technicial writing - Audience Analysis- 5 paragraph only!!!
sasseventy
assignment1review1.pptxLet’s go back and review
Our 1st example was the household cleaner
(General Typology of the document)
The document type used is an advertisement. The purpose of an advertisement is for the marketing of a product. The medium being used is a printed advert most likely found in a magazine. In this case it is for the product called “ecover.” The purpose of the document is to show what the actual product looks like and to inform the audience that there is an alternative cleaner in the market that rivals what’s out in there currently.
(Document Design)
The document layout is showing a color scheme of mostly green and silver. The green is to indicate environmentally friendliness and the silver is to show the cleanliness of the environment of the house. Green can been seen on the actual ecover spray bottle, the plant in the background and the dishrags rags hanging above the sink. The ecover bottle is the largest item in the advertisement and in the foreground so the readers eyes notice this first, then the other parts of the kitchen and finally the wording. The words are black, larger print against a light grey background. The focus goes back to the bottle for further analysis of the details. These details include three small pictures to help the buyer understand better what they product can do.
Text analysis
There are two types of texts being displayed. At the bottom left, it states in a non-formal way what the product does -“cleans and shines on a wide variety of household surfaces”. Grammatically, it is not a complete sentence, it doesn’t start with a capital letter and there isn’t a full stop. These are not necessary. It starts with two verbs –cleans/shines. This statement gives a descriptive feel since it is also showing a clean and neat kitchen area. The message is straight forward and clear. The other text is that which is on the bottle of ecover. The three letters e,c and o are blue and the v,e and r are green. The words “multi-Action Spray” are in white print against a green area.
The target audience is women who spend a good amount of time cleaning their houses and are looking for a new, easier way to get the job done. They want something that is safe for their family and safe for the environment. This audience is mostly homogeneous because the target audience tends to be women, between the ages of 25 and 45. They are generally married, stay-at-home moms. The audience is mostly middle class, with at least a high school diploma, though many have a college degree.
The audience’s attitude is mostly of interest. These women have spent hours scrubbing their floors and bathrooms and are in need of a powerful yet “green” way to cut their cleaning time in half and have beautiful, sparkling results. They have spent a lot of money on other household cleaners and are ready to find a go-to cleaner that doesn’t cost too much.
(Audience needs)
As noted earlier, the audience is in need of a new way to clean the dirtiest, hard to clean places of their house. They need something that will clean everything, clean it well, and still be safe. Specific needs that should be addressed in the advertorial include the sense of safety, environmental footprint, cost, effectiveness, time. From the picture, it does not mention the price of the product but most adverts don’t. This audience is still in need of an affordable product. It is essential that the audience see the picture of the product so they can relate and connect. Wordiness is not essential to grab the attention.
Memo demonstration
TO: Dr. Noura Al Tamimim
CC: Sheila Robinson
FROM: Sarah Williams
DATE: 14th November 2009
SUBJECT: Update report on New Instructor – Ms. Jane Doe
At the mid-point of the probation period of new instructors, herewith please find a detailed report on Ms. Jane Doe.
Since Ms. Doe first started working at KING SAUD UNIVERSITY, she has been a part of my team. There have been many instances which have been cause for concern but most important has been Ms. Doe’s language use / proficiency within the classroom. While we may all use various dialects and accents in a social setting, as English language instructors, we are models to the students that we teach in both our spoken and written language. Ms. Doe has been known to use colloquial and slang within the classroom and her writing is often illegible to her students – who have mentioned that they are rather embarrassed to ask for clarification.
Below, I have highlighted the various incidents that have further been noted or otherwise brought to my attention. They are as follows:
AREAS OF CONCERN:
CLASSROOM MANAGEMENT AND LANGUAGE.
During a scheduled classroom observation, it was noted that Ms. Doe either does not have any classroom routines in place or does not feel the need to have them. However, in this particular country and culture, maintaining good classroom management and being consistent is important if instruction is to take place. Within Ms. Doe’s class, the students walk in and out of the classroom without even acknowledging the instructor’s presence; the use of mobile phones is common-place; students use of their mother-tongue takes the best part of a Communication class – these are some of the behaviors observed where the instructor did not even attempt to correct the students’ behavior.
We also expect that instructors will be impeccable in their language within the classroom and be the “language” role-model for our students. At my first scheduled observation of Ms. Doe’s level 6 Reading and Writing class, I also observed that the instructor often uses colloquial language as well as slang while teaching. One of the most common phrases that was used was “It don’t matter….”. In her reports the use of “…is always does….” was frequent and recurrent even at the 8th re-write. Not only are these slang, they are also grammatically incorrect and should not be used in a classroom context .The use of colloquial and meta-language was brought to the instructor’s attention and she was advised to be aware of the language that she uses within the classroom.
The type of document is a formal report. This document falls under the category of referential because it is detailing the work ethics of a female instructor. The medium used is through an internal memo which is classified as a report or correspondence. This was sent from a supervisor to manager via email. The specific purpose of this document is to highlight the many problems that have arisen from this new teacher and how it is negatively effecting the students and the university. Lastly, there is a call to action or recommendation which is to have the teacher dismissed.
TO: Dr. Noura Al Tamimim
CC: Sheila Robinson
FROM: Sarah Williams
DATE: 14th November 2009
SUBJECT: Update report on New Instructor – Ms. Jane Doe
At the mid-point of the probation period of new instructors, herewith please find a detailed report on Ms. Jane Doe.
Since Ms. Doe first started working at KING SAUD UNIVERSITY, she has been a part of my team. There have been many instances which have been cause for concern but most important has been Ms. Doe’s language use / proficiency within the classroom. While we may all use various dialects and accents in a social setting, as English language instructors, we are models to the students that we teach in both our spoken and written language. Ms. Doe has been known to use colloquial and slang within the classroom and her writing is often illegible to her students – who have mentioned that they are rather embarrassed to ask for clarification.
Below, I have highlighted the various incidents that have further been noted or otherwise brought to my attention. They are as follows:
AREAS OF CONCERN:
CLASSROOM MANAGEMENT AND LANGUAGE.
During a scheduled classroom observation, it was noted that Ms. Doe either does not have any classroom routines in place or does not feel the need to have them. However, in this particular country and culture, maintaining good classroom management and being consistent is important if instruction is to take place. Within Ms. Doe’s class, the students walk in and out of the classroom without even acknowledging the instructor’s presence; the use of mobile phones is common-place; students use of their mother-tongue takes the best part of a Communication class – these are some of the behaviors observed where the instructor did not even attempt to correct the students’ behavior.
We also expect that instructors will be impeccable in their language within the classroom and be the “language” role-model for our students. At my first scheduled observation of Ms. Doe’s level 6 Reading and Writing class, I also observed that the instructor often uses colloquial language as well as slang while teaching. One of the most common phrases that was used was “It don’t matter….”. In her reports the use of “…is always does….” was frequent and recurrent even at the 8th re-write. Not only are these slang, they are also grammatically incorrect and should not be used in a classroom context .The use of colloquial and meta-language was brought to the instructor’s attention and she was advised to be aware of the language that she uses within the classroom.
The layout of the document is that of a professional memo. It has the correct formatting of a typical internal memo with the heading at the top of the page and then organized with information being provided in an detailed and informative manner. The text is consistent with left justification on the text. Because of the manner of the memo, visual aids or graphics were not needed. The memo is lengthy and broken up in various sections. The use of bold headers was necessary to break up the memo into different sections in which to concentrate and focus on the areas of concern and to help the reader with navigation. This keeps the subjects consistent with the purpose of memo.
The text highlights various quotes. This was done by bolding selected phrases and then italicizing them.
TO: Dr. Noura Al Tamimim
CC: Sheila Robinson
FROM: Sarah Williams
DATE: 14th November 2009
SUBJECT: Update report on New Instructor – Ms. Jane Doe
At the mid-point of the probation period of new instructors, herewith please find a detailed report on Ms. Jane Doe.
Since Ms. Doe first started working at KING SAUD UNIVERSITY, she has been a part of my team. There have been many instances which have been cause for concern but most important has been Ms. Doe’s language use / proficiency within the classroom. While we may all use various dialects and accents in a social setting, as English language instructors, we are models to the students that we teach in both our spoken and written language. Ms. Doe has been known to use colloquial and slang within the classroom and her writing is often illegible to her students – who have mentioned that they are rather embarrassed to ask for clarification.
Below, I have highlighted the various incidents that have further been noted or otherwise brought to my attention. They are as follows:
AREAS OF CONCERN:
CLASSROOM MANAGEMENT AND LANGUAGE.
During a scheduled classroom observation, it was noted that Ms. Doe either does not have any classroom routines in place or does not feel the need to have them. However, in this particular country and culture, maintaining good classroom management and being consistent is important if instruction is to take place. Within Ms. Doe’s class, the students walk in and out of the classroom without even acknowledging the instructor’s presence; the use of mobile phones is common-place; students use of their mother-tongue takes the best part of a Communication class – these are some of the behaviors observed where the instructor did not even attempt to correct the students’ behavior.
We also expect that instructors will be impeccable in their language within the classroom and be the “language” role-model for our students. At my first scheduled observation of Ms. Doe’s level 6 Reading and Writing class, I also observed that the instructor often uses colloquial language as well as slang while teaching. One of the most common phrases that was used was “It don’t matter….”. In her reports the use of “…is always does….” was frequent and recurrent even at the 8th re-write. Not only are these slang, they are also grammatically incorrect and should not be used in a classroom context .The use of colloquial and meta-language was brought to the instructor’s attention and she was advised to be aware of the language that she uses within the classroom.
The report is coming from a supervisor and being sent to upper management. Therefore, the tone and style is formal. The language being used is mostly descriptive in the sense that it is recounting recent observations preformed by a supervisor on a subordinated. The context of the situation calls for the document to be written in an expert style since this is an managerial situation. The tone of the text is professional and business like . The writer depicts in detail exact situations which were cause for concern and the effects that they have on individuals and the organization. The memo its lengthy however, the information provided is necessary to provide evidence. The text does allow for some specific jargon to be used such as core projects, I.C., Cultural; Report-writing; and Curriculum. Again, there is not a need to explain these terms to the audience since they are understood.
TO: Dr. Noura Al Tamimim General Director
CC: Sheila Robinson Supervisor
FROM: Sarah Williams Supervisor
DATE: 14th November 2009
SUBJECT: Update report on New Instructor – Ms. Jane Doe
At the mid-point of the probation period of new instructors, herewith please find a detailed report on Ms. Jane Doe.
Since Ms. Doe first started working at KING SAUD UNIVERSITY, she has been a part of my team. There have been many instances which have been cause for concern but most important has been Ms. Doe’s language use / proficiency within the classroom. While we may all use various dialects and accents in a social setting, as English language instructors, we are models to the students that we teach in both our spoken and written language. Ms. Doe has been known to use colloquial and slang within the classroom and her writing is often illegible to her students – who have mentioned that they are rather embarrassed to ask for clarification.
Below, I have highlighted the various incidents that have further been noted or otherwise brought to my attention. They are as follows:
AREAS OF CONCERN:
CLASSROOM MANAGEMENT AND LANGUAGE.
During a scheduled classroom observation, it was noted that Ms. Doe either does not have any classroom routines in place or does not feel the need to have them. However, in this particular country and culture, maintaining good classroom management and being consistent is important if instruction is to take place. Within Ms. Doe’s class, the students walk in and out of the classroom without even acknowledging the instructor’s presence; the use of mobile phones is common-place; students use of their mother-tongue takes the best part of a Communication class – these are some of the behaviors observed where the instructor did not even attempt to correct the students’ behavior.
We also expect that instructors will be impeccable in their language within the classroom and be the “language” role-model for our students. At my first scheduled observation of Ms. Doe’s level 6 Reading and Writing class, I also observed that the instructor often uses colloquial language as well as slang while teaching. One of the most common phrases that was used was “It don’t matter….”. In her reports the use of “…is always does….” was frequent and recurrent even at the 8th re-write
The audience is homogeneous for the fact they are in this regards, management. The primary audience is the General Director of the English program. The secondary audience is another supervisor who was included in the CC of the memo. The audience are professionals falling in the age range of 30-50 with a background in education. The document reference to the names of the managers reveal that they are female. They are holding no less than a Master’s degree. The primary audience are PhD holders. They have dedicated a good portion of their life to establishing a career in the education sector. Their main tasks are to ensure that the teachers are fulfilling their job obligations correctly and the program runs smoothly. They are extremely interested in the information provided as it could have ramifications on numerous levels in the organization. The are dedicated to their positions and would see this memo of high interest and urgency. The examples set forth in the memo will motivate them to take action. The audience will understand that there can be severe consequences if action is not taken.
TO: Dr. Noura Al Tamimim General Director
CC: Sheila Robinson Supervisor
FROM: Sarah Williams Supervisor
DATE: 14th November 2009
SUBJECT: Update report on New Instructor – Ms. Jane Doe
At the mid-point of the probation period of new instructors, herewith please find a detailed report on Ms. Jane Doe.
Since Ms. Doe first started working at KING SAUD UNIVERSITY, she has been a part of my team. There have been many instances which have been cause for concern but most important has been Ms. Doe’s language use / proficiency within the classroom. While we may all use various dialects and accents in a social setting, as English language instructors, we are models to the students that we teach in both our spoken and written language. Ms. Doe has been known to use colloquial and slang within the classroom and her writing is often illegible to her students – who have mentioned that they are rather embarrassed to ask for clarification.
Below, I have highlighted the various incidents that have further been noted or otherwise brought to my attention. They are as follows:
AREAS OF CONCERN:
CLASSROOM MANAGEMENT AND LANGUAGE.
During a scheduled classroom observation, it was noted that Ms. Doe either does not have any classroom routines in place or does not feel the need to have them. However, in this particular country and culture, maintaining good classroom management and being consistent is important if instruction is to take place. Within Ms. Doe’s class, the students walk in and out of the classroom without even acknowledging the instructor’s presence; the use of mobile phones is common-place; students use of their mother-tongue takes the best part of a Communication class – these are some of the behaviors observed where the instructor did not even attempt to correct the students’ behavior.
We also expect that instructors will be impeccable in their language within the classroom and be the “language” role-model for our students. At my first scheduled observation of Ms. Doe’s level 6 Reading and Writing class, I also observed that the instructor often uses colloquial language as well as slang while teaching. One of the most common phrases that was used was “It don’t matter….”. In her reports the use of “…is always does….” was
The memo is in itself “proof” of the events that have taken place. The evidence is abundantly clear and the arguments are detailed in a professional manner. The language contained in the memo is fitting for the audience as it appeals to a superior. Audience recognition is achieved by ensuring no aspects of this particular case was left out which could have left doubt for the reader. The document immediately refers to differences of cultures and shows awareness of dialects used by different people. The document is not attempting to belittle or insult regarding poor language. Rather, it attempts to direct the audience to potential damage because of it. Though the document is lengthy, the information contained within is very essential. In this particular memo, repeating of certain points would be justified. By doing so, the audience does not have gaps in the information. Any question the audience may have has been thoroughly addressed leaving the audience to fully understand the situation at hand and to make a decision.
