Degrees of Edit  

The levels of edit concept can be a valuable editorial tool, especially to clarify for staff what editors do with documents. However focusing on degrees of edit (light, medium, and heavy) can simplify decisions about editorial work on a document. Dividing heavy edits into macro edits and micro edits can clarify what editors do in editing a document thoroughly. This presentation simplifies the editorial process by examining the three different degrees of edit and establishing the aims and procedures for macro and micro editing.

Samson, Donald C., Jr. STC Proceedings (1993). Presentations>Writing>Editing

Effective Technical Graphics  

This presentation examines ineffective technical graphics with problems in simplicity, orientation, and scale. It identifies principles of effective graphic communication that could prevent such problems, and clarifies objectives and techniques in designing editing and preparing technical graphics for printed documents and briefing materials. Graphics principles illustrated by transparencies include avoiding clutter, orienting properly, controlling scales, checking the content, and avoiding extraneous graphics. message, and that the table title or figure caption focuses clearly on the subject of the graphic.

Samson, Donald C., Jr. STC Proceedings (1993). Design>Graphic Design>Technical Illustration>Visual Rhetoric

Preparing Students to Work with Technical Staff  

Technical communication programs should help students prepare to work with technical staff as well as develop writing, analysis, and communication skills. This presentation identifies assignments faculty can use to help students prepare to work effectively with technical staff: learning about what the writing technical staff do; learning about working in technical settings; interviewing faculty and staff; writing about science and technology for different audiences; editing a research article manuscript; learning about data networking; shadowing a technical professional; publishing a newsletter incorporating graduates’ observations and suggestions; having technical staff as well as technical communicators as guest speakers; and participating in STC.

Samson, Donald C. Jr. STC Proceedings (2001). Articles>Education>TC>Collaboration

Preparing to Teach Technical Writing   

To teach technical writing effectively, technical writing teachers should know enough about their students' fields to understand what their students write and help them learn how to write appropriately for non-academic audiences. This paper discusses the need for additional preparation to teach technical writing. It presents the results of an informal survey of science and business faculty, identifying resources teachers can use to learn basic concepts in science and business. Also, the paper considers the value of such a survey in developing writing assignments and rapport with faculty whose majors take technical writing courses.

Samson, Donald C., Jr. STC Proceedings (1999). Articles>Education>Writing>Technical Writing

Science Writing and Scientific Writing: Audiences, Purposes, and Techniques  

Science writing for general audiences in newspapers and magazines differs from scientific writing for scientists in journal articles, letters, and grant proposals. The general public is limited in its knowledge and its understanding of scientific advancements, so science writers try to seize on the public's interest in science and "translate" discoveries and developments for them. Science writing differs from scientific writing in audience (lay versus expert), purpose (to entertain as well as to inform or persuade), and techniques such as the use of human interest, control of pace and diction, and appeal to interest in and the utility of science.

Samson, Donald C., Jr. STC Proceedings (2005). Articles>Scientific Communication>Rhetoric

Teaching Audience in Technical Communication  

Teaching technical writing students how to communicate with the different audiences of technical documents requires defining those audiences. Traditional division of audiences by educational level or job function fails to consider the readers’ familiarity with the subject and their interest in it. This paper sets up three categories of audience (lay, middle, and expert) and suggests how to communicate effectively with each, to help students prepare to create documents designed for different audiences.

Samson, Donald C., Jr. STC Proceedings (1993). Presentations>Rhetoric>Writing

Teaching Science Writing  

Teaching students how to write about science for the general public involves helping them research subjects, publications, and audiences. They should learn about research, organization of articles, audience analysis, and writing strategies, and use human interest, background information and examples, proper terminology and pace, and techniques to motivate readers to read the article.

Samson, Donald C., Jr. STC Proceedings (1999). Articles>Education>Writing>Scientific Communication

Workplace Recommendations for Interns and New Hires  

This paper presents suggestions to help interns and new hires adjust to the workplace in business or government. They include avoiding personal use of company equipment; controlling use of cell phones and computers; observing telephone and voicemail etiquette; opening only business-related email; learning about the organization's culture; dressing appropriately; participating actively in meetings; being punctual; remembering names; behaving appropriately in social interactions with other staff; being courteous; and having a positive, constructive attitude. The suggestions are designed to enable the intern or new hire to create a good impression and increase their chances of success in the organization.

Samson, Donald C., Jr. STC Proceedings (2005). Careers>Internships>Workplace

Writing about Science for General Audiences  

This presentation distinguishes science writing from scientific and technical writing. It offers suggestions for writing articles about science and technology for beginning freelancers and for students: choose timely subjects; focus on what’s new; clarify how the information is important; consider the audience’s knowledge of the subject; use a good hook; place the technical explanation carefully; control statistics and technical terms; control the pace of the article; cite local experts in regional publications; include graphics or concepts for illustrations; and write a convincing submittal letter.

Samson, Donald C., Jr. STC Proceedings (2001). Articles>Scientific Communication

Writing and Editing Good Sentences  

Creating good sentences involves some basic guidelines, including making sure that each sentence states clearly who or what does what, controlling subordination, using familiar subject-verb order, controlling pronoun use, using action verbs and active voice, forgetting silly rules, placing modifiers properly, using punctuation to reveal sentence structure, and using correct grammar and syntax. Editing sentences requires some understanding of grammar and syntax to recognize errors and explain changes. Reading aloud and checking sentence length and pronoun reference can help, and reading well-edited writing can help develop a good 'ear' for sentences.

Samson, Donald C., Jr. STC Proceedings (2000). Presentations>Writing