Table Of ContentExternal/Sales Proposals (continued) Brochures and Newsletters
Cost analysis and delivery schedule, 478–479 Format: Layout and design TDhees iCgnoemdp faocr tM, Aafxfoimrduamb lFe itHnoemsse C Goynmditioning
Site-preparation section, 480 choices, 222
Statement-of-responsibilities section, 482 Format: Text columns, 228 TADFhifetfneos eirCgdsnoase bmCdlepo f anoHcdro tiM,tm ioaenx iGinmgyumm
Description-of-vendor and sales-pitch sections, 483 Format: Thumbnail sketches
Conclusion, 484 for newsletter, 227
Sales brochure (drafts), 93, 122–123
Grant Proposals Sales brochure, 125
Cover letter, 466
Title page, 467 Research
Introduction, 467
APA sample page, 200
References section, 468
APA sample list of references, 201
Statement of need, 469
MLA sample page, 210
Program description, 469
MLA sample list of works cited, 211
Goals-and-objectives statement, 469
Questionnaire, 163–164
Budget narrative, 470
Time line, 471
Visuals
Transfers and Rollovers
into the Thrift Savings Plan
Instructions Images 800
700
IInll4ufo3s4rtmr, a4at3ilo5 in,n 4ss3 tfr6ou,r c 4itn3io7stnrsu,c 4t1io8ns, CDFllroiapww acirhntag, r2st,5s 23 a5n1d, 2 o5r2g,a 2n5i3zational ($) Millions 654000000
Internal instructions, 419 charts, 254, 255, 256 300
Introduction for instructions, 424 Graphics, 262, 263 200 2007 2008 2009 2010
Product repair instructions, 420 Illustrations for instructions,
434, 435, 436, 437
Visual instructions for international
customers, 422 Maps, 257, 258
Warning icons, 432 Photograph, 259
Symbols, 264
Résumés Visual instructions for international customers, 422
Warning icons, 432
Parts of Résumés
Headings, 576 Data
Education section, 578 Bar graphs, 238, 242, 243, 244, 245
Experience sections, 579 Column graphs, 248, 249, 250
Line graphs, 239, 240, 241, 250
Sample Résumés Picture graph, 247
Résumé for an entry-level position, 587 Pie graph, 246
Résumé, highlighting professional Tables, 235, 236, 238
credentials, 588
Résumé for an applicant with
Web Documents
management experience, 589
Résumé for an applicant seeking to change career fields, 590 Acknowledgments page, 552
Advanced résumés, 591, 592–593 Blog post showing keyword
tags, 557
Résumés tailored to specific job listings, 594, 595
Chunked content, 538
Corporate blog, 554
Presentations
The Healthy Life: What Is the Healthy Life Program? Linked table of contents, 540
Pattern of presentation slides, 500 An Employee Wellness Program A wellness benefit that:
Sample presentation, 501–503 ATHShceaceao llStluhypny ot F LrMtiisfsae Cn hPaeergnoertgerrra &m Day Spa (cid:129)(cid:129)(cid:129)aSrfOPaenarfcdofdvieulv ierhtcisdysiin g—e iynghs oc atbeeuhnlmnored to p cicmvdloooe amspysnter pfeyoeoas f ra asn mdeucydmcer ei$edtp.i$siolcos$na yatlbeo lcy e sla asken iermt voeais -pwcc.1eihan-serg d—c e-kw m afiotnp ranl o hidnyigigesh ecf isotcn uhhenoestla.esl sthteyr oalnd LPirsetsss a rnedle absuel laett sa, W53e8b site, 536
Computer-presentation setup, 504 WEmhaptlo Ayreee tsh?e Benefits to Wto hYaot uAr rCe othmep Baneyn?efits Privacy statement (excerpt), 550
PPoowweerrPPooiinntt nsloidtees- spoargteer, 5v1ie6w, 517 (cid:129)(cid:129)(cid:129)(cid:129)(cid:129)ASFFEiafanonnrrcumcreeddc plaueepe pscn ldsocnoal eoshyaurus tteodtT hn roealdiihaetnf lii e.siltogpn i taon eSecatn erhrpatsao nlonTeollt rditn$hatvi sca1enew l5 dC f Sea“t/ rmebiwpcganlioeohiolnitrtlotnetlie-nesdtrmrh ess-fC.ap,os oenrswre rn a$h psmtg2ieosre0luaripnm /srSmotesseho ”oa-sno l2,ngtctph -terch.ae otte—h uenenairnsragenp.l iidnsitgss.c,ounts on fitness gear W(cid:129)(cid:129)it hTT hhtheee tc oHotesatal olnthfu yem mLbipefelro oPyfer oeegm mrapemlody,i ceyaeol uscril cac-kio3m md-sap y absny yba ycs a amns u rmcehdu ucachse a1:s0 %20.%.
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Writing That Works
Communicating Effectively on the Job
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E L E V E N T H E D I T I O N
Writing That Works
Communicating Effectively
on the Job
Walter E. Oliu
Charles T. Brusaw
Gerald J. Alred
Bedford/St. Martin’s
Boston ♦ New York
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For Bedford/St. Martin’s
Senior Executive Editor: Leasa Burton
Developmental Editors: Kate Mayhew, Alyssa Demirjian
Production Supervisor: Samuel Jones
Senior Marketing Manager: Molly Parke
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Project Management: Books By Design, Inc.
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Text Design: Books By Design, Inc.
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Cover Photo: Businessmen in the offi ce, touching digital tablet © RunPhoto,
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Composition: Cenveo Publisher Services
Printing and Binding: RR Donnelley and Sons
President, Bedford/St. Martin’s: Denise B. Wydra
Presidents, Macmillan Higher Education: Joan E. Feinberg and Tom Scotty
Editor in Chief: Karen S. Henry
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Associate Production Director: Elise S. Kaiser
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Library of Congress Control Number: 2012942163
Copyright © 2013, 2010, 2007, 2004 by Bedford/St. Martin’s
All rights reserved. No part of this book may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, except as may be expressly permitted by the applicable
copyright statutes or in writing by the Publisher.
Manufactured in the United States of America.
7 6 5 4 3 2
f e d c b a
For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116
(617-399-4000)
ISBN 978-1-4576-1113-1
Acknowledgments
Acknowledgments and copyrights are continued at the back of the book on pages
670–672, which constitute an extension of the copyright page.
At the time of publication all Internet URLs published in this text were found to
accurately link to their intended Web site. If you do fi nd a broken link, please forward
the information to [email protected] so that it can be corrected for
the next printing.
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Preface
W
riting That Works has been successful through ten editions because it ef-
fectively prepares students to apply the writing process to the documents
and situations they will encounter in the workplace — regardless of their academic
background or occupational interest. Informed by the decades of professional
and academic experience we have between us, the book integrates practical
coverage of the writing process with clear guidelines for specific types of work-
place writing — correspondence, reports, proposals, instructions, presentations,
blogs, wikis, and more — supported by a wealth of sample documents, hundreds of
e xercises and projects, and the most current advice for using technology in today’s
workplace.
The eleventh edition continues to offer the structure and features that in-
structors have told us time and again prove effective. Workplace communica-
tions, however, is not a static field. Tools, sources of information, and practices
continue to evolve, in both the classroom and the workplace. In preparing this
edition, we looked critically at every facet of the book and added and updated
material to keep it current. We enlisted workplace technology adviser Richard
Hay to guide these updates, lending his real-world expertise to the situations
and technologies facing students today and providing practical advice based
on professional experience. As we have added new or altered existing material,
model documents, and visuals throughout, our focus continues to be on helping
students prepare for and adapt to today’s digital workflow, an economy that has
vastly altered the way we look for and land jobs, and the critical professional and
ethical concerns of workplace writing. (For a detailed description of what’s new
to this edition, see pages ix–x.)
About This Book
Rhetorically Focused Guidance on the Writing Process at Work
The advice, assignments, and features in Writing That Works all draw on our
workplace and classroom experiences and have been honed by the suggestions
and contributions of hundreds of teachers and writers over the years. They take as
their premise the belief that strong workplace writing comes from an understand-
ing of the rhetorical framework of audience and purpose.
vii
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viii Preface
Divided into four parts, the book is structured so that it begins with an over-
view of the writing process and then applies that process to the specific tasks and
types of workplace writing, all of them illustrated by an impressive number of
samples that are annotated to clarify what they demonstrate.
(cid:129) Part One: The Writing Process Chapters 1 through 4 guide students
through the steps of planning, organizing, drafting, and revising, with a focus
on the contexts and practices distinctive to workplace writing. Students are
taught to consider audience, purpose, and the medium through which
they’ll communicate as they draft and revise.
(cid:129) Part Two: Essential Skills Chapters 5 through 7 help students develop
additional communication skills essential to workplace writing. The col-
laborative writing chapter includes advice on how to peer-review and edit
shared documents, as well as how to effectively resolve problems that may
arise while collaborating; the research chapter covers primary, print, and
online research, with updated guidelines for documenting sources; and
the design chapter offers concrete advice and examples for creating effec-
tive visuals and integrating them into documents and presentations.
(cid:129) Part Three: Writing at Work Chapters 8 through 16 help students apply
the skills learned in Parts One and Two, guiding them through the many
types of writing and communications they will face in any workplace. They
provide detailed advice on routine correspondence — e-mail and instant
messages, letters, and e-memos — informal and formal reports; instruc-
tions; and internal, sales, and grant proposals. These chapters also cover
creating and delivering presentations, conducting meetings, writing for
the Web, and finding a job.
(cid:129) Part Four: Revision Guide This self-contained handbook provides help
with sentence errors, punctuation, and mechanics, and it features a section
tailored to students who speak English as a second language (ESL).
Easy to Use, with an Emphasis on Practical Skills
Long appreciated for its clarity and comprehensiveness, Writing That Works is
flexible enough to accommodate different courses and teaching styles. Its thor-
oughness and comprehensive index make it ideal for students to keep as a work-
place reference.
Boxed features integrated throughout the text summarize important infor-
mation and include helpful checklists for considering audience and purpose,
drafting and revising, designing effective documents, and using the latest com-
munications and digital technologies, as well as tips for ESL students. Marginal
notes direct students to additional support in the text and on the student Web
site. Recognizing that today’s students are visually oriented, Writing That Works
uses design and color effectively throughout, with screened edges, shading,
and color to highlight the most frequently referenced material (documentation
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