Genres in Technical/Professional Writing

Genres

     There are numerous genres in the field of technical/professional writing. Many of these categories are rather ambiguous in nature and some genres are difficult to place into only one category. “For genres to function effectively over time, Berkenkotter and Huckin surmise, they ‘must accommodate both stability and change’” (Rhetorical Genre Studies) without being flexible enough to allow changes, yet stable enough to maintain some form of structure, genre categories are useless tools. Though the classification of genres has proven to be challenging and even difficult at times, we still continue to search for a method by which to classify. As Carolyn Miller so insightfully writes, “The urge to classify is fundamental,…” adding that “…classification is necessary to language and learning.”(Genre as Social Action).

    

     The best explanation I have read concerning the task of creating functioning categories of genre again comes from Miller who argues that a genre must be categorized not by its form but rather the action it is used to accomplish, stating that “…if genre represents action, it must involve situation and motive, because human action, whether symbolic or otherwise, is interpretable only against a context of situation and through the attributing of motives” (Genre as Social Action).

Application

     In my own internship I have been primarily writing in the genre of “instruction manual” though I use that categorization as a broad term to cover what I am writing. My current project is a workflow document to be used by future interns as a sort of guidebook to this particular internship. Though I am writing my document in a very informal tone, it still needs to maintain the characteristics of any good instruction manual; it must be clear, and accurate, and above all it must be user friendly. As with any type of document the end user should be the main concern of the writer. This document needs to have an easily understandable layout that allows readers to find the information they need with ease in order to be useful.

     As I said, I feel that instruction manual my not be the precise term for this category because typically in this genre it calls for more formal and objective language than I am using in my document however, as discussed above, genre definitions have to be somewhat open in order to be functional. Because this definition covers the majority of the same elements as I am using, I have stretched the definition to accommodate a small change. My workflow document is a good example of how genre definitions can have elements of stability as well as elements of change and still exist and fulfill that “fundamental” urge to classify.

Works Cited

Bawarshi, Anis and Mary Jo Reiff. “Genre Research in Workplace and Professional Contexts.”

---. “Rhetorical Genre Studies.”

Miller, Carolyn. “Genre as Social Action.”

The Technical Writer

            The definition of technical writing can vary, or in many cases be indefinable. In his article What’s Technical About Technical Writing?, David Dobrin defines technical writing as “writing that accommodates technology to the user. The key word is ‘writing’: it should be understood in the monadist sense as a way of thinking and establishing human relations in a group.” Dobrin further explains that the term “user” is more applicable than the term “reader” because technology is a way human beings deploy themselves in the use and production of material goods and services.

Technology is no longer limited to computers or machines since technology is now a major part of life and society. It is the role of the technical writer to bridge the gap between society and the technology in the effort to educate the public. This is reflected in Carolyn Miller’s article A Humanistic Rationale for Technical Writing, “To write, to engage in any communication, is to participate in a community; to write well is to understand the conditions of one's own participation—the concepts, values, traditions, and style which permit identification with that community and determine the success or failure of communication.” Technical writers are capable of applying critical thinking skills that are essential for providing clear and effective communication to the community they serve, which is a potential value to any company. Technical writing is about information—product manuals, web design, graphic design, instructional design, etc.—that present a set of skills and boundaries for the user. This allows for clear and effective communication for the user; however, it may be necessary for the technical writer to step outside of normal writing standards to provide this communication, but without creating ethical issues. According to Miller, the teaching of technical writing “should present mechanical rules and skills against a broader understanding of why and how to adjust or violate the rules, of the social implications of the roles a writer casts for himself or herself and for the reader, and of the ethical repercussions of one's words.”

Technical writers that receive degrees from humanities department have a greater understanding of how to employ the skills they have gained in the department. Humanities departments offer a broad range of skills that are not usually found in other departments. The English courses taken by technical writing students challenge their ability to recognize ambiguity and to interpret the meaning the author is implying. These courses also challenge the students to think critically and to use rhetoric effectively for their intended audience. These skills are used within their technical writing courses; however, this skill set would not be available if the student was not receiving their degree from the humanities department. Miller contends that “If we do begin to talk about understanding, rather than only about skills, I believe we have a basis for considering technical writing a humanistic study. The examination and understanding of one's own activity and consciousness, the "return of consciousness to its own center," is, as Walter Ong has suggested, the central impulse of the humanities.”

Sources
Dobrin, David "What's Practical About Technical Writing?"
Miller, Carolyn "A Humanistic Rationale for Technical Writing"

A Different Breed

A Different Breed

“Technical writing” is a term that creates ambiguity. A common response I receive when I tell someone that I am a technical writing major is, “Oh… so you write about computers and programming?” Yes, technical writers may write about technology. We certainly have the ability to do so. What gets lost, however, is that we are writers first. We are not limited to writing only about technology. The term “technical” is used, in this instance, to describe the form of writing, not the subject matter. Precision and direction are vital in this form. Unlike creative writing, where the reader is often led in and out of consciousness and reminded of what was or what possibly could be, technical writing tells the audience what is, at the present moment. The subject matter is this and nothing else. The focus is clear, unambiguous.

            The context of my internship lies on both sides of the interpretation of what technical writing actually is. My first task was to increase usability in the By-Laws of a non-profit organization by creating a Table of Contents and making minor changes to the font and spacing to increase readability. Here, technology is used. There are many different programs that can be used to accomplish this task, so technological literacy is a necessity. We, as technical writers, are constantly reminded that the usability of a document is as important as the content. If the user can’t read what is written, the document is of no use. My second task is to revise and update the By-Laws of this organization by referencing both State and Federal Mandates. Writing with technicality and clarity is integral in completing this task. I’m not sure how long this task will take to finish. Specific language must be consistent throughout all documents and all legal concerns in the State and Federal Mandates must be met and stated in the Organization’s By-Laws. The material is very dense, making this task a very time-consuming one. I am playing a versatile role within this internship.

            Many technical writers have multiple hats on the metaphorical shelf. Upon completion of the program at Pittsburg State, I will know how to proficiently use many different programs, including those involving making and editing videos, build websites of different forms, and communicate in Global English. Like technology, we are adaptable. We can be used in many different situations and be successful in each.

A Technical Writer

Let us define technical writing. There are many ways we could go about this. One could look at various documents that fall into the category of technical writing, find common characteristics and describe them. It could be as simple as searching the Merriam-Webster dictionary for the definitions of technical and writing, and then stitching them together, quilting to together a very broad definition of what technical writing is.

It could as simple as writing for technology. Yet, I think that David Dobrin makes a need point when he says that he thought “technical writing was supposed to be clear”. Somehow, something with such a simple definition is anything but this. Early on, Dobrin nails my personal philosophy of technical writing. It must have an objective. Technical writing is not a story about a princess; it is not a poem about spring. It is clear, it is concise, and it is informative.

Carolyn Miller provides accurate definitions of technical writing that supports this in her article “A Humanistic Rationale to Technical Writing”.  She describes the rhetoric of technical writing as clear and scientific. How does this diminish technical writing in the eyes of the humanities? Is it the lack of flowery language, or that our adjectives are straight-forward? It is because to write technically requires a detachment that others find uncomfortable.

I would argue, however that there is skill and grace in the person who can put aside all emotional attachment to what they are writing, and create a document that can be read by many, and give them reliable information. It takes a delicate hand to create various documents of various types, and give information to many people of many different cultures and backgrounds.

The sheer practicality and usefulness of technical writing is overwhelming. I am frequently confronted with the question of what exactly my major is. What do I wish to do with this? What job market will be looking for me?

“I am a jack of all trades for the English department,” I answer enthusiastically, “I can design, write, edit, and create. I know the web, Word, Adobe, and many other programs.”  We are all about professionalism, and about giving the client exactly what he or she needs. We specialize in being both productive and practical. What more could be desired of an employee? As Elizabeth Tebeaux puts it, technical writing teaches students how to write in the workforce.

The value of technical writer is immense. They are well-rounded and professional, they have a skill set unlike any other major. A local business would have two jobs held when hiring a technical writer; they would have a writer and manager; learning the ropes of business while creating all new outlets for the business to excel in, such as websites, brochures, posters, and other forms of media. A technical writer would be more than a marketing strategist or a web master. He or she would be able to handle all kinds of levels of professionalism for the store, creating an ideal, up-to-date work environment.

David Dobrin, "About Technical Writing", Carolyn Miller "A Humanistic Rationale for Technical Writing" and "What's Practical About Technical Writing"  Elizabeth Tebeaux "Let's Not Ruin Technical Writing Too..."

Benefits of Technical/Professional Writing

What is Technical Writing?

Technical writing is a field that struggles to find a precise definition for itself. Though many have tried to create an all-encompassing definition that will cover the entirety of the field all have fallen short in some way or another. The biggest mistake seems to be making too narrow a definition for such an expansive field. Rather than creating a useful definition to describe what a technical writer does, definitions seem to only limit the field to a few, very specific tasks. Technical writers often don many caps and their work may include anything from editing a document to learning how to scuba dive in order to write a manual on the subject.

One definition of technical writing comes from W Earl Britton who claims that technical writing should be communication that has “one meaning and only one meaning” (Allen, The Case Against Defining Technical Writing). However, that is a very limiting definition for such a broad field. A slightly more inclusive definition comes from Dorbin who describes it as “writing that accommodates technology to the user” (What is Technical About Technical Writing?). While Dorbin’s definition is more inclusive than Britton’s it is still very confining and limits technical writing to writing that specifically addresses technology when in reality technical writing can include many diverse topics. Ultimately, to define technical writing is to place it within a box and put restrictions on a very broad subject that inherently crosses between many different fields, knowledge, and skill sets.

The Value of a Technical Writer

A Technical Writer in general can be a valuable asset to any company. Technical Writers are capable of accomplishing a wide number of tasks and often have more to offer than they get recognition for. Technical Writing can include editing documents internally for a company, editing documents to be distributed or displayed to the public, generating any needed documents, writing clear and concise directions or instructions, such as manuals for a product that the company sells or directions for technology and procedures within the office. Technical Writers are also invaluable to companies when it comes to new social media, they can skillfully run a company’s blog, Facebook, or Twitter account and these media outlets can greatly impact a company’s public image. Some Tech Writers are even called upon to run the entire company website! Grant writing is also a huge skill that Technical Writers have. A convincingly written argument for grant money is an extremely valuable asset for any company, but especially those who are primarily funded by grants.

The CEA Forum specifically benefits from having a Tech Writer because they have so much of their content online. Technical Writers excel at using technology such as the Internet, websites, content management systems, etc. and The CEA Forum is an ideal combination of this type of technology and the other half of Technical Writing, the writing. The CEA Forum collects submissions from authors and reviews their writing; editing and written communication skills are a must for this to happen effectively. Back to the technology part of Technical Writing the articles are then published online. This is all one seamless process for someone skilled in current technology, English, rhetoric, editing, and document design.

Don’t Underestimate the Humanities

Though the disciplines within the Humanities category are frequently overlooked as “artistic” more than “practical” they are still relevant subjects and worth consideration. Studying humanities, particularly “regular English” studies with emphasis on literature and a style of writing that favors eloquence over preciseness, these studies can still equip potential employees with the ability to relate to and understand their audience. This ability can be very important, especially if the goal is advertisement or persuasion. With any type of marketing knowing and relating to the audience is key. Social media is another area where training in the Humanities is advantageous. Social media is all about speaking in the same language as the audience, otherwise the message is foreign and an “outsider” from the group. Messages that do not cohere to the correct language and format lack credibility and are ignored or mocked. Elizabeth Tebeaux claims “Literature, the stronghold of enculturation, can teach students a great deal about human nature and communal values. Clearly, students need as much knowledge about the human personality and community as possible when they consider the problems of audience, the concept that lies at the foundation of technical writing” (“Let’s Not Ruin Technical Writing Too”). People knowledgeable about the Humanities can be just as valuable to a company as a Technical Writer, and Accountant, or a manager. Those who study the Humanities can have practical applications as well as the conceptual ones they are well known for and one of their strongest abilities is knowing the audience they are communicating with and understanding how to expertly use the medium, language, and culture they are in.

Sources

Allen, Jo. "The Case Against Defining Technical Writing."

Dorbin, David. "What is Technical About Technical Writing?" 

Tebeaux, Elizabeth. "Let's Not Ruin Technical Writing, Too: A Comment on the Essays of Carolyn Miller and Elizabeth Harris."

Common Skills in Documentation Positions

As I finish my responsibilities as an intern, I do not feel that I am master of manual documentation, but I feel that I have learned a lot, even if I have primarily learned what not to do. After looking at job postings for positions that focus specifically on manual writing, maintenance, and updating, I admit I feel a bit more confident in my ability to adapt in to a cooperate environment because of my experiences. I’d like to spend some time discussing the requirements that seem common to these types of positions, to comment on the corporate world’s relation to academia, and to share some resources that I have found helpful.

While a lot of job listings appear to have prerequisites that are somewhat vague and common on job descriptions, such as having strong communication skills and attention to detail, there are some very specific prerequisites that appear. Two that stand out on several listings is that the applicant should have the ability to handle several projects simultaneously and to create instructional material with only a brief time to actually learn the program being documented. These requirements represent an attitude that exists within the corporate world – bosses do not like to hear ‘no’ for an answer (Soplinsky 112). While I was fortunate that my boss allowed me to spend the entire semester working on a manual, that was primarily because I was figuring out the program before anyone else within the department. In this specific situation, as long as I was assisting the administrative staff in using the program, I could take as much time as I wanted.  But then I was free help. In an employment situation, technical writers creating documentation are required to create that documentation quickly, possibly while simultaneously creating or modifying other documentation.

There is also a specific emphasis in these listings on being able to write for a wide variety of audiences. Often, corporations have grown from simply producing technology to selling information (Johnson-Eilola 579), and while that information may be distributed in a variety of ways, it all must be designed in a way that makes it user-friendly to a wide variety of demographics. In order to do this, technical writers must study writing mechanics and style to find techniques that make writing approachable to the widest audience possible. In some ways this adds to the requirement for strong communication skills. Specifically, future employees will need to listen to the way people communicate and interpret language in order to fit in to a corporate environment (Southard 85), and in the same way they must expressive sensitivity to how others may interpret communication in written instruction.

Other requirements seemed to be subordinate to or derived from these two basic foundations: working quickly and communicating effectively. So, to learn these skills, TPW students must practice and learn.

For multitasking and working quickly, personal practice works best. As I stated, my experience as an intern taught me a lot about what not to do while preparing documentation. Perhaps I do not know the best practices yet, but I have an idea of what works, and especially what doesn’t work, during planning and writing.

For communication skills, I find that there are a variety of resources out there. For style, the Microsoft Manual of Style works nicely, and because of Microsoft’s place in the technological world, the manual will give readers a familiarity with documentation for a variety of software. To help perfect form, Edmond Weiss’s The Elements of International Style provides not only rules for writing for a variety of international audiences but also discusses rules that commonly come up in discussing user-friendly mechanics, such as comma usage and active/passive voice sentence structure.

Finally, I find that Doc-To-Help YouTube series gives a lot of helpful information for beginner technical writers, especially in this video, titled “Approaching the Blank Page”:

http://www.youtube.com/watch?v=PVlFeN2Bh_Y

Works Cited

Johnson-Eilola, Johndan. “Relocating the Value of Work: Technical Communication in a Post-Industrial Age.”

Soplinsky, Emily. “Survival Skills for Communicators within Organizations.”

Southard, Sherry G. “Interacting Successfully in Corporate Culture.” 

The Context of the Workplace

As an intern at Missouri Southern State University’s Student Success Center, I had the primary responsibility of creating a user manual for Tutortrac, a program recently purchased to help catalogue various facets of the center’s tutoring program. Like some internships, I never had an official job title (aside from “intern,” of course) because I was working in the department to perform an unconventional job, and my position would be unnecessary after my work was done.

Because I was designing a manual for a specific group of people, I had to understand how that group communicates and what their expectations are for the program. In the case of Tutortrac, many of its features were irrelevant to the Student Success Center’s goals, so part of the manual’s goals was to subordinate those features to the features that actually pertain to those goals. Because of this, I had to be able to interact with the administrative staff to learn how they think, how they communicate, and what they value in order to sculpt the manual to be user friendly. In a way, I was learning how to shape my writing to a specific audience, which was probably the most important skill for my internship.

What I did not do was follow the module in most academic communities. Typically, academic settings have students learning certain disciplines and then illustrate their knowledge in writing. In most humanistic programs, such as the English programs I had come from, the writing could take on any voice that the student writer wanted. Like many interns, I had to relearn the relationship between writing and its context, specifically because the environment had changed to one where my original expectations (that who I was writing for would know more about my subject than I did) we disappointed by the reality that I had to become the master of my own subject, and if I didn’t know about the subject (Anson & Forsberg 207-208), the student success center would only learn about it when the manual stopped working for them.

In some ways, I was not prepared for the freedom’s this position gave me. I expected to work on public relations and signage as part of my position, but I never really did much design work. Instead, when I was given jobs that related to something other than the manual, I would usually be working as an editor. I found that I entered the department with a level of prestige that came from my history as an English major because it gave me a level of rhetorical expertise (Katz 437). In a classroom setting for most English majors, this power dynamic is foreign because of the sense of equality that exists within English classes – while some students may be better than others, there is an awareness that most students are on the same or a similar level of expertise. The English classroom does not prepare students for the writing and editing I did as an intern because it only gives students the context of an English classroom and not the context of a department that has writing needs with only a limited number of members formally trained in writing (Driskill 59).

Though my appointment at the Student Success Center was for a position that would not really exist once the work was done, I appreciate the opportunity to have my expectations dismissed. While the classroom can give the student access to information that can be used in a variety of contexts (59), the opportunity to intern in limited positions that have no name, and that perhaps did not exist before the intern, provide an opportunity to work in a different environment and context, allowing the intern’s skills to be shaped in ways the classroom simply cannot.

Works Cited

Anson, Chrisand Lee Forsberg. “Moving Beyond the Academic Community: Transitional Stages in Professional Writing”

Driskill, Linda. “Understanding the Writing Contexts in Organizations”

Katz, Susan. “A Newcomer Gains Power: An Analysis of the Role of Rhetorical Expertise”