Textbook Analysis: Technical Writing: A Practical Guide
Pfeiffer, W. S. (2003). Technical Writing: A Practical Guide (5th ed.). Upper Saddle River, NJ: Prentice Hall.
“[T]his book stresses one simple principle: you learn to write best by doing as much writing as possible” (Pfeiffer, 2003, p. v).
Introduction (viii-xiii)
What makes Pfeiffer’s (2003) Technical Writing: A Practical Guide unique is its emphasis on the real-world workplace and its awareness of international communication. Its core features include a focus on process and product in which students are taught “planning, drafting and editing” to “get the job done,” an ABC (Abstract, Body, Conclusion) format for all documents, and a fictional company called McDuff, Inc. as a realistic context for workplace discussion (p. viii).
The 5th edition’s new features include “Collaboration at Work” exercises, international assignments in each chapter, and new (now dated) information about website design, e-mailing, research, and style/usage. The book also includes a writing handbook.
Writing Process (1.1)
The general overview of the writing process is provided in the first section of the book, emphasizing a very common and straight-forward planning, drafting, and revising process. Pfeiffer uses familiar writing projects like English class essays and papers from general studies courses to get students to apply the concepts of purpose, prior knowledge, audience, evaluative criteria, and graphic support (p. 5). He then transitions into how those concepts apply to technical writing, outlining several types of documents from memos to feasibility studies to websites. The chapter examines in-depth how to analyze your readers, how to draft in several different formats, and how to work in groups.
Rhetoric and Persuasion (1.2, 3.14)
Though “rhetoric” is not a term used heavily, if at all, chapter 1.2 addresses the rhetorical situation by examining audience concerns, ethics, and globalism through the fictional McDuff, Inc. The chapter briefly outlines company culture, “the search for quality” (customer first, teamwork, freedom, long-term thought), and strategies for communicating internationally (p. 44).
Here, students also receive a detailed history of McDuff, Inc., a very large company specializing in security systems, hotel management, and landscaping, run by former U.S. Army engineer Rob McDuff. Included is the layout of all company jobs and the degrees needed to earn them (p. 50-51). Finally, a “Communication Challenge” at McDuff, Inc. is used to implement the ethics guidelines of being honest, not harming, keeping commitments, and being independent (p. 62-63, 66).
Chapter 3.14 belongs in this category because breaks down persuasive techniques to entice employers in the resume and cover letter.
Style and Tone (3.15)
One slim, final chapter differentiates style and tone: style refers to the individuality of writer’s choices, and tone refers to the more specific attitude of the writer. Students also gain advice on how to write clear sentences, be concise, be accurate in wording, use active voice, and use nonsexist language (p. 593).
Document Design (1.3, 1.4)
These two chapters provide overviews of organization and page design. In 1.3, students learn three principles of organization (“write different parts for different readers”; “emphasize beginnings and endings”; “repeat key points”) and the Technical Writing trademark ABC format for all documents: Abstract (the “big picture” for decision makers), Body (details for all readers), and Conclusion (wrap-up leading to next step) (75, 77-80).
1.4 offers instruction on how to use computers in the writing process and major page design concepts like white space, headings, and lists, and choices like font and color. This chapter stresses primarily creating “clear, readable, and visually interesting documents” (102).
Document Genres and Types of Writing (2.5-2.10)
Part two is devoted entirely to outlining patterns of organization for 1) process descriptions and instructions, 2) letters, memos, and electronic communication, 3) informal reports, 4) formal reports, and 5) proposals and feasibility studies. Each primary genre is broken down into several parts to enrich the ABC format.
In 2.5, “Patterns of Organization,” several different structures are generally outlined: argument, definition, description, classification/division, and comparison/contrast. The following chapters detail the guidelines for the more specific document formats listed above. Pfeiffer provides multiple examples that from McDuff, Inc. and more generalized templates (p. 243-257). These samples and templates are the purple pages of the book. Here, the McDuff corporation takes a fuller shape, forming the audience and purpose for the genres of writing.
Other, smaller genres outlined include positive, neutral, and negative letters, problem analyses, progress reports, lab reports, title pages, table of contents, executive summary, illustrations, discussion sections, appendices, etc.
Visuals and Oral Communication (3.11, 3.12)
Here, Pfeiffer (2003) details the concepts of graphics (3.11) and oral communication (3.12). The former provides examples of every kind of chart imaginable and provides options and reasons for choosing specific fonts and color. Pfeiffer also explains how graphics can be misused and distorted while emphasizing that graphics are expected in the workplace. Again, every visual from pie chart to centric organization chart to cover page image are related to McDuff, Inc (p. 445). Learners are given countless options.
The oral communication chapter focuses on major guidelines for preparation and delivery, overcoming nervousness, graphics, running effective meetings. Included is McDuff, Inc. sample transparencies (p. 481).
Research and Writing Technologies (3.13, Appendix A and B)
3.13 details several modes of research and several methods of attaining information like online catalogs, the web, and the library. There are also convenient sections for plagiarism and varieties of source documentation, in which the author-date system and writing abstracts receive special attention.
Appendices A and B describe online technical documents (of which they list four: help files, web-based documents, online books, and computer-based training) and website design (p. 621). We only get a broad overview of these issues through dated anecdotes about workers at McDuff, Inc. John has a feeling that “creating a Web page on our intranet site” will be different than his college presentation on “Surfing the Internet” that he filled with “lots of animated surfer graphics” (p. 628).
Conclusions
This book, though outdated for the current professional writing classroom, offers a compelling, unique, and practical context for learning. The ABC format functions like “the rhetorical situation” applicable to many documents, and McDuff, Inc. gives students imaginative scenarios within which they can make creative choices. The most recent edition’s description no longer mentions McDuff, Inc., so perhaps the company has been nixed. However, I do think the rationale for this textbook could be carried over to an English 304 syllabus: letting a given company like Microsoft or Mylan provide the context within which the class functions. Such an imaginative framework would be a difficult undertaking, but I bet students would come to class with a developed frame-of-reference for the lessons and therefore the ability to delve deeper into the material, much like this text allows.