements of team members • 237
Report Checklist • 231
Exercises • 232
9 Proposals and Progress Reports • 233

Proposals • 234
Example RFP • 235
The context ofproposal development • 235
Effective argument in proposal development • 238
Standard sections ofproposals • 239
CASE 9-1: RESEARCH PROPOSAL • 244
CASE 9-2: PROJECT PROPOSAL • 250
Progress Reports • 255
Structure ofprogress reports • 255
CASE 9- 3 • 258
CASE 9-4 • 265
x Detailed Contents
Style and Tone of Proposals and Progress Reports • 269

Checklist for Developing Proposals and Progress Reports • 269
Exercises • 272
10 Instructions, Procedures, and Policies • 274

Instructions versus Procedures • 274
Critical Role ofl11Structions and Procedures in the Workplace • 274
Planning Instructions and Procedures • 276
Structure and Organization • 277
Introduction • 277
Theory governing the procedure or instruction • 277
Warnings, cautions, hazards, and notes regarding
safety or quality • 278
Conditions under which the task should be performed • 278
Name of each step • 278
CASE 10- 1: THE GRIGNARD REACTION • 279
CASE 10- 2: ]OB INSTRUCTIONS • 294
CASE 10- 3: INSTRUCTIONAL LETTER • 300
Online Instructions • 303
CASE 10- 4 • 304
Checklist for Developing Instructions/Procedures • 306

Exercises • 307
11 Oral Reports • 309

Understanding the Speaking-Writing Relationship • 310
Analyzing the Audience • 310
Determining the Goal of Your Presentation • 311
Choosing and Shaping Content • 311
Analyzing the Context • 311
Choosing the Organization • 311
Choosing an Appropriate Speaking Style • 313
Choosing Visuals to Enhance Your Purpose and Your Meaning • 313
Planning Your Presentation- Questions You Need to Ask • 326
Audience • 326
Purpose • 326
Context • 326
Content • 326
Detailed Conten ts xi
Graphics • 326
Style • 326
Speaking to Multicultural Audiences • 327
Designing Each Segment • 327
Choose an interesting title • 327
Develop your presentation around three main divisions • 327
Plan the introduction carefully • 328
Design the body • 328
Design the conclusion • 328
Choosing an Effective Delivery Style • 328
Techniques to Enhance Audience Comprehension • 329
Designing and Presenting the Written Paper • 330
Structuring the written speech • 337
Writing the speech • 337
Practicing the presentation • 332
Checklist for Preparing Oral Reports • 333
Exercises • 335
12 Resumes and Job Applications • 344

The Correspondence of the Job Search • 344
Letter of application • 345
The resume • 348
Follow-up letters • 359
Interviewing • 361
The interview • 367
Negotiation • 363
Before and after the interview • 363
Job Search Checklist • 364
Exercises • 365
APPENDIX A Brief Guide to Grammar, Punctuation, and Usage • 369

APPENDIX B Using Sources oflnformation • 382
APPENDIX C Report for Study and Analysis • 390
Index • 429
Checklists
------------ ----
Chapter2
Planning and Revision Checklist • 33
Chapter 3
Ethics Decision Checklist • 55
Chapter4
Style Checklist • 74
Chapter 5
Document Design Checklist • 708
Chapter6
Illustration Checklist • 744
Chapter7
Correspondence Ch ecklist • 774
ChapterS
Report Checklist • 237
Chapter9
Checklist for Developing Proposals and Progress Reports • 269
Chapter 10
Checklist for Developing Instructions/Procedures • 306
Chapter 11
Checklist for Preparing Oral Reports • 333
Chapter 12
Job Search Checklist • 364
xii
Preface
-------------
As we have emphasized throughout the first two editions of Essentials of Tech-
nical Communication, in the workplace, no one wants to read what you write-
seriously. In addition, they will read as little of what you write as they possibly can.
Even if your document will be of value to your readers, unless you make that point
clear at the beginning of your document, it may be tossed.
Your boss or coworkers may not have the necessary background, the time, or
the inclination to wade through your e-mail, memo, or report. We have developed
The Essentials of Technical Communication with this in mind, as a practical intro-
duction to all aspects of effective professional communication- a handbook to
help you get your message across on the job, where time equals money and poorly
crafted documents can have a host of unwelcome consequences.
As teachers of technical writing with more than 50 years of experience between
us, we know that following a few simple guidelines leads to more efficient and ef-
fective communications. In this book we provide the guidelines you need as you
plan, draft, and revise documents. Understanding these guidelines will help you
avoid blank-page terror and enable you to write effectively and quickly- both re-
quirements of employees who write for their jobs.
APPROACH
Our rationale is simple: we believe that the effective writer in a work situation m ust
learn and internalize basic concepts of rhetoric and then apply these in developing
documents. We've filled this brief book with memorable, concise guidelines. Each
chapter in Part One focuses on basic rhetorical principles, and Part Two applies
those principles to the planning and writing of particular types of documents.
A brief book enables instructors to adapt the book to their own uses. Many
teachers want to build on principles by adding their unique approaches. This book
provides the flexibility to allow for that possibility. In addition, many employees
who did not study technical or business writing in college will find this book use-
ful in learning how to write in the workplace.
ORGANIZATION
The book is organized into two parts. Part One (Chapters 1 through 6) lays out
essential communication principles:
+ Chapter 1, "Characteristics of Writing at Work:' describes technical writing, or
writing in the workplace, to show how it differs from academic writing.
xiii
xiv Preface
+ Chapter 2, "Writing for Your Readers;' presents the essential elements of ana-
lyzing readers and then choosing content, format, and style as these meet the
needs of the intended readers. We embed a discussion of the composing pro-
cess in this chapter.
+ Chapter 3, "Writing Ethically;' discusses the ethics of technical documents.
While most professionals have standards of good practice, writers should also
follow principles of communication ethics.
+ Chapter 4, "Achieving a Readable Style;' explains how to write concise, pristine
sentences and paragraphs.
+ Chapter 5, "Designing Documents;' illustrates basic principles for creating ac-
cessible and inviting documents. In a world of too much information, read-
ers often miss or ignore important messages not presented in an easy-to-read
format.
+ Chapter 6, "Designing Illustrations;' provides guidelines for developing effec-
tive visuals. Graphics software creates practically infinite possibilities for visu-
als, but effective use requires an understanding of fundamental graphic design
principles.
Part Two (Chapters 7 through 12) then applies the principles from Part One to the
types of documents most commonly prepared in the workplace:
+ Chapter 7, "E-mails, Texts, Memos, and Letters;' presents the basics of cor-
respondence and demonstrates how to ensure that these routine messages are
clear, readable, and effective.
+ Chapter 8, "Technical Reports;' presents the elements of report development

along with examples, including an annotated abstract. We provide a formal
report in Appendix C and on the book's companion website, www.oup.com/
us/tebeaux. (We also include links to documentation resources on the web-
site. With the emergence of bibliography and citation software we believe ex-
tensive instruction in documentation is no longer needed in the text, though
we do include a brief guide to the most common documentation systems in
Appendix B.)
+ Chapter 9, "Proposals and Progress Reports;' provides guidelines for develop-
ing business proposals and status reports. In this chapter, we use several stu-
dent examples as these respond to real situations in a university setting.
+ Chapter 10, "Instructions, Procedures, and Policies; describes how to develop
clear instructions for a variety of situations.
+ Chapter 11, "Oral Reports;' provides a short guide to developing and then pre-
senting a concise, effective PowerPoint presentation.
+ Chapter 12, "Resumes and Job Applications;' describes how to prepare job ap-
plication documents.
Preface XV
FEATURES
• Sample Documents: This text, although concise, includes a range of sample

documents covering the essential types and styles you're likely to encounter
in the workplace. Many of these documents are available for download on
the book's companion website, www.oup.com/ us/ tebeaux, along with links
to documentation resources.
• Case Studies: In Chapters 1, 2, 3, 7, 8, 9, and 10, case studies show how different
types of documents function in different situations. These cases contextualize
the documents to give you a sense of how and when the techniques we outline
can and should be applied.
• Checklists: At chapter ends, we have included checklists- lists of questions
you can use to ensure that your professional documents achieve your purpose.
We hope you find that these are a handy reference tool. They are indexed in
the front of the book.
• Exercises: Exercises at the end of each chapter guide practice in the techniques
outlined in the text. Some of the exercises are designed to be done in class
and could be done or discussed in small groups, and others are take-home
assignments.
• Appendices: Three appendices contain a briefguide to grammar, punctuation,
and usage (A); a synopsis of information literacy and three widely used
documentation systems (B); and a sample report (C).
• Companion Website: The book's companion website at www.oup.com/us/
tebeaux offers additional resources for students, including chapter overviews,
self-quizzes, downloadable versions ofthe checklists from the book, helpful links,
annotated document pages, and downloadable sample documents, including
those from the exercises at chapter ends. The site includes an instructor's
manual, featuring downloadable PowerPoint files for use as lecture aids, chapter
objectives, teaching strategies, workshop activities, writing projects, worksheets,
and discussion questions. It also includes revision assignments, multimodal
writing assignments, and multilingual writing assignments.
• Instructor's Manual: The instructor's manual is available in a CD version that
includes a test bank.
NEW TO THIS EDITION
While improving upon our first two editions, we did not change those aspects of
the book that made it popular with professors and students of technical communi-
cation. This new edition maintains the concise and practical nature of the first two.
But we have made several important changes based on the excellent suggestions
from our expert panel of reviewers. We made each change to prepare students ( 1)
to write in an increasingly dynamic, digital age and (2) to write for an increasingly
diverse audience- both in the classroom and in the workplace.
xvi Preface
Changes we've made for the third edition include the following:
• Chapter 1: We've included new material on the need for information security
as the most important difference between writing at school and writing at
work. We caution students about the risks of social media, texting, and e-mail,
all of which in personal and business use carry legal liability.
• Chapter 2: We've added a new case document that incorporates both issues in
e-mail design and audience perspective.
• Chapter 3: We've added case documents to this chapter to encourage analysis of
ethical dilemmas and the professional obligations oftechnical commwticators.
Weve also included the Code of Ethics of the National Society of Professional
Engineers for comparison with the Society for Technical Communication's
Ethical Guidelines.
• Chapter 4: We've added additional examples of common style problems:
excessive "be" verbs and use of "there is, there are" constructions that reduce
the directness of sentences and often increase sentence length. We have
included a short report that includes excessive use of "be" constructions and
other sentence problems. We've also added sample sentences and possible
revisions based on the principles presented in this chapter as well as additional
sentences that exhibit major errors for students to discuss and correct.
• Chapter 5: New here is greater emphasis on the complementary relationship
of words and illustrations.
• Chapter 6: We've added project schedule charts and infographics to the wide
array of illustrations that we examine with annotated examples.
• Chapter 7: We've added a claim letter to the case documents we exantine in
this chapter to reinforce the principle of dear and concise communication
tailored to the audience.
• Chapter 8: We've included three case documents for analysis and discussion
and new examples of informal reports. We've also added a new example of a
student formal report in Appendix C.
• Chapter 9: We've included discussion of online multimedia progress reports.
Appendix C also includes the proposal and progress report for the new final
report on Alzheimer's disease.
• Chapter 10: We've added a new example of lab procedures prepared by
a graduate student as many college lab instructions are hastily prepared
by graduate students who do not think about the needs of undergraduate
students in science lab settings.
• Chapter 11: We have new examples of PowerPoint slides, including a full
slide presentation that exhibits qualities of good PowerPoint presentations
and ineffective slides that demonstrate common errors. Weve also provided a
speech prepared to be read and invited students to improve it.
• Chapter 12: We've updated the examples of resumes and letters of application
while reinforcing key rhetorical principles and the necessity of managing your
professional identity on social networking sites.
Preface xvii
In all chapters, we offer new and revised exercises. These require students to think
critically about the topics discussed in the chapter.
Finally, the companion website and instructor's resources have been updated
with new examples, exercises, and materials. Of particular note is the revised in-
structor's manual, which contains sections in each chapter on multimodal and
multilingual writing, as well as new links, writing projects, and teaching strategies.
The test bank has been updated as well and offers a revised and expanded selection
of test questions.
Acknowledgments
------------ ----
We are grateful to the dedicated book publishers of Oxford University Press for
their conscientious efforts to make this book eloquent, elegant, concise, and co-
gent. We continue to thank the reviewers commissioned by Oxford for the first
and second editions of this text: Susan Aylworth, California State University,
Chico; Latonia Bailey, Crowder College; Elizabeth Childs, Auburn University;
Cathy Corr, University of Montana Missoula; Ed Cottrill, University of Mas-
sachusetts Amherst; Richie Crider, University of Maryland; Melody DeMeritt,
California Polytechnic State University; Scott Downing, Kenai Peninsula College,
University of Alaska Anchorage; Leslie Fife, Oklahoma State University; Maureen
Fitzsimmons, Syracuse University; Elizabeth Holtzinger-Jennings, Pennsylvania
State University; Danica Hubbard, College of DuPage; Kendall Kelly, Southwest
Texas State University; Kevin LaGrandeur, New York Institute of Technology; Eliz-
abeth Lopez, Georgia State University; Lisa McClure, Southern Illinois University,
Carbondale; Raynette Meyer, Aiken Technical College; Elizabeth Manske, North-
ern Michigan University; Brenda Moore, New Jersey Institute of Technology; Mar-
guerite Newcomb, University of Texas at San Antonio; Mark Noe, University of
Texas-Pan American; Roxanna Pisiak, Morrisville State College; Liza Potts, Old
Dominion University; Ritu Raju, Houston Community College; Denise Stodola,
Kettering University; Leslie St. Martin, College of the Canyons; Dawn Taylor,
South Texas College; Aaron Toscano, University of North Carolina at Charlotte;
Michelle Weisman, College of the Ozarks; and Linda Young, Oregon Institute
of Technology. And we extend our thanks to those who reviewed for this new
edition: Robert Bleil, College of Coastal Georgia; An Cheng, Oklahoma State Uni-
versity Stillwater; Paul Dombrowski, University of Central Florida; Peter Dorman,
Central Virginia Community College; Doris Fleischer, New Jersey Institute of
Technology; Jennifer Haber, St. Petersburg College; Michael Klein, James Madison
University; Kimberly Miller, Case Western Reserve University; Sally Palmer, South
Dakota School of Mines and Technology; Joshua Prenosil, Creighton University;
Kristen Proehl, Clemson University; Jeff Pruchnic, Wayne State University; Dirk
Remley, Kent State University; Bonnie Startt, Tidewater Community College;
Eleanor Sumpter-Latham, Central Oregon Community College; Tammy Winner,
University of North Alabama; Susan Youngblood, Auburn University; and Pinfan
Zhu, Texas State University.
We also thank the innumerable colleagues and students who have challenged
and inspired us in the teaching of technical communication. And, as always, spe-
cial thanks to Jene and Linda for their love and support.
xviii
PART ONE
Principles
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Characteristics of
Writing at Work
Technical, or business, writing describes writing that occurs in a business or work
setting. University offices, corporations, research centers, hospitals, businesses of
all sizes, even nonprofit organizations produce large quantities of technical writ-
ing, which differs from academic writing in a number of important ways. These
differences mean that you cannot write on the job the way you have written in
school. Writing in school and writing at work differ because the purposes and the
context of each differ. Thus, the products of each contrast sharply.
Technical writing has similarities to any sport you want to pursue: you must
first learn the foundational concepts, then understand how these concepts affect
the sport before you apply the principles as a participant.
I Quick Tips
I
I
I On t he job, keep in mind t hat no one wants to read anything you write.
m
I Most of the time they will not read all of what you write. They w ill read
I because they need to, not because they want to. They wil l read because you
I
I have inform at ion t hey need to t ake act ions o r m ake decisions. They don't
get paid to read: t hey get paid to take act ions and make d ecisions. The
I more t ime they need to read your document, the less productive time t hey
I have. Make sure everything you write is clear, co rrect, necessary, and polite.
I
I And never assume t hat anything you write is conf id ential.
D Mo dern organizatio ns have to keep t heir technical and business writ ing
I sec ure, whether it exists in paper or v irtual form. O rganizations t hat lose
I inform ation to cyber t hieves often face severe consequences.
I
I
I
I
•
3
4 Chapter 1: Characteristics of Writing at Work
WRITING AT WORK VERSUS WRITING AT SCHOOL
Workplace writing requires that you continue to apply what you have learned
about effective paragraph development, correct sentence structure, punctuation,
and usage. As an educated adult, your writing should exemplify correctness. Be-
yond these fundamental principles, business or technical writing will differ from
writing you have done as a student in five important ways.
Writing at work
1. Requires acute awareness of security and legal liability
2. Requires awareness that documents may be read by unknown readers, inside
and outside the organization, for an infinite time
3. Achieves job goals
4. Addresses a variety of readers who have different perspectives from those of
the writer
5. Requires a variety of written documents
Requires acute awareness of security and legal liability. The most fun-
damental characteristic of technical writing rests in the legal liability associated
with workplace information. This liability extends from federal privacy acts, such
as FERPA (Family Educational Rights and Privacy Act), that protect you as a stu-
dent in college to protection of the research and intellectual property of the uni-
versity from cyber thieves.
Chief information officers in educational, business, government, and research
organizations work diligently to protect the privacy of information about their
employees and the knowledge generated by these employees by following both
federal and state privacy laws. Identity and information theft can occur at any
time, despite the best efforts of any chief information officer's staff and security
team. People throughout the world continue to attack computing systems to gain
access to credit card numbers, personal and medical information, and transcripts
of academic work, creative work, and research data- essentially whatever hackers
can access, either for their own use or to sell to crime cartels.
Electronic communication has become a blessing and a curse. Today's work-
place requires extensive technology. Research organizations, hospitals, banks, fi-
nancial organizations, law firms, physicians, even small, locally owned businesses
have to pursue strict security on all information they have about customers, cli-
ents, and patients. Organizations, like architectural firms, computer companies,
engineering companies, and manufacturers, must protect their intellectual prop-
erty from theft. The knowledge they produce for clients becomes the value of
the organization. When you begin a job, you need to learn the security rules and
follow them. For example, you will likely not be allowed to use your company
e-mail for any purpose other than company business. Your company telephones
will likely require the same restrictions. You should never access your personal
blogs or social networking sites from your employer's computer.
Writing at Work versus Writ ing at School 5
To avoid potential security breaches,
• Remember that any text message you send will not be secure and may be
legally accessed, whether the cell phone you use belongs to you or your
employer. Company e-mail can be viewed by the company webmaster. Once
you begin working for an organization, use caution in what you discuss via
text messages and e-mail.
• Avoid blogs, unless your company uses secure blogs for creating collaborative
reports, for example. Remember that others can see what you have written.
Be sure that your comments exemplify tasteful, helpful, and accurate tone
and content.
• Any electronic communication- texts, e-mails, and social media messages-
can be subject to subpoena. Your Internet provider has to comply with "good
cause" subpoenas. Again, what you say in cyberspace never goes away.
• Avoid using browsers available on company computers to locate information
on any topic not related to your work.
• Use social media carefully. Your company may have a page on one of the
social media sites, but do not use it or respond to it. First, ask the purpose
of the site and the rules for its use by employees. Note: Many students have
been expelled from their universities for inappropriate use of social media. A
business organization, because ofconcerns for information security, will watch
how employees use social media. You can lose your job if your comments on
blogs, wikis, and other forms of social media disparage the organization and
perhaps divulge proprietary information.
• Many organizations, before they hire new employees, will check social media
to see what potential employees have said about themselves. Again, criminals
across the world also check. Divulging confidential information, personal
or professional, can have major consequences for you and organizations for
which you work, have worked, or "'rill work. Because virtual messages never
go away, ask yourself, "If I decided to run for public office in 20 years, would I
want people I don't even know to see what I said about myself today?"
• If you have a personal web page, be sure that what you place on the page makes
a positive statement about you and does not discredit your employer in any way.
• Guard your external storage drives carefully. Never leave one in your computer
when you work in a public place, even for a few minutes. When you purchase a
flash drive, be sure it has been manufactured by a reputable company. Never buy
nonpackaged flash drives. Never use a flash drive given to you as a gift from an
advertiser. You do not know what material, malware, or viruses have been placed
on the drive. Never forget that everything you write can be accessed by others.
Tip: Always write as if someone you do not know might be reading over your
shoulder. And follow all rules your employer stipulates. Accepting and agreeing
to follow rules of confidentiality of company information may be a condition of
employment with that organization. When you interview for a job, ask about the
company's website, all social media sites, and management of those sites.
6 Chapter 1: Characteristics of Writing at Work
In school, your primary obligation is to avoid plagiarism. But what you write at
work can be used against you in lawsuits. Once you sign your name to a report or
letter, your signature makes you responsible for the content. Hostile readers can
use what you say to support claims against you and the organization you represent.
Because we live in an increasingly litigious society, designing documents that will
prevent their misuse should be one of your primary goals.
Requires awareness that documents may be read by unknown readers .

Always anticipate unknown readers who may receive copies of your reports or
e-mail. Ask yourself this important question: "Does my report or e-mail contain
any information that could be misconstrued and affect me or the organization
adversely if unknown readers see my communication?" While academic writing
responds to assignments, applicable only for a specific semester, course, and pro-
fessor, workplace communications have no specific life span. They can be read and
then used in ways you never intended or envisioned.
You cannot underestimate the problem that unknown readers present. Nearly
everything you write for an organization will remain in the organization's archive
indefinitely. Copies of your reports and letters will be placed in files accessible by
readers who may not know anything about you or the situation you discuss in your
document. These documents will often be used in assessing your performance and
in determining your promotion potential. What you say suggests how well you have
done your job. Unknown readers may also use your reports to gain understanding
of a work situation they have inherited with a new job assignment. On the job, what
you write becomes much more than a knowledge indicator for a grade.
Achieves job goals. In school, you write to show your professor that you know
the subject matter and to make a good grade. But in the workplace, writing is the
major way that people achieve their job goals and document their work. Writing
becomes documentation that you have done your work and how you have done it.
How well you write will suggest how well you have done your work. It will become
part of the organization's permanent archives.
Addresses a variety of readers who have different perspectives. In col-

lege, you write your assignments for a single reader, a professor, a specialist in a sub-
ject area. But in a work setting, you can expect to write to readers who have varied
educational and technical backgrounds, readers who have different roles inside and
outside the organization, and readers who may know less about a topic than you do.
Your supervisor, for example, may have majored in a field of study very different
from yours, or your supervisor's responsibilities may have channeled his or her tech-
nical knowledge into other areas. For example, you may report directly to a person
whose educational background has been in physical chemistry or electrical engi-
neering but whose responsibilities may now be in personnel management, database
administration, quality control, or financial analysis. Many technical people earn a
master's degree in business administration to assist them in management roles.
In a work context, these readers will feel no commitment to read what you write
unless your messages help them as they do their own work. They will generally not
Another random document with
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political significance, so as to denote nothing whatever
besides this beneficent Christian action upon the people. For
natural morality and the precepts of the Gospel, for the very
reason that they transcend the chances of human existence,
must necessarily be independent of any particular form of
civil government and adapt themselves to all, so long as there
is nothing to conflict with virtue and right. They are,
therefore, and remain in themselves, absolutely external to
all conflict of parties and vicissitudes of occurrence, so
that, under whatever kind of government, people may and ought
to abide by these precepts, which bid them love God above all
and their neighbors as themselves. This has ever been the
morality of the Church: by it Roman Pontiffs have constantly
dealt with states whatever might be their executive
government. And this being so, the mind and action of
Catholics, when devoted to promoting the good of the lower
orders, cannot by any possibility aim at embracing and
introducing any one form of government in preference to
another.
"Just in the same way must Christian Democracy repudiate the

other ground of offense, which arises from paying so much
regard to the interests of the lower classes as to seem to
pass over the higher, who are nevertheless of equal importance
to the preservation and development of the State. The
Christian law of charity, which we have just mentioned,
forbids this. It is large enough to embrace all ranks as the
aim and the task of those who would have the common people in
a Christian spirit on the one hand suitably relieved, and, on
the other, preserved against the contagion of socialism. …
"We have recalled these various topics on which we have before

this found occasion to dilate according to our ability, and we
trust that all dispute over the name of Christian Democracy
may now be laid aside, as well as any suspicion of dangerous
signification attaching to it. This trust we rightly cherish.
For making exception of the ideas of certain persons regarding
the force and virtue of this kind of Christian Democracy,
ideas which are not free from extravagance or error, surely
there will be no single person to find fault with an endeavor,
conformably to the law of nature and of God, to do merely
this, to make the lives of laborers and artisans more
tolerable, and gradually to give them the opportunity of
self-culture, so that at home and in the world they may freely
fulfil the obligations of virtue and religion, may feel
themselves to be men, and not mere animals, Christian men, not
pagans, and so strive with more felicity and earnestness to
attain that 'one thing needful,' that final good, for which we
came into the world. This is belonging to one and the same
family, the offspring of the same all-beneficent Father,
redeemed by one Saviour and called to the same eternal
inheritance. …
"God forbid that under the name of Christian democracy should

lie the surreptitious aim of throwing off all obedience and
turning away from those in lawful authority. The law of
nature, no less than that of Christ, enjoins respect for all
such as in their several degree hold office in the State, and
further enjoins obedience to their lawful commands. This is
the only attitude worthy of a man and a Christian, and ought
to be taken up heartily and as a matter of duty, 'for
conscience's sake,' as the Apostle himself has admonished,
when he ordained: 'Let every soul be subject to the highest
powers.' …
"We spoke just now advisedly of virtue and religion. For it is

the opinion of some, which is caught up by the masses, that
the social question, as they call it, is 'economical' merely.
The precise opposite is the truth—that it is first of all
moral and religious, and for that reason its solution is to be
expected mainly from the moral law and the pronouncements of
religion. … Without the instincts which Christian wisdom
implants and keeps alive, without providence, self-control,
thrift, endurance and other natural qualities, you may try
your hardest, but prosperity you cannot provide. That is the
reason why we have never encouraged Catholics to form
associations for the assistance of the poor, or introduce
other schemes of the kind, without at the same time warning
them that such things must not be attempted without the
sanction of religion, without its inclusion and aid. … It is a
laudable charity not merely to relieve the temporary needs of
the poor, but to have an organized system of relief; this will
be a more real and reliable assistance. It must be considered
still more laudable to desire to instill into the minds of the
mechanic and of the laborer notions of thrift and prudence, so
that they may at least in part make provision for their
declining years. It is an aim which not only relieves the cost
of the wealthy, but it is a moral step for the poor
themselves; it encourages them to approve their position,
while it keeps them away from temptations, checks
self-indulgence and leads them on to virtuous behavior. …
"Finally, we again enjoin with greater insistence that

whatever schemes people take up in the popular cause, whether
individually or in association, they should remember that they
must be entirely submissive to episcopal authority. Do not let
them be beguiled by an excessive ardor for charitable
enterprise, which, if it induces any relaxation of due
obedience, is itself false, unproductive of solid benefit and
displeasing to God. Those who please God are those who are
ready to give up their own ideas and listen to the bidding of
the rulers of the Church, absolutely as to His own."
Catholic Union and Times,

February 21, 1901.
{351}
PARIS: A. D. 1897.
Burning of the Charity Bazaar.
An awful destruction of life was caused on the 4th of May by
fire breaking out in a charity bazaar, held in the Rue Jean
Goujon, at Paris. Temporary structures had been erected, of
wood and other combustible materials, to represent a street of
Old Paris shops, and the flames ran through them like
wildfire. The place was thronged with people, mostly of the
aristocratic class and more than 200 are said to have
perished.
PARIS: A. D. 1900 (April-November).

Exposition.
See (in this volume)

FRANCE: A. D. 1900 (APRIL-NOVEMBER).
PARIS: A. D. 1900 (September).

Gigantic banquet to the Mayors of France.

FRANCE: A. D. 1900 (SEPTEMBER).
PARIS, Treaty of (1898), between the United States and Spain.

UNITED STATES OF AMERICA:
A. D. 1898 (JULY-DECEMBER).
PARKHURST, Reverend Dr. Charles:

His attack on the Tammany administration of New York City.

NEW YORK CITY: A. D. 1894-1895.
PARLIAMENT, The British:

Ceremonious opening by King Edward VII.

ENGLAND: A. D. 1901 (FEBRUARY).
PARLIAMENTARY REFORM, Austrian.

AUSTRIA-HUNGARY: A. D. 1895-1896.
----------PARTIES AND FACTIONS, POLITICAL

AND POLITICO-RELIGIOUS: Start--------
PARTIES:
Afrikander Bund, or Bondsmen.

SOUTH AFRICA (CAPE COLONY):
A. D. 1881-1888; 1898; 1898(MARCH-OCTOBER);
and 1900 (DECEMBER).
PARTIES:
Agrarian Protectionists, German.

GERMANY: A. D. 1895-1898.
PARTIES:
Anti-Imperialists.

UNITED STATES OF AMERICA: A. D. 1900 (MAY-NOVEMBER).
PARTIES:
Anti-Semites.

AUSTRIA-HUNGARY: A. D. 1895-1896, and after;
FRANCE: A. D. 1897-1899, and after;
GERMANY: A. D. 1898 (JUNE).
PARTIES:
Blancos, or Whites.

URUGUAY: A. D. 1896-1899.
PARTIES:
The Bond.
See above,
AFRIKANDER BUND.
PARTIES:
Centre (Catholic, of Germany).

GERMANY: A. D.1898 (JUNE).
PARTIES:
Christian Social party.

AUSTRIA-HUNGARY: A. D. 1897.
PARTIES:
Clerical party, Austria.

PARTIES:
Colorados, or Reds.

URUGUAY: A. D. 1896-1899.
PARTIES:
Deutsch Fortschrittliche.

PARTIES:
"Fanatics."

BRAZIL: A. D. 1897.
PARTIES:
"Free Silver" Democracy.

A. D. 1896 (JUNE-NOVEMBER)
and 1900 (MAY-NOVEMBER).
PARTIES:
Fuyu-to (Liberals).

JAPAN: A. D. 1890-1898.
PARTIES:
German Democrats.

PARTIES:
German Liberal party, Austria.

PARTIES:
German People's party.

PARTIES:
Gold Democrats.

A. D. 1896 (JUNE-NOVEMBER).
PARTIES:
Hintchak, The.

TURKEY: A. D. 1895.
PARTIES:
Historic Christian party.

NETHERLANDS: A. D. 1897.
PARTIES:
Kai-shin-to (Progressives).

JAPAN: A. D. 1890-1898.
PARTIES:
Kensei-to (Constitutional party).

JAPAN: A. D. 1898-1899.
PARTIES:
Labor party, French (Parti Ouvrier).

FRANCE: A. D. 1896 (APRIL-MAY).
PARTIES:
Liberal Democrats (German).

PARTIES:
Liberal Unionists (German).

PARTIES:
Lincoln party.

A. D. 1900 (MAY-NOVEMBER), SILVER REPUBLICAN.
PARTIES:
Little England party.

LITTLE ENGLAND PARTY.
PARTIES:
Middle-of-the-Road Populists.

A. D. 1896 (JUNE-NOVEMBER);
PARTIES:
National Democratic party.

PARTIES:
National Liberals (German).

PARTIES:
National party, 1896 and 1900.

PARTIES:
National Silver party.

PARTIES:
New Radical party.

ENGLAND: A. D. 1896 (MAY).
PARTIES:
Old Czechs.

PARTIES:
Pan-Germanic Union.

PARTIES:
Patriotic League.

FRANCE: A. D. 1898 (MAY-NOVEMBER).
PARTIES:
Polish Club.

PARTIES:
Progressives (Kaishin-to).

JAPAN: A. D. 1890-1898.
PARTIES:
Progressives (Cape).

SOUTH AFRICA (CAPE COLONY):
A. D. 1898; and 1898 (MARCH-OCTOBER).
PARTIES:
Protestant Anti-Revolutionists.

NETHERLANDS: A. D. 1897.
PARTIES:
Rikken Seiyu-kai
Association of Friends of the Constitution.

JAPAN: A. D. 1900 (AUGUST-OCTOBER).
PARTIES:
Siah Chai, The.

CHINA: A. D. 1895 (AUGUST).
PARTIES:
Silver Republicans.

PARTIES:
Socialist parties.

AUSTRIA-HUNGARY: A. D. 1897;
FRANCE: A. D. 1896 (APRIL-MAY);
GERMANY: A. D. 1894-1895, and 1898 (JUNE);
A. D. 1896 (JUNE-NOVEMBER),
PARTIES:
"Sound Money" Democrats.

PARTIES:
United Christian party.

A. D. 1900 (MAY-NOVEMBER).
PARTIES:
United Irish League.

IRELAND: A. D. 1900-1901.
PARTIES:
"Vegetarians."

CHINA: A. D. 1895 (AUGUST).
PARTIES:
Verfassungstreue Grossgrundbesitz.

PARTIES:
Volkspartei.

PARTIES:
Young Czechs.

PATRIARCHATE: Re-established at Alexandria.

PAPACY: A. D. 1896 (MARCH).
PATRIOTIC LEAGUE.

FRANCE: A. D. 1898 (MAY-NOVEMBER).
{352}
PAUNCEFOTE, Sir Julian:

British commissioner to the Peace Conference at The Hague.

PEACE CONFERENCE.
----------PARTIES: End--------
----------PEACE CONFERENCE.: Start--------
PEACE CONFERENCE:
On the 24th of August, 1898, without previous heralding or

intimation, Count Mouravieff, the Russian Minister for Foreign
Affairs, placed copies of the following momentous proposal
from the Tsar in the hands of all the foreign representatives
attending his weekly reception at St. Petersburg:
"The maintenance of universal peace and a possible reduction
of the excessive armaments which weigh upon all nations
represent, in the present condition of affairs all over the
world, the ideal towards which the efforts of all Governments
should be directed. This view fully corresponds with the
humane and magnanimous intentions of His Majesty the Emperor,
my august Master. Being convinced that this high aim agrees
with the most essential interests and legitimate aspirations
of all the Powers, the Imperial Government considers the
present moment a very favourable one for seeking, through
international discussion, the most effective means of assuring
to all peoples the blessings of real and lasting peace, and
above all of limiting the progressive development of existing
armaments. During the last twenty years aspirations towards
general pacification have particularly asserted themselves in
the consciences of civilized nations. The preservation of
peace has been made the aim of international policy; for the
sake of peace the Great Powers have formed powerful alliances,
and for the purpose of establishing a better guarantee of peace
they have developed their military forces in an unprecedented
degree, and continue to develop them without hesitating at any
sacrifice. All these efforts, however, have not yet led to the
beneficent results of the desired pacification. The ever
increasing financial burdens strike at the root of public
prosperity. The physical and intellectual forces of the
people, labour and capital, are diverted for the greater part
from their natural application and wasted unproductively.
Hundreds of millions are spent in acquiring terrible engines
of destruction which are regarded to-day as the latest
inventions of science, but are destined to-morrow to be
rendered obsolete by some new discovery. National culture,
economical progress, and the production of wealth are either
paralysed or developed in a wrong direction. Therefore, the
more the armaments of each Power increase, the less they
answer to the objects aimed at by the Governments. Economic
disturbances are caused in great measure by this system of
excessive armaments, and the constant danger involved in this
accumulation of war material renders the armed peace of to-day
a crushing burden more and more difficult for the nations to
bear. It consequently seems evident that if this situation be
prolonged, it will inevitably lead to that very disaster which
it is desired to avoid, and the horrors of which make every
humane mind shudder by anticipation. It is the supreme duty,
therefore, at the present moment of all States to put some
limit to these unceasing armaments, and to find means of
averting the calamities which threaten the whole world. Deeply
impressed by this feeling, His Majesty the Emperor has been
pleased to command me to propose to all Governments who have
Representatives at the Imperial Court the meeting of a
Conference to discuss this grave problem. Such a Conference,
with God's help, would be a happy augury for the opening
century. It would concentrate in one powerful effort the
strivings of all States which sincerely wish to bring about
the triumph of the grand idea of universal peace over the
elements of trouble and discord. It would, at the same time,
cement their agreement by a united affirmation of the
principles of law and equity on which rest the security of
States and the welfare of peoples."
Great Britain, Parliamentary Publications

(Papers by Command: Russia, Number 1, 1899).
Having allowed his supremely noble proposition to stand before

the world for consideration during a period of four months,
and having received from almost every governing authority a
formal expression of willingness to join in the Conference
recommended, the sovereign of Russia pursued his grand design,
on the 11th of January, 1899, by the following communication
to the foreign representatives at his court:
"When, in the month of August last, my August master

instructed me to propose to the Governments which have
Representatives in St. Petersburg the meeting of a Conference
with the object of seeking the most efficacious means for
assuring to all peoples the blessings of real and lasting
peace, and, above all, in order to put a stop to the
progressive development of the present armaments, there
appeared to be no obstacle in the way of the realization, at
no distant date, of this humanitarian scheme. The cordial
reception accorded by nearly all the Powers to the step taken
by the Imperial Government could not fail to strengthen this
expectation. While highly appreciating the sympathetic terms
in which the adhesions of most of the Powers were expressed,
the Imperial Cabinet has been also able to collect, with
lively satisfaction, evidence of the warmest approval which
has reached it, and continues to be received, from all classes
of society in various parts of the globe. Notwithstanding the
strong current of opinion which set in favour of the ideas of
general pacification, the political horizon bas recently
undergone a sensible change. Several Powers have undertaken
fresh armaments, striving to increase further their military
forces, and in the presence of this uncertain situation, it
might be asked whether the Powers considered the present
moment opportune for the international discussion of the ideas
set forth in the Circular of the 12th (24th) August. In the
hope, however, that the elements of trouble agitating
political centres will soon give place to a calmer disposition
of a nature to favour the success of the proposed Conference,
the Imperial Government is of opinion that it would be
possible to proceed forthwith to a preliminary exchange of
ideas between the Powers, with the object:
(a.) Of seeking without delay means for putting a limit to the

progressive increase of military and naval armaments, a question
the solution of which becomes evidently more and more urgent
in view of the fresh extension given to these armaments; and
(b.) Of preparing the way for a discussion of the questions

relating to the possibility of preventing armed conflicts by
the pacific means at the disposal of international diplomacy.
{353}
In the event of the Powers considering the present moment

favourable for the meeting of a Conference on these bases, it
would certainly be useful for the Cabinets to come to an
understanding on the subject of the programme of their
labours. The subjects to be submitted for international
discussion at the Conference could, in general terms, be
summarized as follows:
"1. An understanding not to increase for a fixed period the

present effective of the armed military and naval forces, and
at the same time not to increase the Budgets pertaining
thereto; and a preliminary examination of the means by which a
reduction might even be effected in future in the forces and
Budgets above-mentioned.
"2. To prohibit the use in the armies and fleets of any new
kind of fire-arms whatever and of new explosives, or any
powders more powerful than those now in use either for rifles
or cannon.
"3. To restrict the use in military warfare of the formidable

explosives already existing, and to prohibit the throwing of
projectiles or explosives of any kind from balloons or by any
similar means.
"4. To prohibit the use in naval warfare of submarine

torpedo-boats or plungers, or other similar engines of
destruction; to give an undertaking not to construct vessels
with rams in the future.
"5. To apply to naval warfare the stipulations of the Geneva

Convention of 1864, on the basis of the Additional Articles of
1868.
"6. To neutralize ships and boats employed in saving those
overboard during or after an engagement.
"7. To revise the Declaration concerning the laws and customs

of war elaborated in 1874 by the Conference of Brussels, which
has remained unratified to the present day.
"8. To accept in principle the employment of good offices, of

mediation and facultative arbitration in cases lending
themselves thereto, with the object of preventing armed
conflicts between nations; to come to an understanding with
respect to the mode of applying these good offices, and to
establish a uniform practice in using them.
"It is well understood that all questions concerning the

political relations of States and the order of things
established by Treaties, as generally all questions which do
not directly fall within the programme adopted by the
Cabinets, must be absolutely excluded from the deliberations
of the Conference. In requesting you, Sir, to be good enough
to apply to your Government for instructions on the subject of
my present communication, I beg you at the same time to inform
it that, in the interest of the great cause which my august
master has so much at heart, His Imperial Majesty considers it
advisable that the Conference should not sit in the capital of
one of the Great Powers, where so many political interests are
centred which might, perhaps, impede the progress of a work in
which all the countries of the universe are equally
interested."
General assent being given to the suggestions here offered,

the next step toward realization of the grand project was
taken, by an arrangement with the government of the Kingdom of
the Netherlands, in accordance with which an invitation was
addressed from The Hague, in April, to many governments, both
the greater and the less of the political world, in the
following terms:
"For political reasons the Imperial Russian Government
considered that it would not be desirable that the meeting of
the Conference should take place in the capital of one of the
Great Powers, and after securing the assent of the Governments
interested, it addressed the Cabinet of The Hague with a view of
obtaining its consent to the choice of that capital as the
seat of the Conference in question. The Minister for Foreign
Affairs at once took the orders of Her Majesty the Queen in
regard to this request, and I am happy to be able to inform
you that Her Majesty, my august Sovereign, has been pleased to
authorize him to reply that it will be particularly agreeable
to her to see the proposed Conference meet at The Hague.
Consequently, my Government, in accord with the Imperial
Russian Government, charges me to invite [the Government
named] to be good enough to be represented at the
above-mentioned Conference, in order to discuss the questions
indicated in the second Russian Circular of the 30th December,
1898 (11th January, 1899), as well as all other questions
connected with the ideas set forth in the Circular of the 12th
(24th) August, 1898, excluding, however, from the
deliberations everything which refers to the political
relations of States or the order of things established by
Treaties. My Government trusts, that [the Government named]
will associate itself with the great humanitarian work to be
entered upon under the auspices of His Majesty the Emperor of
All the Russias, and that it will be disposed to accept this
invitation, and to take the necessary steps for the presence
of its Representatives at The Hague on the 18th May next for
the opening of the Conference, at which each Power, whatever
may be the number of its Delegates, will only have one vote."
Great Britain, Parliamentary Publications

(Papers by Command: Miscellaneous,
Number 1, 1899, pages 3-4 and 8).
In response to this definite invitation, the governments of

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Technical Communication 3rd Edition

Avoid excessive use of is/are verb forms • 68

6 Designing illustrations • 112

Part Two: Applications

7 E-rnails, Texts, Memos, and Letters • 151

8 Technical Reports • 181

9 Proposals and Progress Reports • 233

Style and Tone of Proposals and Progress Reports • 269

10 Instructions, Procedures, and Policies • 274

Checklist for Developing Instructions/Procedures • 306

11 Oral Reports • 309

12 Resumes and Job Applications • 344

APPENDIX A Brief Guide to Grammar, Punctuation, and Usage • 369

+ Chapter 8, "Technical Reports;' presents the elements of report development

• Sample Documents: This text, although concise, includes a range of sample

NEW TO THIS EDITION

WRITING AT WORK VERSUS WRITING AT SCHOOL

To avoid potential security breaches,

Requires awareness that documents may be read by unknown readers .

Addresses a variety of readers who have different perspectives. In col-

"Just in the same way must Christian Democracy repudiate the

"We have recalled these various topics on which we have before

"God forbid that under the name of Christian democracy should

"We spoke just now advisedly of virtue and religion. For it is

"Finally, we again enjoin with greater insistence that

Catholic Union and Times,

PARIS: A. D. 1900 (April-November).

See (in this volume)

PARIS: A. D. 1900 (September).

See (in this volume)

PARIS, Treaty of (1898), between the United States and Spain.

See (in this volume)

PARKHURST, Reverend Dr. Charles:

See (in this volume)

PARLIAMENT, The British:

See (in this volume)

PARLIAMENTARY REFORM, Austrian.

See (in this volume)

----------PARTIES AND FACTIONS, POLITICAL

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)

See (in this volume)