During the first ten minutes of class, write your summary of Anderson’s TC Chapter 16: Designing Reader-Centered Pages and Documents. Also, what technical communication documents have you seen that you felt demonstrated good reader-centered design, and what documents have you seen that demonstrated poor reader-centered design?

During the first ten minutes of class today, add your summary memo of Anderson’s TC Chapter 13: Writing Reader-Centered Front and Back Matter as a comment to this blog post. While this information is useful to everyone in the class, teams producing proposals as your project 2 deliverables will want to think about how to use the back matter as a way to create a persuasive proposal that offloads some of the heavier details to appendices. It is a useful way of catering to different audiences–those who do not need all of the details and those who do.

During the first ten minutes of class, write a summary memo of your reading for today’s class: TC Chapter 10: Developing an Effective, Professional Style. Also, brainstorm your own strategies for creating your professional style in your memo.

Remember: Your team’s proposal is due via email from one team member as a Word docx file to jellis at citytech.cuny.edu before the end of class. After sending your proposal to the professor, someone from your team should follow up to verify that it was received. After you turn in your proposal, begin working on the next stage of your project: your draft deliverable. Of course, keep meeting minutes for today’s class and other team meetings.

During the first ten minutes of class, write a summary memo as a comment to this post on your reading of Paul Anderson’s TC Chapter 9: Using Nine Reader-Centered Patterns for Organizing Paragraphs, Sections, and Chapters. Can you match some of your previous writing to these patterns? Which ones have you used before and in what situation did you use them?

During the first ten minutes of class, write a summary of your reading of Anderson’s TC Chapter 25: Writing Reader-Centered Empirical Research Reports. Think about the importance of data over anecdote and lore when you create persuasive documents and how you can incorporate elements of empirical research reports into other kinds of documents and memos.

During the first ten minutes of class, write a comment attached to this post summarizing your reading from Anderson’s TC Chapter 27: Writing Reader-Centered Progress Reports.

During the first ten minutes of class, write a summary of Anderson’s TC chapter 24: Writing Reader-Centered Proposals. Focus on these questions: What is the overall purpose of a proposal? What are the major components of a proposal and what is each’s purpose in the proposal as a whole?

During the first ten minutes of class today, write a summary memo based on your reading from Paul Anderson’s TC Chapter 7: Using Five Reader-Centered Research Methods. Also, write about the kinds of research papers or projects that you have done before. Have you done library research before? Have you conducted an interview before? Have you gathered data from an experiment in a science class?