Unit 4: Audience
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unit_4_ppt.pptxInstructor:Marc Schiffman
CM241: Foundations of Technical Communications
I will turn on our audio in a few minutes. Take this opportunity to review your audio settings.
Pre-Seminar Stretch
Read the following unpunctuated passage:
I want a man who knows what love is all about you are generous kind thoughtful people who are not like you admit to being useless and inferior you have ruined me for other men I yearn for you I have no feelings whatsoever when we're apart I can be forever happy will you let me be yours gloria
Now, see if you can punctuate this passage so that it makes sense. Share your punctuated example with the class!
Instructor:Marc Schiffman
CM241: Foundations of Technical Communications
Pre-Seminar Stretch
Read the following unpunctuated passage:
I want a man who knows what love is all about you are generous kind thoughtful people who are not like you admit to being useless and inferior you have ruined me for other men I yearn for you I have no feelings whatsoever when we're apart I can be forever happy will you let me be yours gloria
Now, see if you can punctuate this passage so that it makes sense. Share your punctuated example with the class!
Instructor: Marc Schiffman
Unit 4: Audience
Agenda
Develop strategies for successful e-mails
Analyze an audience for a sample Final Project
Workshop ideas for our Final Projects
Crafting successful e-mails
Imagine that you are the professor of a writing course and receive the following e-mail from a student:
What do u want from me? i did the assignment just like you ask and I gott a Con the paper. this is unacceptable. You’re policies are not fair.
God Bless,
Suzie Student
How would you react to this e-mail? What could the writer do to better appeal to you as an audience?
Crafting successful e-mails
Choose an e-mail address that contains your name, company name, or school name:
✘nsfw@hotmail
✘ilovemydeity@yahoo
✘myunidentifiablenickname@aol
✔myfirstname.mylastname@gmail
✔your KU student e-mail address
Create an e-mail signature that clearly indicates who you are and how people may contact you:
Humphrey Bogart
Composition Department, Kaplan University
555-555-5555
Setting up your e-mail account
Crafting successful e-mails
Create a subject line that includes the specific topic of your e-mail
✘hey
✘question about English
✘blank
✔CM107: Question about my grade on Unit 3 Project
Address the recipient by name (i.e., “Dear Prof. Pappas”)
Include important identifying information (i.e., course name and number)
Describe your question in as much detail as possible
Pause and think before you hit “send”
Drafting an e-mail
Crafting successful e-mails
Login to your KU Student E-mail account.
Click the gear icon at the top right of your screen and select “Settings.”
From Settings, click on the “Labs” tab.
Search the Labs for “Undo Send.”
Click the radio button for “enable.”
Click “Save Changes” at the bottom of the screen.
After clicking “send” on any e-mail, look at the yellow bubble at the top of your screen. You can now select “undo” to save your e-mail for a calmer time.
Gmail “Undo Send”
Analyzing Your Audience
What is my topic?
Who is my audience? What are the demographics of my audience?
What is my audience likely to know about this topic?
How open is my audience to change?
Is my audience familiar with Standard American English?
What physical limitations does my audience have?
What kind of employment is my audience likely to have?
What formal education is my audience likely to have?
Analyzing Your Audience
| Topic | Turning a walk-in closet into a baby nursery |
| Demographics | |
| Knowledge | |
| Openness to change | |
| Familiarity with SAE | |
| Physical limitations | |
| Employment | |
| Education |
Analyzing Your Audience
| Topic | Turning a walk-in closet into a baby nursery |
| Demographics | Women, late 20s-early 40s, live in apartments in big cities, have enough income to renovate but not enough to move |
| Knowledge | |
| Openness to change | |
| Familiarity with SAE | |
| Physical limitations | |
| Employment | |
| Education |
Analyzing Your Audience
| Topic | Turning a walk-in closet into a baby nursery |
| Demographics | Women, late 20s-early 40s, live in apartments in big cities, have enough income to renovate but not enough to move |
| Knowledge | They are likely to be pregnant with first children and may therefore lack knowledge about pregnancy and infancy. |
| Openness to change | |
| Familiarity with SAE | |
| Physical limitations | |
| Employment | |
| Education |
Analyzing Your Audience
| Topic | Turning a walk-in closet into a baby nursery |
| Demographics | Women, late 20s-early 40s, live in apartments in big cities, have enough income to renovate but not enough to move |
| Knowledge | They are likely to be pregnant with first children and may therefore lack knowledge about pregnancy and infancy. |
| Openness to change | They are likely to be very open to change. They’re having babies and considering home renovations! |
| Familiarity with SAE | |
| Physical limitations | |
| Employment | |
| Education |
Analyzing Your Audience
| Topic | Turning a walk-in closet into a baby nursery |
| Demographics | Women, late 20s-early 40s, live in apartments in big cities, have enough income to renovate but not enough to move |
| Knowledge | They are likely to be pregnant with first children and may therefore lack knowledge about pregnancy and infancy. |
| Openness to change | They are likely to be very open to change. They’re having babies and considering home renovations! |
| Familiarity with SAE | Designing a baby room is more typical among Western cultures, so they are likely to be familiar with SAE. |
| Physical limitations | |
| Employment | |
| Education |
Analyzing Your Audience
| Topic | Turning a walk-in closet into a baby nursery |
| Demographics | Women, late 20s-early 40s, live in apartments in big cities, have enough income to renovate but not enough to move |
| Knowledge | They are likely to be pregnant with first children and may therefore lack knowledge about pregnancy and infancy. |
| Openness to change | They are likely to be very open to change. They’re having babies and considering home renovations! |
| Familiarity with SAE | Designing a baby room is more typical among Western cultures, so they are likely to be familiar with SAE. |
| Physical limitations | Leases may not permit door removal, holes in walls, painting, carpeting, etc. Big city apartments have severe space limitations. |
| Employment | |
| Education |
Analyzing Your Audience
| Topic | Turning a walk-in closet into a baby nursery |
| Demographics | Women, late 20s-early 40s, live in apartments in big cities, have enough income to renovate but not enough to move |
| Knowledge | They are likely to be pregnant with first children and may therefore lack knowledge about pregnancy and infancy. |
| Openness to change | They are likely to be very open to change. They’re having babies and considering home renovations! |
| Familiarity with SAE | Designing a baby room is more typical among Western cultures, so they are likely to be familiar with SAE. |
| Physical limitations | Leases may not permit door removal, holes in walls, painting, carpeting, etc. Big city apartments have severe space limitations. |
| Employment | May be employed, may be planning maternity leave or to become SAHMs (SAHM = jargon to watch out for later). |
| Education |
Analyzing Your Audience
| Topic | Turning a walk-in closet into a baby nursery |
| Demographics | Women, late 20s-early 40s, live in apartments in big cities, have enough income to renovate but not enough to move |
| Knowledge | They are likely to be pregnant with first children and may therefore lack knowledge about pregnancy and infancy. |
| Openness to change | They are likely to be very open to change. They’re having babies and considering home renovations! |
| Familiarity with SAE | Designing a baby room is more typical among Western cultures, so they are likely to be familiar with SAE. |
| Physical limitations | Leases may not permit door removal, holes in walls, painting, carpeting, etc. Big city apartments have severe space limitations. |
| Employment | May be employed, may be planning maternity leave or to become SAHMs (SAHM = jargon to watch out for later). |
| Education | There may be no similarity between audience members; some may have high school degrees, while others have PhDs. |
What is your topic?
Who is your audience?
Analyzing Your Audience
| Topic | |
| Demographics | |
| Knowledge | |
| Openness to change | |
| Familiarity with SAE | |
| Physical limitations | |
| Employment | |
| Education |
Questions?
