Textbook Analysis: Anderson’s Technical Communication (7th ed.)

The seventh edition of Paul Anderson’s Technical Communication: A Reader-Centered Approach proposes audience awareness as key to crafting successful technical communications. As Anderson (2011) explains in his preface, “If the communication helps the reader use the information provided quickly and easily and if it influences the reader’s attitudes and actions in the way the writer intends, it is effective” (p. xvii). In addition to the reader-centered approach, Anderson focuses on two key concepts, usability and persuasiveness, throughout the text.

Writing process

In chapter 1 of Technical Communication, Anderson introduces students to his approach to the writing process, which consists of “five major activities”:

  • Defining your communication’s objectives
  • Conducting research
  • Planning your communication
  • Drafting its text and visual elements
  • Revising your draft (p. 22)

The book is divided into sections based on the five-step writing process. For example, Part III, “Planning,” corresponds with the “planning your communication” step in the writing process. With the exception of the first two chapters, which serve as an introduction to the textbook, and chapters 23-29, which focus on specific genres, each chapter in Technical Communication offers six to eleven guidelines based on the writing process outlined above. In addition, many chapters feature global guidelines, which focus on cross-cultural communications. Finally, many chapters feature a guideline devoted to ethics as well.

Rhetoric and persuasion

Although the word rhetoric is not mentioned, persuasion is a central concept in the text. Anderson defines a document’s persuasiveness as “its ability to influence its readers’ attitudes and actions” (p. 12). He goes on to say that all workplace documents are inherently persuasive; even those genres usually seen as informational, such as instructions, contain persuasive elements.

The fifth chapter of the textbook is focused entirely on persuasion. After presenting research about how persuasion is based on shaping audience attitudes, Anderson draws upon the rhetorical tradition. He mentions Aristotle and the rhetorical appeals (logos, ethos, and pathos) several times throughout the chapter, noting that pathos is used least in workplace settings. In addition, Anderson cites Toulmin in the fourth guideline, which deals with sound reasoning.

Style and tone

Anderson devotes an entire chapter to issues of style. Chapter 9, “Developing an Effective Style,” contains three subsections that move from broader concerns (voice) to more specific stylistic issues (sentences and words). Much of the advice in the voice section is focused on audience needs; for example, Guideline 1 asks students to “find out what’s expected” (p. 264), while Guideline 3 asks them to “consider how your attitude toward your subject will affect your readers” (p. 267).

In order to construct effective sentences, Anderson advises students to be concise (p .270), use action verbs (p. 271), and emphasize the most important information (pp. 273-274). The subsection on word choice asks students to be concrete (p.276), use specialized terms when the audience can understand them (pp. 277-278), and use plain terms over fancy ones (p. 279), among other advice.

Document design

Examples of effective document design can be found throughout the textbook. Each chapter features a number of visuals that students can look to when designing their own documents. However, Anderson also devotes an entire chapter to document design. Chapter 14, “Designing Reader-Centered Pages and Documents,” begins by suggesting how good design increases usability and persuasiveness. Next, Anderson explains that each document contains six design elements:

  • Text
  • Headings and titles
  • Graphics
  • White space
  • Headers and footers
  • Physical features (p. 380)

Much of the chapter focuses on practical advice, including putting related visual items closer together (p. 388), using color, type size, and bold to create contrast (p. 391), and using repetition (p. 395). Each guideline also includes a brief explanation of why it is useful in creating effective technical communications. Anderson mentions that using contrast, for example, can help create a sense of hierarchy and focus (p. 391).

Document genres and types of writing

Anderson employs the term “superstructure” in place of “genre.” The last section of the textbook is focused exclusively on specific genres; Chapters 22-27 deal with letters and memos, proposals, empirical research reports, feasibility reports, progress reports, and instructions. In addition to these genres, each chapter provides exercises that stress collaborative writing, digital texts, and ethical issues.

Visuals and oral communication

As a whole, the textbook relies on a number of visuals, including photographs, tables, and charts, to illustrate key concepts and provide examples. Chapter 13 focuses on creating reader-centered graphics, and the text again asks students to consider usability and persuasiveness. The textbook also contains a twenty-page reference guide to visuals found immediately after chapter 13. This guide features eleven types of graphics, and each graphic type is illustrated with a labeled example and a list of suggested uses.

Research and writing technologies

Anderson devotes two chapters to research. Chapter 6, “Gathering Reader-Centered Information,” asks students to first define their objectives (pp. 152-153) before identifying and gathering information that will be useful to both audiences (pp. 153-155). Chapter 7, “Analyzing Information and Thinking Critically,” is the shortest chapter in the textbook and asks students to look for “patterns, connections, and contrasts” in information (p. 197). Finally, there is a reference guide between chapters 6 and 7 that focuses on five research methods: exploring your own memory and creativity, searching the Internet, using the library, interviewing, and conducting a survey.

Technical Communication focuses almost exclusively on newer writing technologies. There are a number of “Writer’s Tutorials” that instruct students on how to use specific computer programs to draft documents; for example, the first “Writer’s Tutorial” tells students how to design a resume using tables in Microsoft Word (see pp. 40-43). However, the book does provide at least one example of using older technology to help compose documents. In the “Using Five Reader-Centered Research Methods” reference guide, Anderson provides an example of a hand-drawn cluster sketch (p. 171) and an idea tree (p. 172) in the section devoted to invention activities.

Online edition

Anderson’s Technical Communication is also available in an online edition. On the Cengage Learning site (www.cengage.com), the online version is substantially cheaper than the print edition ($57.49 for 6 months of use to $131.49, respectively). The online version bills itself as “an interactive eBook,” and it resembles a traditional print textbook. Users can navigate by page number and view the book one or two pages at a time.  Navigation controls are located in the upper center of the page. There is a search box, print page button, and help guide in the upper right corner of the screen.

In addition, users can bookmark text, create notes, and highlight passages in blue, pink, or yellow. Notes and bookmarks are denoted by symbols, and each symbol is a clickable link that users can place wherever they like on the page. Highlighting text brings up a highlighter tool, which is somewhat awkward to use. Bookmarks, notes, and highlights can also be sorted. Bookmarks are sorted by the page on which users created them, while notes can be sorted by date created, page on which users created them, and by “text.” The “text” sorting is unclear; it does not mean alphabetical order. Finally, highlights can be sorted by date created, page number, color, and “text.”

Concluding thoughts

Anderson’s Technical Communication: A Reader-Centered Approach stays true to its title, emphasizing audience awareness in each of its 27 chapters. Usability and persuasiveness are key concepts as well. While such a clear, consistent focus helps students grasp these three main ideas, it also means that the text seems repetitive at times.

Overall, the Technical Communication eBook is rather slow to use (on PCs and Macs and using Firefox, Chrome, and Safari). “Turning” pages and using the search function bring up a loading bar each time. However, the ability to save and sort notes, bookmarks, and highlighted text, in addition to its relatively inexpensive price tag, makes the eBook an attractive option for students with access to computers in the classroom.

Work cited

Anderson, P.V. (2011). Technical communication: A reader-centered approach (7th ed.). Boston: Wadsworth.

 

 

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