During the first ten minutes of class, write your final summary memo on TC Chapter 26: Writing Reader-Centered Feasibility Reports. In your discussion, think about how feasibility reports require critical evaluation and honest responses. How might you incorporate some lessons from this chapter into your team’s presentation for Project 2?

During the first ten minutes of class, write your summary of today’s reading assignment: Anderson’s TC Chapter 22: Creating Reader-Centered Websites.

After this and today’s presentation, use the remaining time class time to continue working with your team on your project. Before the end of class, each team should email me a Word docx copy of their team’s progress report for the week.

During the first ten minutes of class, write your summary of Anderson’s TC Chapter 15: Creating Eleven Types of Reader-Centered Graphics as a memo-formatted comment on this post. In your discussion, write about examples and where you saw those examples of these types of graphics.

During the first ten minutes of class, write your summary of Anderson’s TC Chapter 14: Creating Reader-Centered Graphics. Post your summary as a comment following a memo layout.

Reader-centered graphics are a way of conveying complex information in a visually engaging and understandable way. Take a few moments to browse the Information is Beautiful blog for examples of infographics, which are a particular form of reader-centered graphics. How do these infographics help you understand the information, concepts, and data more easily than, say, the source documents that provide the information cited in each?

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.