Technical Communication in Written and Oral Modes

1977 ◽  
Vol 7 (3) ◽  
pp. 205-217 ◽  
Author(s):  
William F. Eadie ◽  
Michael Z. Sincoff
Keyword(s):  
Technical Communication ◽  
Oral Communication ◽  
Written Communication ◽  
Technical Communicator ◽  
Communication Activity ◽  
Common Understanding

This paper posits that the technical communicator probably spends more time engaged in oral communication activity than he does in written; thus, to be an effective technical communicator one needs an appreciation and an understanding of both modes. Differences between oral and written communication, and methods of difference reduction, are discussed for the dimensions of: 1) permanency, 2) style, 3) interactional control, 4) mediation, and 5) effects. The conclusion is drawn that to be effective the technical communicator must develop the ability to produce messages which evoke common understanding among those participating in the communication event.

scholarly journals Kesantunan Mahasiswa Dalam Berbahasa Indonesia Di Media Sosial: Whatsapp, Facebook, Dan Instagram

2021 ◽  
Vol 8 (1) ◽  
pp. 39-46
Author(s):  
Widya Tri Utomo ◽  
Andhika Djalu Sembada ◽  
Ricky Santoso Muharam
Keyword(s):  
Social Media ◽  
Data Collection ◽  
Positive Impact ◽  
Oral Communication ◽  
Written Communication ◽  
Personal Writing ◽  
Qualitative Descriptive ◽  
Media Research ◽  
Social Media Research ◽  
Word Selection

The research aims to analyze students' modesty in Indonesian on social media, so that students pay more attention to the modesty in Indonesian through social media. Research uses qualitative descriptive methods to describe complex social realities by describing, classifying, analyzing, and interpreting data according to its natural condition. Data collection techniques take from student conversation screenshoots from social media WhatsApp, Facebook, and Instagram.The results showed, 1) there is still an ambiguous use of the word in written communication, 2) the use of the word "Sorry" to start a conversation on social media, 3) displeasure in giving greetings to lecturers, 4) the use of casual language (disrespectful) to lecturers, 5) indifference in word selection to lecturers through social media, and 6) insensitivity in giving opening greetings.Lecturers give direction to students through personal writing communication and provide examples of polite communication when chatting with students. The student's response after being given direction by the lecturer, has a positive impact. Students pay more attention to the civility of language when communicating with lecturers, either through written communication, or oral communication.

scholarly journals Teaching Arabic oral and written communication among the Yoruba speakers in Nigeria: A constrastive analysis

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Muhammad Olatunde Yaqub
Keyword(s):  
Teaching And Learning ◽  
Communication Skill ◽  
Native Language ◽  
Oral Communication ◽  
Arabic Language ◽  
Target Language ◽  
Written Communication ◽  
Contrastive Analysis ◽  
Simplified Method

The teaching and learning of Arabic language especially in the non-native environment require a simplified method to make the job a more fruitful enterprise. This paper explores the application of a contrastive analysis of both the target language and the native language in encouraging, motivating and simplifying the teaching and learning of oral Arabic communication skill among the native Yoruba speakers. The work identifies the major areas of difficulties facing the students from this region. This includes phonetics, phonology and agreement relation (otherwise known as concord in grammar). The agreement consists of gender, person, terms and numbers which form a major component of grammatical Arabic sentence. It is observed that understanding these major areas will enhance the performance of the students in achieving the required standard in Arabic oral communication. The paper concludes that Arabic phonetics, phonology and grammar are more elaborate than those of Yoruba. Hence, the instructors need to focus more attention on these difficult areas; especially those areas that do not exist in the native language (Yoruba).

scholarly journals Translation and Technical Communication: Chicken or Egg?

2011 ◽  
Vol 55 (4) ◽  
pp. 752-768 ◽  
Author(s):  
Patricia Minacori ◽  
Lucy Veisblat
Keyword(s):  
Technical Communication ◽  
Training Programs ◽  
Language Skills ◽  
The United States ◽  
Academic Programs ◽  
Clear Cut ◽  
The Core ◽  
Core Skills ◽  
Technical Communicators ◽  
Technical Communicator

Translation starts with a document in one language and ends with a document with the same meaning in another language. Technical communication entails designing and writing a document from scratch in one language. The answer to the question of “Which, of translation or writing, comes first?” seems relatively obvious – the document needs to be written before it can be translated. However, when looking at translation and technical communication as professions and examining how the professionals are trained, the answer is not quite as clear-cut. In the United States, translators and technical communicators have different qualifications, different skills – in particular different language skills – and have degrees in different fields. Only recently has there appeared a certain convergence between the professions. In Europe, and more specifically in France, the profession of technical communicator is quite recent, as are the corresponding academic programs. Many technical communicators came to the profession from translation. The convergence therefore is perceived as being far greater. The purpose of this paper is to launch a comparative study of the competences or skills of translators and technical communicators, based on the existing European Master’s in Translation (EMT) list of competences for translators. The goal of this study would be to define the core skills for technical communicators, to examine to what extent they overlap with the competences of translators and ultimately, to establish a referential for training programs in technical communication.

George Washington Carver and the Art of Technical Communication

1979 ◽  
Vol 9 (3) ◽  
pp. 217-225 ◽  
Author(s):  
Stephen Gresham
Keyword(s):  
Technical Communication ◽  
Agricultural Experiment Station ◽  
George Washington ◽  
Tuskegee Institute ◽  
Experiment Station ◽  
Technical Communicator ◽  
Agricultural Experiment

The achievements of great men like George Washington Carver are often perpetuated by myth; but more often they are simply overshadowed by the stature of the man himself. Such is the case with Carver. Thus, this article seeks to identify Carver's achievements as a technical communicator through a brief analysis of some of the technical bulletins he wrote while directing the Agricultural Experiment Station at Tuskegee Institute.

scholarly journals KEMAMPUAN BERKOMUNIKASI SISWA MELALUI PENERAPAN MODEL STUDENT FACILITATOR AND EXPLAINING DI KELAS X SMA

2019 ◽  
Vol 10 (2) ◽  
pp. 16
Author(s):  
Widya Rafika Sari ◽  
M Rahmad ◽  
Zuhdi Maaruf
Keyword(s):  
Oral Communication ◽  
Female Students ◽  
Male Students ◽  
Written Communication ◽  
Written Form ◽  
Communication Ability ◽  
Asking Questions ◽  
Very High

The purpose of this research was to determine the level of communication ability of student in class X SMA PGRI Pekanbaru, through the implementation of the Student Facilitator and Explaining model on the material of momentum and impulses. This research was conducted in class X IPA of SMA PGRI Pekanbaru in 2019, amounting to 29 students, where male students numbered 14 people while female students numbered 15 people. The research design uses a type of pre-experimental design in the form of one shot case study. The research instrument used observation sheets for oral communication ability and assessment sheets for worksheet (LKS) reports for written communication. The results of the research were obtained based on indicators of verbal communication ability which include expressing information and ideas, giving attention when others are talking, responding, and asking questions, students have the communication ability with high categories. Furthermore, students' written communication ability for each meeting have increased with an average of each indicator which includes the accuracy of the answers and the quality of writing is categorized very high. Thus it was concluded that the communication ability of students in oral and written form in class X SMA PGRI Pekanbaru can be trained to be better through the application of cooperative learning models of Student Facilitator and Explaining (SFAE) types on momentum and impulse material.

Positionierungen in argumentativen Gesprächen und Briefen der Schule

2020 ◽  
Vol 72 (1) ◽  
pp. 99-127
Author(s):  
Elke Grundler ◽  
Sara Rezat ◽  
Sabine Schmölzer-Eibinger
Keyword(s):  
Secondary School ◽  
Comparative Studies ◽  
Oral Communication ◽  
Controversial Issue ◽  
Written Communication ◽  
Linguistic Features ◽  
School Contexts ◽  
Written Argumentation

AbstractThe current research in the field of argumentation in school contexts predominantly focuses on the development of oral and written argumentation skills and interventions to improve students’ argumentative skills, while comparative studies of argumentative practices in different modes, particularly the linguistic features of oral versus written argumentative practices, are still rare. To close this gap, our study investigates argumentative oral and written practices of students in secondary school to answer the question whether the mode has an influence on the use of specific procedures and linguistic features. We examined how students express their stance on a controversial issue linguistically (Positionierung) by analyzing a small corpus of argumentative discussions and letters by 12th grade students. The results of the study show that while students use similar procedures and linguistic features in both modes, they are more varied and multifaceted in discussions, i. e. oral communication, than in letters, i. e. written communication.

Educating the Technical Communicator

1971 ◽  
Vol 1 (1) ◽  
pp. 11-16 ◽  
Author(s):  
Marguerite F. D'Amico
Keyword(s):  
Technical Communication ◽  
Communication Theory ◽  
Time Lapse ◽  
Educational Process ◽  
Theory And Practice ◽  
Basic Sciences ◽  
Formal Curriculum ◽  
Expected Time ◽  
Technical Communicator

Education in the field of technical communication has not kept pace with the growth of the profession. This is partially a result of an expected time lapse in the educational process for an emerging profession and partially due to mistaken attitudes. An examination of the qualifications of a professional technical communicator—i.e. a grasp of basic sciences, an understanding of communication theory and practice, and a sensitivity to people—provides the basis for a formal curriculum in technical communications.

Toward Technical Authorship

1994 ◽  
Vol 24 (4) ◽  
pp. 449-461 ◽  
Author(s):  
Jim Henry
Keyword(s):  
Technical Communication ◽  
Practitioner Research ◽  
Recent Theory ◽  
Complex Process ◽  
Technical Communicators ◽  
Technical Communicator

Recent theory views technical communication not as a “transmission” of a message from sender to receiver but as a complex process involving an articulation of meanings, in which the technical communicator serves as a mediator. Ethnographies composed by practicing technical communicators demonstrate ways in which this mediation takes place. As such, the mediation casts the work of technical communicators in new light, allowing us to understand their work as “authorship.” This article draws upon practitioner research to present some of the facets of such authorship.

Professional Personality of the Technical Communicator

1972 ◽  
Vol 2 (4) ◽  
pp. 269-279 ◽  
Author(s):  
Joseph N. Shore
Keyword(s):  
Technical Communication ◽  
Technical Writing ◽  
Technical Communicators ◽  
Technical Communicator ◽  
Engineering Enterprise

The rhetorical and syntactic interfaces between technical communicators and readers are being affected by cost-related pressures. The resulting modification of the technical communicator's role will benefit or harm engineering and technical communication according to the developing understanding of the technical communicator. In business and in education the changing professional rationale should consider both the nature of the work and the professional personality of the technical communicator. This is because the success of an engineering enterprise depends on the cooperation and interaction of administrators, engineers, and technical communicators, and because those who are being channeled into technical writing and illustrating are being increasingly selected by educators. As the bridge between the engineer and the user, the professional personality of the technical communicator fulfills two requirements, the technical and the artistic; technical communicators typically remain suspended between technology and art.

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