Test Bank For Technical Communication Today, 7th Edition by Richard Johnson-Sheehan Chapter 1-21

Test Bank For Technical Communication Today, 7th edition Richard Johnson-Sheehan Chapter 1-21

CHAPTER 1 Technical Communication in the Entrepreneurial Workplace MULTIPLE-CHOICE 1.

Which of the following stages are typical of the genre-centered process of technical writing? a. Researching and planning b. Brainstorming elevator pitches c. Interviewing experts d. Creating focus groups

Answer: a Test Bank Item Title: TB_Q1.2.1 Difficulty: Easy Topic: Innovation, Genres, and the Technical Writing Process Skill: Remember the Facts Learning Objective: LO 1.2: Recognize how genres in technical workplaces are used to innovate and turn new ideas into documents.

2.

Genres can primarily help you a.

shape your ideas into patterns familiar to your readers.

b. improve your style. c. create a project timeline. d. work in team projects.

Answer: a Test Bank Item Title: TB_Q1.2.2 Difficulty: Moderate Topic: Innovation, Genres, and the Technical Writing Process Skill: Understand the Concepts Learning Objective: LO 1.2: Recognize how genres in technical workplaces are used to innovate and turn new ideas into documents.

3.

Which of the following is a characteristic of formal research? a. Evaluating a source’s level of bias

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b. Using search engines like Google c. Exploring the Internet to develop quick ideas about a topic d. Figuring out what big issues on a topic frequently come up Answer: a Test Bank Item Title: TB_Q1.2.8 Difficulty: Moderate Topic: Innovation, Genres, and the Technical Writing Process Skill: Understand the Concepts Learning Objective: LO 1.2: Recognize how genres in technical workplaces are used to innovate and turn new ideas into documents.

4.

Technical communication is a. reader centered. b. writer centered. c. document centered. d. company centered.

Answer: a Test Bank Item Title: TB_Q1.4.1 Difficulty: Moderate Topic: Key Characteristics of Technical Communication Skill: Remember the Facts Learning Objective: LO 1.4: Identify the key characteristics of technical communication.

5.

Key characteristics of technical writing do NOT include or are NOT… a. documents and presentations that are highly mobile, interactive, and adaptable. b. documents that are writer centered. c. communication that is shaped by ethical, legal, and political issues. d. documents that are team oriented and highly visual.

Answer: b Test Bank Item Title: TB_Q1.4.2 Difficulty: Difficult Topic: Key Characteristics of Technical Communication Skill: Analyze It Learning Objective: LO 1.4: Identify the key characteristics of technical communication.

6.

Which of the following skills are among the most important in the technical workplace? a. Written and verbal communication b. Graphic design c. Fluency in another language

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d. Search engine optimization Answer: a Test Bank Item Title: TB_Q1.6.1 Difficulty: Easy Topic: How Important Is Technical Communication?

Skill: Understand the Concepts Learning Objective: LO 1.6: Recognize the importance of effective written and spoken communication to your career.

7.

Which of the following statements about genres is true? a. Genres are formulas. b. Genres should be followed mechanically. c. Genres are not flexible. d. Genres reflect the activities and practices of technical workplaces.

Answer: d Test Bank Item Title: TB_Q1.1.1 Difficulty: Moderate Topic: Technical Communication: The Workplace’s Central Nervous System Skill: Understand the Concepts Learning Objective: LO 1.1: Develop a writing process that is suitable for the technical workplace.

8.

Which of the following steps is important when beginning the process of technical writing? a. Obtaining budget approval b. Creating a document design c. Devise a strategic plan d. Establishing organization

Answer: c Test Bank Item Title: TB_Q1.2.3 Difficulty: Moderate Topic: Innovation, Genres, and the Technical Writing Process Skill: Understand the Concepts Learning Objective: LO 1.2: Recognize how genres in technical workplaces are used to innovate and turn new ideas into documents.

9.

Which of the following statements about document design is NOT true? a. Your readers will expect your technical documents to have an attractive design. b. Readers prefer documents that use effective graphics and layout. c. Most readers care about the information instead of the design.

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d. Readers are ―raiders‖ for information.

Answer: c Test Bank Item Title: TB_Q1.2.4 Difficulty: Moderate Topic: Innovation, Genres, and the Technical Writing Process Skill: Understand the Concepts Learning Objective: LO 1.2: Recognize how genres in technical workplaces are used to innovate and turn new ideas into documents.

10.

Which of the following statements about the workplace writing process is NOT true? a. The writing process consists of the following stages: researching and planning, organizing and drafting, improving the style, designing, and revising and editing. b. Technical writing genres are helpful for organizing information into patterns your readers will expect. c. Computers, the Internet, and instant forms of communication have lessened the need for teamwork. d. Technical communication is visual, interactive, adaptable, reader-centered, and often produced in teams.

Answer: c Test Bank Item Title: TB_Q1.6.2 Difficulty: Difficult Topic: How Important Is Technical Communication?

Skill: Apply What You Know Learning Objective: LO 1.6: Recognize the importance of effective written and spoken communication to your career.

TRUE/FALSE 11.

You should give your readers as much information as possible about your topic.

Answer: False Test Bank Item Title: TB_Q1.2.5 Difficulty: Easy Topic: Innovation, Genres, and the Technical Writing Process Skill: Apply What You Know Learning Objective: LO 1.2: Recognize how genres in technical workplaces are used to innovate and turn new ideas into documents.

12.

Documents can contain small errors without being rejected by readers.

Answer: False Test Bank Item Title: TB_Q1.2.6 Difficulty: Easy Topic: Innovation, Genres, and the Technical Writing Process

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Skill: Understand the Concepts Learning Objective: LO 1.2: Recognize how genres in technical workplaces are used to innovate and turn new ideas into documents.

13.

The technical writing process is linear.

Answer: False Test Bank Item Title: TB_Q1.2.7 Difficulty: Moderate Topic: Innovation, Genres, and the Technical Writing Process Skill: Remember the Facts Learning Objective: LO 1.2: Recognize how genres in technical workplaces are used to innovate and turn new ideas into documents.

ESSAY 14.

Read the following definitions of technical communication and entrepreneurship. Then, write an essay in which you explain what technical communication and entrepreneurship have in common, and why technical communication is important for entrepreneurs.

Technical communication is a process of managing technical information in ways that allow people to take action.

Entrepreneurship is a process of sensing new opportunities, developing new products and services, creating new methods of production, and constructively reorganizing resources in new ways.

Answer: There is a strong relationship between technical communication and entrepreneurship. Technical communication is important for entrepreneurs primarily because it gives them the critical tools to take action on their projects. Technical communication and entrepreneurship both stress innovation and creativity. For entrepreneurs, creativity and innovation are necessary to develop new products or find new ways to reorganize resources. Technical communication supports this creative work by helping manage and communicate new technical information. Both entrepreneurship and technical communication also stress the importance of persuasion. Entrepreneurs need to persuade others to support their new products and ideas, and technical communication provides critical verbal and written tools to communicate these ideas and successfully persuade audiences of their value.

Test Bank Item Title: TB_Q1.3.1 Difficulty: Difficult Topic: How Are Technical Communication and Entrepreneurship Related?

Skill: Apply What You Know Learning Objective: LO 1.3: Identify the features that technical communication and entrepreneurship have in common.

15.

Discuss the team-oriented nature of technical communication. Considering that technical workplaces are highly collaborative, what are some key concepts of technical communication that employees of these workplaces should keep in mind?

Answer: Technical workplaces are highly collaborative, which means that people regularly work together on

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projects. Documents, presentations, and technical projects are produced by teams with different skillsets. Thus, technical communication must be team-oriented. Being mindful of ethics in the technical workplace will help support team-oriented technical communication. Technical projects involve multiple employees and managers acting as decision makers, and learning to respect this collaborative decision-making process will result in more successful work. Technical workplaces are collaborative not only within their own companies but also on a global scale. Because of technological innovations in today’s workplaces, clients and collaborators can work together from different continents and countries. Team-oriented technical communication is shaped by international and transcultural demands. Team members will communicate with people from diverse backgrounds with different customs and first languages. Anticipating differences and communicating across cultures is part of successful team-oriented technical communication.

Test Bank Item Title: TB_Q1.4.3 Difficulty: Difficult Topic: Key Characteristics of Technical Communication Skill: Apply What You Know Learning Objective: LO 1.4: Identify the key characteristics of technical communication.

CHAPTER 2 Profiling Your Readers MULTIPLE-CHOICE 1.

Which of the following readers are those who take action based on the information provided? a. tertiary readers b. primary readers c. gatekeepers d. secondary readers

Answer: b Test Bank Item Title: TB_Q2.2.1 Difficulty: Easy Topic: Creating a Reader Profile Skill: Remember the Facts Learning Objective: LO 2.2: Develop a comprehensive profile of a document’s readers.

2.

Which of the following is a good practice when communicating in a global and transcultural context? a.

Learn how different cultures express agreement and disagreement.

b. Teach others to communicate only in your culture’s communication style. c. Expect others to be fluent in English. d. Avoid conversations with friendly exchanges.

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Answer: a Test Bank Item Title: TB_Q2.4.1 Difficulty: Difficult Topic: Global and Transcultural Communication Skill: Apply What You Know Learning Objective: LO 2.4: Anticipate the needs of global and transcultural readers.

3.

Which of the following guidelines about readers is NOT accurate? a. Readers want as much detailed information as possible about the subject. b. Readers prefer documents with graphics and effective page design. c. Readers appreciate layouts that are ―raidable‖ for information. d. Readers prefer concise texts.

Answer: a Test Bank Item Title: TB_Q2.3.1 Difficulty: Moderate Topic: Using Reader Profiles to Your Advantage Skill: Analyze It Learning Objective: LO 2.3: Use reader profiles to make documents more informative and persuasive.

4.

Anticipating the mobile context of your document would involve considering a. how a document looks on a tablet or phone. b. whether any laws will be broken if readers are persuaded to do what you want. c. how collaborative your writing process should be. d. how your idea will affect a company’s bottom line.

Answer: a Test Bank Item Title: TB_Q2.2.2 Difficulty: Moderate Topic: Creating a Reader Profile Skill: Remember the Facts Learning Objective: LO 2.2: Develop a comprehensive profile of a document’s readers.

5.

The book mentions several questions to ask when creating a reader profile. Which of the following questions was NOT discussed in Chapter 2? a. What is the reader’s familiarity with subject? b. What is the reader’s reading and comprehension level? c. What is the age of the reader? d. What is the reader’s professional experience?

Answer: c Test Bank Item Title: TB_Q2.2.3 Difficulty: Difficult Topic: Creating a Reader Profile Skill: Analyze It Learning Objective: LO 2.2: Develop a comprehensive profile of a document’s readers.

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6.

Local news reporters, lawyers, auditors, historians, and politicians might be a. primary readers. b. secondary readers. c. tertiary readers. d. gatekeepers.

Answer: c Test Bank Item Title: TB_ Q2.2.4 Difficulty: Moderate Topic: Creating a Reader Profile Skill: Remember the Facts Learning Objective: LO 2.2: Develop a comprehensive profile of a document’s readers.

7.

Which of the following issues might be important to consider when profiling your readers’ needs? a. readers’ tastes in sports, music, or food b. readers’ part-time or full-time employment status c. readers’ family situation d. readers’ education level Answer: d Test Bank Item Title: TB_Q2.2.5 Difficulty: Moderate Topic: Creating a Reader Profile Skill: Apply What You Know Learning Objective: LO 2.2: Develop a comprehensive profile of a document’s readers.

8.

Which of the following strategies is helpful when writing for global or transcultural readers? a. learn your readers’ family situation b. assume your readers are fluent in English c. research the target culture d. avoid introductions Answer: c Test Bank Item Title: TB_Q2.4.2 Difficulty: Easy Topic: Global and Transcultural Communication Skill: Understand the Concepts Learning Objective: LO 2.4: Anticipate the needs of global and transcultural readers.

9.

Gatekeepers are also known as a. action takers. b. advisors.

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c. supervisors. d. evaluators.

Answer: c Test Bank Item Title: TB_Q2.2.6 Difficulty: Easy Topic: Creating a Reader Profile Skill: Remember the Facts Learning Objective: LO 2.2: Develop a comprehensive profile of a document’s readers.

10.

What type of consideration describes the impact of your ideas on your readers’ relationships with you, their supervisors, or their colleagues? a. physical context b.

economic context

c. political context d. ethical context Answer: d Test Bank Item Title: TB_Q2.2.7 Difficulty: Easy Topic: Creating a Reader Profile Skill: Remember the Facts Learning Objective: LO 2.2: Develop a comprehensive profile of a document’s readers.

TRUE/FALSE 11.

Arabic and some Chinese scripts are read from right to left, unlike English, which is read from left to right. As a result, some cultures tend to scan pages and images differently than Americans do.

Answer: true Test Bank Item Title: TB_Q2.4.3 Difficulty: Easy Topic: Global and Transcultural Communication Skill: Remember the Facts Learning Objective: LO 2.4: Anticipate the needs of global and transcultural readers.

12.

Computers and mobile devices have greatly blurred geographical and political boundaries.

Answer: true Test Bank Item Title: TB_Q2.4.4 Difficulty: Easy Topic: Global and Transcultural Communication Skill: Understand the Concepts Learning Objective: LO 2.4: Anticipate the needs of global and transcultural readers.

13.

It is generally safe to assume that common gestures like the OK sign, a pointing finger, or a peace sign are acceptable across cultures.

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Answer: false Test Bank Item Title: TB_2.4.5 Difficulty: Difficult Topic: Global and Transcultural Communication Skill: Understand the Concepts Learning Objective: LO 2.4: Anticipate the needs of global and transcultural readers.

ESSAY 14.

There is no such thing as a ―general reader.‖ Therefore, technical communication should be tailored to the specific categories of readers for a document: primary, secondary, tertiary, and gatekeepers. Briefly discuss why the concept of a ―general reader‖ is not useful for technical communicators, and explain in more detail the four categories of readers.

Answer: Technical communication is aimed at very specific audiences because of the technical nature of the content.

Thus, a ―general reader‖ does not apply to technical communication. It is more useful to think of readers as stakeholders who will make decisions based on the information you communicate. There are four useful categories you can use to identify your specific readers. Primary readers are action takers. They are readers who will make direct decisions based on the information in your document. Secondary readers may not make specific decisions based on a document, but they will sometimes advise primary readers, so they are important to consider. Tertiary readers are those who have some sort of outside interest in a document but won’t make decisions based on it. Instead, they may evaluate or make judgments about information in a document. Finally, gatekeepers are the first audience of a document. They are reviewers of your work, like a direct supervisor who must sign off on a document before it is sent out.

Test Bank Item Title: TB_2.2.8 Difficulty: Difficult Topic: Creating a Reader Profile Skill: Apply What You Know Learning Objective: : LO 2.2: Develop a comprehensive profile of a document’s readers.

15.

Discuss at least three differences that may be important considerations in global and transcultural communications.

Answer: If a technical document is designed for a global or transcultural audience, a variety of adjustments by the authoring team should be addressed. It’s important to remember that changes to a document regarding the cultural backgrounds of an audience are not one-off, isolated changes. Rather, the context of communication affects a document holistically. There are numerous differences in a technical document that should be addressed for a global audience, but three differences may include differences in organization, design, and content. Regarding organization, different cultures have different approaches to making persuasive arguments. For example, some readers from Arab cultures may expect your document to rely on repetition to make a point—something that many North American writers try to avoid! Regarding the design of a document, pictures, graphs, color choices, and icons should be reviewed with the intended audience in mind. For example, for some Chinese readers, some colors have subtle meanings. Keeping in mind the cultural values associated with certain colors will help create a more effective technical document in this context. Finally, content should also be tailored to the cultural background of your target audience. The content may be

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affected by the way conversations begin in certain cultures or the level of politeness expected in others. Researching these potential cultural differences will help you to create a technical document that is clear and effective for your target audience.

Test Bank Item Title: TB_2.4.6 Difficulty: Moderate Topic: Global and Transcultural Communication Skill: Apply What You Know Learning Objective: LO 2.4: Anticipate the needs of global and transcultural readers.

CHAPTER 3 Working in Teams MULTIPLE-CHOICE 1.

Which of the following is NOT one of the first steps of strategic planning? a. defining subject b. defining design c. defining readers d. defining context

Answer: b Test Bank Item Title: TB_Q3.2.1 Difficulty: Moderate Topic: Forming: Strategic Planning Skill: Remember the Facts Learning Objective: LO 3.2: Use strategic planning to form a team and begin a project.

2.

What should your team agree on before anything else? a.

work plan

b. mission statement and deliverables c. budget d. design Answer: b Test Bank Item Title: TB_Q3.2.2 Difficulty: Easy Topic: Forming: Strategic Planning Skill: Remember the Facts Learning Objective: LO 3.2: Use strategic planning to form a team and begin a project.

3.

What is backward planning? a. setting the project’s deadline on a calendar and then working backward from that date to identify milestones

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b. beginning to plan a project by first speaking to the target reader, typically the last person to interact with a deliverable c. determining a project’s mission statement after the drafting stages d. anticipating future conflicts within teams and building extra time in the project schedule for this Answer: a Test Bank Item Title: TB_Q3.2.3 Difficulty: Difficult Topic: Forming: Strategic Planning Skill: Understand the Concepts Learning Objective: LO 3.2: Use strategic planning to form a team and begin a project.

4.

Which of the following describes storming? a. Team members collaborate to share ideas during the initial phases of a project. b. Storming requires planning for the future and determining a project calendar. c. Team members feel comfortable in their roles and begin to trust one another. d. Storming requires conflict management to deal with tension.

Answer: d Test Bank Item Title: TB_Q3.3.1 Difficulty: Moderate Topic: Storming: Managing Conflict Skill: Understand the Concepts Learning Objective: LO 3.3: Strategize for managing team conflict in the storming stage.

5.

Which of the following represents the correct order for the steps of mediation? a. choose a mediator, both sides state positions, identify the issues, rank the issues’ importance, address each issue separately, write down an agreement b. choose a mediator, identify the issues, rank the issues’ importance, both sides state positions, address each issue separately, write down an agreement c. choose a mediator, both sides state positions, identify the issues, address each issue separately, rank the issues’ importance, write down an agreement d. choose a mediator, identify the issues, both sides state positions, rank the issues’ importance, address each issue separately, write down an agreement Answer: a Test Bank Item Title: TB_Q3.3.2 Difficulty: Difficult Topic: Storming: Managing Conflict Skill: Analyze It Learning Objective: LO 3.3: Strategize for managing team conflict in the storming stage.

6.

Which of the following steps is part of forming?

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a. mediating conflicts b. running effective meetings c. revising objectives and outcomes d. identifying project outcomes Answer: d Test Bank Item Title: TB_Q3.2.4 Difficulty: Easy Topic: Forming: Strategic Planning Skill: Remember the Facts Learning Objective: LO 3.2: Use strategic planning to form a team and begin a project.

7.

Which of the following roles does a coordinator perform in order to keep the project on track? a. researching information b. identifying where content is missing in a document c. designing the layout of a document d. maintaining the project schedule and running meetings Answer: d Test Bank Item Title: TB_Q3.3.3 Difficulty: Moderate Topic: Storming: Managing Conflict Skill: Understand the Concepts Learning Objective: LO 3.3: Strategize for managing team conflict in the storming stage.

8.

In an ideal team, who is responsible for writing a document? a. Everyone should be responsible for a portion of the writing. b. One member of the team will typically handle all of the writing. c. Only the editors and designers on the team will be responsible for all of the writing. d. Project managers will typically handle all of the writing.

Answer: a Test Bank Item Title: TB_Q3.2.5 Difficulty: Difficult Topic: Forming: Strategic Planning Skill: Understand the Concepts Learning Objective: LO 3.2: Use strategic planning to form a team and begin a project.

9.

Which of the following will a work plan do? a. develop quality feedback loops b. detail rules of mediation

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c. identify the mission and objectives of the project d. use metrics to measure outcomes of the project Answer: c Test Bank Item Title: TB_Q3.2.6 Difficulty: Moderate Topic: Forming: Strategic Planning Skill: Understand the Concepts Learning Objective: LO 3.2: Use strategic planning to form a team and begin a project.

10.

When is your team performing? a.

when team members define their roles

b.

when team members create a project calendar

c.

when team members begin to anticipate each other’s needs and capabilities

d.

when team members define a project mission or objective

Answer: c Test Bank Item Title: TB_Q3.5.1 Difficulty: Moderate Topic: Performing: Improving Quality Skill: Understand the Concepts Learning Objective: LO 3.5: Improve performance with Total Quality Management (TQM) strategies.

TRUE/FALSE 11.

Project outcomes are the visible and measurable results of the team’s efforts.

Answer: true Test Bank Item Title: TB_Q3.2.7 Difficulty: Easy Topic: Forming: Strategic Planning Skill: Remember the Facts Learning Objective: LO 3.2: Use strategic planning to form a team and begin a project.

12.

Metrics are used by organizations to measure the performance of teams in key areas like client satisfaction, return on investment (ROI), and quality improvement.

Answer: true Test Bank Item Title: TB_Q3.5.2 Difficulty: Moderate Topic: Performing: Improving Quality Skill: Understand the Concepts Learning Objective: LO 3.5: Improve performance with Total Quality Management (TQM) strategies.

13.

When working on a virtual team, it is not necessary to hold regular meetings or conference calls.

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Answer: false Test Bank Item Title: TB_Q3.4.1 Difficulty: Easy Topic: Norming: Determining Team Roles Skill: Understand the Concepts Learning Objective: LO 3.4: Define team roles in the norming stage to improve productivity.

ESSAY 14.

Working in teams is a central part of today’s workplace. There are many advantages to working on projects in teams. However, there are also some challenges or disadvantages to working in teams. Explain one advantage and one disadvantage of working in teams. When explaining the disadvantage, discuss one way a team might navigate or overcome the challenge.

Answer: With good communication, working in teams has several advantages. Having several people combining their strengths on one project can create a more successful, creative, or innovative product.

When team members understand their specific roles on a project, they can effectively share the workload of a project and help motivate one another. When a team is performing well, members are able to anticipate each other’s needs as well as recognize each other’s talents. Although there are many advantages to working in teams, there are also unique challenges in team-based work. These challenges typically involve mediating conflict between team members, especially during the storming phase of a project. Perhaps someone feels they have a disproportionate workload, or someone resents that their position on an issue has not been adequately heard. If teams do not have effective meetings or do not practice mediating conflicts, members can become angry or frustrated and delay a project’s progress. Disagreement and negotiation are a natural part of the teaming process, but rather than let this derail a project, teams can put into place good practices to resolve conflict. For example, teams can agree ahead of time about how conflicts will be resolved. They can work on running more effective meetings that allow dissent to be heard, or practice recording final decisions on issues to bring all members to consensus.

Test Bank Item Title: TB_Q3.3,4 Difficulty: Difficult Topic: Storming: Managing Conflict Skill: Apply What You Know Learning Objective: LO 3.3: Strategize for managing team conflict in the storming stage.

15.

Explain why a project calendar is important when working in teams.

Answer: Teaming is a central part of today’s technical workplace. When working in teams, it is important to have a clear understanding of each team member’s role in a project. A project calendar is one useful tool for this. Project calendars keep teams on schedule and help everyone meet deadlines.

In team-based work, a successful project requires each team member to complete their own work in a timely manner because different parts of a project depend on one another. For example, the designer of a document cannot design the layout of content until the content has been researched, written, and edited. Project calendars are one tool that can help each team member see how the parts of a project relate to one another. Using a shared project calendar will keep the team on task by showing each member when their own part of a project needs to be completed in order

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for the work to progress on schedule.

Test Bank Item Title: TB_Q3.2.8 Difficulty: Moderate Topic: Forming: Strategic Planning Skill: Apply What You Know Learning Objective: LO 3.2: Use strategic planning to form a team and begin a project.

CHAPTER 4 Managing Ethical Challenges MULTIPLE-CHOICE 1.

Values that are derived from constitutional, legal, utilitarian, and caring sources can also be described as _______ ethics. a. social b. personal c. religious d. conservation

Answer: a Test Bank Item Title: TB_Q4.2.1 Difficulty: Easy Topic: Where Do Ethics Come From?

Skill: Remember the Facts Learning Objective: LO 4.2: Consult three ethical systems: personal, social, and conservation.

2.

Which of the following describes the ethical categorization of utility? a. Tolerance and compassion take precedence over rigid, absolute rules. b. Fairness among equals. c. The well-being of the majority should outweigh the interests of the few. d. Fundamental freedoms are innate to humans or should be granted by a nation to its citizens.

Answer: c Test Bank Item Title: TB_Q4.2.2 Difficulty: Easy Topic: Where Do Ethics Come From?

Skill: Remember the Facts Learning Objective: LO 4.2: Consult three ethical systems: personal, social, and conservation.

3.

Which area of law involves machines, processes, and products? a. trademarks b. copyright

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c. trade secrets d. patents Answer: d Test Bank Item Title: TB_Q4.4.1 Difficulty: Easy Topic: Ethics in the Entrepreneurial Workplace Skill: Remember the Facts Learning Objective: LO 4.4: Protect your ideas and balance the many issues involved in an ethical dilemma.

4.

Which of the following uses of media falls into the category of ―fair use‖? a. using a video you downloaded for a presentation in class b. scanning a textbook for use by attendees at a conference c. allowing a select group of friends to access your digital music d. selling copies of a pamphlet produced by a non-profit corporation

Answer: a Test Bank Item Title: TB_Q4.5.1 Difficulty: Difficult Topic: Copyright Law in Technical Communication Skill: Understand the Concepts Learning Objective: LO 4.5: Avoid problems with copyright law in technical documentation.

5.

Which of the following statements about obtaining a copyright is accurate? a. A work is not protected unless a copyright is registered formally with the U.S. Copyright Office. b. A work is copyrighted as soon as it is ―fixed in a tangible form.‖ c. Copyrights cannot be obtained for pictures. d. The copyright symbol is required to protect a copyrighted work.

Answer: b Test Bank Item Title: TB_Q4.5.2 Difficulty: Difficult Topic: Copyright Law in Technical Communication Skill: Understand the Concepts Learning Objective: LO 4.5: Avoid problems with copyright law in technical documentation.

6.

Cutting and pasting phrases from another source into your own writing is called a. patenting. b. copywriting. c. patch-writing. d. doxing.

Answer: c Test Bank Item Title: TB_Q4.5.3

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Difficulty: Difficult Topic: Copyright Law in Technical Communication Skill: Understand the Concepts Learning Objective: LO 4.5: Avoid problems with copyright law in technical documentation.

7.

Which one of the following is NOT an example of an ethical dilemma in the technical workplace?

a.

making a choice between two unsatisfactory courses of action

b.

feeling pressured to bend the rules in order be successful on a project

c.

exaggerating the results of a project to gain recognition

d.

finding out someone on the team was removed for conflict with another team member

Answer: d Test Bank Item Title: TB_Q4.1.1 Difficulty: Moderate Topic: What Are Ethics?

Skill: Understand the Concepts Learning Objective: LO 4.1: Define ethics in technical workplaces.

8.

Which of the following are helpful categorizations of social ethical situations? a. personal and conservation ethics b. fair use and patent law c. rights, justice, utility, and care d. primary, secondary, and tertiary

Answer: c Test Bank Item Title: TB_Q4.2.3 Difficulty: Moderate Topic: Where Do Ethics Come From?

Skill: Understand the Concepts Learning Objective: LO 4.2: Consult three ethical systems: personal, social, and conservation.

9.

Issues involving water use, chemical and nuclear production and waste, management of insects and weeds in agriculture, mining, energy production and use, land use, and pollution are known as ethics. a. environmental b. conservation c. political d. global

Answer: b Test Bank Item Title: TB_Q4.2.4

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Difficulty: Easy Topic: Where Do Ethics Come From?

Skill: Understand the Concepts Learning Objective: LO 4.2: Consult three ethical systems: personal, social, and conservation.

10.

To resolve an ethical dilemma you should first a.

consult a moral expert.

b. locate the ethical tension. c. focus on rights over laws. d. make sure that tolerance and compassion take precedence over rigidity.

Answer: b Test Bank Item Title: TB_Q4.3.1 Difficulty: Moderate Topic: Resolving Ethical Dilemmas Skill: Remember the Facts Learning Objective: LO 4.3: Resolve ethical conflicts in technical workplaces.

TRUE/FALSE 11.

Issues involving care are important, but they have the least gravity of the four categories of social ethical situations.

Answer: true Test Bank Item Title: TB_Q4.2.5 Difficulty: Moderate Topic: Where Do Ethics Come From?

Skill: Understand the Concepts Learning Objective: LO 4.2: Consult three ethical systems: personal, social, and conservation.

12.

Different ethical systems rarely overlap.

Answer: false Test Bank Item Title: TB_Q4.2.6 Difficulty: Moderate Topic: Where Do Ethics Come From?

Skill: Apply What You Know Learning Objective: LO 4.2: Consult three ethical systems: personal, social, and conservation.

13.

Ultimately, conservation ethics are about sustainability.

Answer: true Test Bank Item Title: TB_Q4.2.7 Difficulty: Easy Topic: Where Do Ethics Come From?

Skill: Remember the Facts

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Learning Objective: LO 4.2: Consult three ethical systems: personal, social, and conservation.

ESSAY 14.

Consider the following scenario of a hypothetical product with potential ethical issues, which is described at the end of chapter four: A company pitches an invention called the Burrito Drone to a university. The hypothetical Burrito Drone would be a food delivery service for college campuses that would use geographic data from students’ mobile phones to deliver food by drone.

There are potential ethical dilemmas that would need to be addressed to implement this service. Ethics scholar Manuel Velasquez has developed four categorizations of social ethical situations: rights, justice, utility, and care. Choose two of these categories to think through and explain some ethical dilemmas involved with the Burrito Drone.

Answer: If students choose rights: Rights are fundamental freedoms that are granted by a nation to its citizens. All people have the right to privacy. Location services, like the use of geographic data to pinpoint a student’s location on campus, could be in violation of that right. People should have the right to be free of monitoring by someone or a corporation. Presumably, in order to find a student’s location for delivery, the drone would need to scan many students’ geographic locations on campus. It would be challenging to protect all students’ rights to privacy if some choose to opt out of this service while others choose to use it.

If students choose justice: Justice involves fairness among equals. There are a number of considerations regarding justice that this company would need to consider. The company should make sure that every student using Burrito Drone gets equal treatment. What if some students receive their meals faster than others, perhaps because they spent more money? What if the company operating the Burrito Drone prioritizes the delivery of food from certain restaurants, but not others?

If students choose utility: Utility suggests that the well-being of the majority should outweigh the interests of a few. In the case of the Burrito Drone, perhaps the student body would need to take a campus-wide vote about allowing the use of corporate drones on campus. There could be potential safety risks involved that could put the entire campus at risk, even though not everyone on campus chooses to use the service.

If students choose care: Care suggests that tolerance and compassion take precedence over rigid, absolute rules. Perhaps all or the majority of students are in favor of adopting the Burrito Drone service. The ability to get meals delivered quickly and conveniently might be useful to busy and stressed college students.

However, the university also has a commitment to maintain a safe campus for all students. What if the drone is able to be hacked? What if access to the geographic data of many students can be accessed by someone to use for any purpose they choose? Even if the majority of people on campus want the service, perhaps the concept of majority rule would need to be de-priortized in the interest of safety.

Test Bank Item Title: TB_Q4.2.8 Difficulty: Difficult Topic: Where Do Ethics Come From?

Skill: Apply What You Know Learning Objective: LO 4.2: Consult three ethical systems: personal, social, and conservation.

15.

Cyberbullying involves using a computer or mobile device to harm others psychologically, economically, or in a way that damages their careers or personal lives. If you are the victim of cyberbullying in

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the workplace, what are a few steps you should take to stop it? What are some things you should avoid doing to prevent opening yourself up to the opportunity to be cyberbullied?

Answer: There are a variety of steps someone can take if they become a victim of cyberbullying or cyberharassment. One thing they could do is to directly tell the harasser to stop. Perhaps that person was not intentionally trying to hurt them or offend them, and they may stop the behavior if it is pointed out. If someone is not comfortable directly telling a harasser to stop, they could file an official complaint with the appropriate office or organization. In the workplace, a complaint could be filed with Human Resources. If someone is being stalked or violently threatened, law enforcement may need to be told. To avoid giving someone the opportunity to cyberbully you, you can take several preventive actions. For example, you should never give out personal information online. Certain kinds of important information like social security numbers or bank accounts are important to keep private or to disclose online only on an absolute need-to-know basis, such as certain documentation involved in hiring processes or governmental processes. You should also avoid communicating certain information about yourself to people online if you are not certain of their identity. Cyberbullies often try to build trust over time with their victims and then exploit that person’s trust.

Test Bank Item Title: TB_Q4.6.1 Difficulty: Moderate Topic: Cyberbullying and Cyberharassment Skill: Apply What You Know Learning Objective: LO 4.6: Avoid and respond to cyberbullying and cyberharassment.

CHAPTER 5 Starting Your Career MULTIPLE CHOICE 1. When is it typical to use a functional approach on a résumé? a. when the application is for a position in a technical field b. when the applicant is a more experienced job seeker who should highlight their previous experience c. when the applicant is a recently graduated college student d. when the applicant has impressive degrees that would be attractive to the target employer Answer: b Test Bank Item Title: TB_Q5.1.1 Difficulty: Moderate Topic: Building Your Résumé Skill: Understand the Concept Learning Objective: LO 5.1: Design and prepare a résumé in both electronic (searchable) and traditional formats.

2.

If you won a scholarship for your academic performance, under which category should you list it on your résumé? a. awards and activities

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b. education c. other d. work experience Answer: a Test Bank Item Title: TB_Q5.1.2 Difficulty: Easy Topic: Building Your Résumé Skill: Remember the Facts Learning Objective: LO 5.1: Design and prepare a résumé in both electronic (searchable) and traditional formats.

3.

What is the difference between a functional résumé and a chronological résumé? a. Chronological résumés and functional résumés have the same content; only the design is different. b. A functional résumé does not include experience in the community or professional memberships. c. A chronological résumé is intended for those who do not have extensive educational experience. d. A functional résumé is designed to highlight the job applicant’s abilities and skills by placing them up front in the résumé.

Answer: d Test Bank Item Title: TB_Q5.1.3 Difficulty: Moderate Topic: Building Your Résumé Skill: Remember the Facts Learning Objective: LO 5.1: Design and prepare a résumé in both electronic (searchable) and traditional formats.

4.

Which design principle states that you should use white space to frame chunks of information? a. grouping b. alignment c. balance d. contrast

Answer: a Test Bank Item Title: TB_Q5.1.4 Difficulty: Moderate Topic: Building Your Résumé Skill: Remember the Facts Learning Objective: LO 5.1: Design and prepare a résumé in both electronic (searchable) and traditional formats.

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5.

Which of the following is something you should do when preparing for an interview? a. Prepare casual dress to appear confident and not too desperate. b. Memorize a word-for-word script of your responses to some popular interview questions. c. Write down notes to read from directly during the interview. d. Look up social media sites related to the company.

Answer: d Test Bank Item Title: TB_Q5.5.3 Difficulty: Moderate Topic: How to Nail an Interview Skill: Understand the Concepts Learning Objective: LO 5.5: Interview for a job with confidence.

6.

Why is it useful to put together a portfolio, even if an interviewer does not ask for one ? a. Having your materials together can give you something to talk about during the interview. b. Having a portfolio that you can make interviewers look at anyway shows you have initiative. c. Creating a portfolio will help you create a bureaucratic tone that employers appreciate. d. It is understood that most job applications require a portfolio, even if it is not directly asked for.

Answer: d Test Bank Item Title: TB_Q5.3.1 Difficulty: Moderate Topic: Creating a Professional Portfolio Skill: Understand the Concepts Learning Objective: LO 5.3: Develop a targeted, professional portfolio that highlights your background and experience.

7.

Which of the following questions is appropriate to ask in a job interview? a.

What is the salary for this position?

b.

What are common complaints you’ve heard from other employees?

c.

What happens in a normal day at this position?

d.

How long do you expect employees to stay with the company?

Answer: c Test Bank Item Title: TB_Q5.5.1 Difficulty: Easy Topic: How to Nail an Interview Skill: Understand the Concepts Learning Objective: LO 5.5: Interview for a job with confidence.

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8.

Which of the following should an applicant do after an interview? a. Write notes about the interview including the names of interviewers and everything you can remember that they asked about. b. Tell the interviewer that you expect to hear back from them within one week. c. Tell the interviewer if you have any upcoming interviews with other companies. d. Email the interviewer a list of all your qualifications for the position based on the questions they asked.

Answer: a Test Bank Item Title: TB_Q5.5.2 Difficulty: Easy Topic: How to Nail an Interview Skill: Understand the Concepts Learning Objective: LO 5.5: Interview for a job with confidence.

9.

Which of the following sections of a résumé is optional? a.

career objective

b. educational experience c. volunteer experience d. contact information, such as an email address Answer: a Test Bank Item Title: TB_Q5.1.5 Difficulty: Easy Topic: Building Your Résumé Skill: Remember the Facts Learning Objective: LO 5.1: Design and prepare a résumé in both electronic (searchable) and traditional formats.

10.

Which of the following moves is NOT a required part of a job application conclusion? a. Offer contact information. b. Look to the future. c. Plead for the position. d. Thank the reader.

Answer: c Test Bank Item Title: TB_Q5.2.1 Difficulty: Easy Topic: Writing Effective Application Letters Skill: Remember the Facts Learning Objective: LO 5.2: Write a persuasive application letter.

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TRUE/FALSE 11.

Verb-first phrases are preferable to full sentences on a résumé.

Answer: true Test Bank Item Title: TB_Q5.1.6 Difficulty: Easy Topic: Building Your Résumé Skill: Remember the Facts Learning Objective: LO 5.1: Design and prepare a résumé in both electronic (searchable) and traditional formats.

12.

An application letter should use a ―you‖ attitude by putting the emphasis on the company’s needs.

Answer: true Test Bank Item Title: TB_Q5.2.2 Difficulty: Moderate Topic: Writing Effective Application Letters Skill: Understand the Concepts Learning Objective: LO 5.2: Write a persuasive application letter.

13.

Phrases such as ―per your advertisement‖ show the employer that you are an experienced writer.

Answer: false Test Bank Item Title: TB_Q5.2.3 Difficulty: Easy Topic: Writing Effective Application Letters Skill: Understand the Concepts Learning Objective: LO 5.2: Write a persuasive application letter.

ESSAY 14.

What are the three kinds of networking? Describe each one.

Answer: Social networking involves using social networking websites to present a professional online presence that is targeted to the kind of job you want. Some of these websites are specifically designed for business-centered networking, like LinkedIn. But applicants should also consider their personal social media presence on websites like Instagram and Facebook. Unless these profiles are set to private some employers will look at them, so it’s important that they be professional during a job search.

Personal networking involves talking to people you know about jobs available in your field. These people might be friends, coworkers, or relatives. Send each of these people an e-mail to ask if they have heard of any jobs that fit your intended field or position.

Professional networking is about getting involved in professional organizations and associations related to your field. Some examples include the Institute of Electrical and Electronics Engineers (IEEE) or the American Medical Association (AMA). Joining a relevant professional group is helpful

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for making connections with professionals in your field.

Test Bank Item Title: TB_Q5.4.1 Difficulty: Moderate Topic: Finding a Job Skill: Understand the Concepts Learning Objective: LO 5.4: Set goals and make a plan for finding a career position.

15.

Applying to jobs can be overwhelming. One way to streamline your job search is to first set clear goals for what you want in your next job. Choose three of the following questions to answer to help you clarify your career goals. Then, explain which of the three questions is the highest priority for you, and explain what tradeoffs you would make.

1.

2.

3.

4.

5.

What are my needs and wants in a job?

What kind of company or organization would I like to work for?

Where would I like to live?

Why did I choose this career path in the first place?

How much do I need for my salary?

Answer: The responses to these questions are personal and unique to every job seeker / student. For the three questions chosen, there should be a couple of sentences written in response. There should also be a ranking of priorities and a discussion of tradeoffs a student would make. Thinking about the priorities of each of the three responses is crucial because every job has tradeoffs. For example, what if a job offer meets the requirements in two of the answers but is not located in the city in which you want to live? Would you be willing to relocate? Where? Or, what if a job offer has a lower salary than you would like? Would you be willing to compromise in some other form of compensation? What is your bottom-line for a salary? Understanding career goals at the beginning of a job search will streamline the process and shorten the time it takes to land a job.

Test Bank Item Title: TB_Q5.4.2 Difficulty: Moderate Topic: Finding a Job Skill: Apply What You Know Learning Objective: LO 5.4: Set goals and make a plan for finding a career position.

CHAPTER 6 E-mails, Letters, Memos, and Texts MULTIPLE CHOICE 1.

Unlike memos, letters are generally written to a. people outside of the company. b. family and friends. c. superiors.

d. people inside the company.

Answer: a

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Test Bank Item Title: TB_Q6.1.1 Difficulty: Moderate Topic: Types of E-Mails, Letters, and Memos Skill: Remember the Facts Learning Objective: LO 6.1: Recognize the basic types of correspondence.

2.

People who will take action after they read your message are ________ readers. a.

tertiary

b. primary c. gatekeeper d. secondary Answer: b Test Bank Item Title: TB_Q6.2.1 Difficulty: Moderate Topic: Step 1: Make a Plan and Do Your Research Skill: Remember the Facts Learning Objective: LO 6.2: Use planning and research to create the content of your e-mail, letter, or memo.

3.

Your conclusion should a. restate your main point. b. develop content with discussion. c. offer background information on topics previously discussed. d. use a letterhead.

Answer: a Test Bank Item Title: TB_Q6.4.1 Difficulty: Easy Topic: Step 3: Organize and Draft Your Message Skill: Understand the Concepts Learning Objective: LO 6.4: Organize and draft a clear and concise message.

4.

Documents that explain the reason enclosed materials are being sent are known as a.

inquiries.

b. responses. c. transmittals. d. claim letters.

Answer: c Test Bank Item Title: TB_Q6.3.1 Difficulty: Moderate Topic: Step 2: Decide What Kind of E-Mail, Letter, or Memo Is Needed Skill: Remember the Facts Learning Objective: LO 6.3: Decide what kind of e-mail, letter, or memo is needed.

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5.

Guidelines for writing an adjustment include a.

accepting full responsibility for the problem.

b. expressing regret for the problem. c. delivering bad news to readers that do not want to hear the news. d. starting an investigation.

Answer: b Test Bank Item Title: TB_Q6.3.2 Difficulty: Difficult Topic: Step 2: Decide What Kind of E-Mail, Letter, or Memo Is Needed Skill: Understand the Concepts Learning Objective: LO 6.3: Decide what kind of e-mail, letter, or memo is needed.

6.

Which of the following situations are exceptions to the ―you‖ style guideline? a.

when presenting negative information

b. when you are writing to more than one person c. when you are writing as part of a team d. when you want to put emphasis on the reader, not yourself.

Answer: a Test Bank Item Title: TB_Q6.5.1 Difficulty: Moderate Topic: Step 4: Choose the Style, Design, and Medium Skill: Understand the Concepts Learning Objective: LO 6.5: Choose the appropriate style, design, and medium for your readers.

7.

Where should the inside address appear? a. below the date or return address b. above the date or return address c. below the signature

d. below the greeting Answer: a Test Bank Item Title: TB_Q6.5.2 Difficulty: Easy Topic: Step 4: Choose the Style, Design, and Medium Skill: Remember the Facts Learning Objective: LO 6.5: Choose the appropriate style, design, and medium for your readers.

8.

Which of the following sections provides a ―context‖ for the rest of the letter by defining subject, purpose, and main point? a.

inside address

b. header

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c. conclusion d.

introduction

Answer: d Test Bank Item Title: TB_Q6.4.2 Difficulty: Easy Topic: Step 3: Organize and Draft Your Message Skill: Understand the Concepts Learning Objective: LO 6.4: Organize and draft a clear and concise message.

9.

E-mails should be written to people a. inside the company. b. outside the company. c. with whom you have developed only a personal friendship. d. inside and outside the company.

Answer: d Test Bank Item Title: TB_Q6.3.3 Difficulty: Moderate Topic: Step 2: Decide What Kind of E-Mail, Letter, or Memo Is Needed Skill: Remember the Facts Learning Objective: LO 6.3: Decide what kind of e-mail, letter, or memo is needed.

10.

Mapping can help a.

draft content.

b. provide a timeline. c. fill space. d. look to the future.

Answer: a Test Bank Item Title: TB_Q6.4.3 Difficulty: Moderate Topic: Step 3: Organize and Draft Your Message Skill: Understand the Concepts Learning Objective: LO 6.4: Organize and draft a clear and concise message.

TRUE/FALSE 11.

Titles and last names are an unnecessary formality in international e-mails.

Answer: false Test Bank Item Title: TB_Q6.6.1 Difficulty: Moderate Topic: Using E-Mail for Transcultural Communication Skill: Understand the Concepts Learning Objective: LO 6.6: Communicate effectively across cultures with e-mail, letters, and memos.

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12.

Salutations and signatures are not included in memos.

Answer: true Test Bank Item Title: TB_Q6.5.3 Difficulty: Easy Topic: Step 4: Choose the Style, Design, and Medium Skill: Remember the Facts Learning Objective: LO 6.5: Choose the appropriate style, design, and medium for your readers.

13.

Texting is never an appropriate way to communicate with co-workers.

Answer: false Test Bank Item Title: TB_Q6.3.4 Difficulty: Easy Topic: Step 2: Decide What Kind of E-Mail, Letter, or Memo Is Needed.

Skill: Remember the Facts Learning Objective: LO 6.3: Decide what kind of e-mail, letter, or memo is needed.

ESSAY 14.

As companies and institutions have become more globally connected, it’s important to understand basic guidelines about clear and respectful transcultural communication. Put yourself in the mindset of writing an e-mail to a client from outside the United States. Why is it important to use a more formal tone in this scenario? Discuss some recommendations to create a more formal tone over e-mail.

Answer: North Americans tend to view e-mail as a rather informal medium of communication, but people from other cultures may not view it that way. Adopting an informal, casual tone over e-mail may be common in the United States, but you shouldn’t assume that is the case in other countries. Using informal language and incorrect grammar over e-mail could accidentally offend someone or give a bad impression. Thus, it’s a good idea to adopt a slightly more formal tone when writing to someone from another country, at least in the beginning of your professional relationship. There are many communication strategies you can use to create a formal tone in an e-mail. A few of these strategies include using titles and last names, focusing on just the facts, avoiding unnecessary humor, and proofreading carefully. Using titles and last names when first connecting with someone over e-mail signals a professional tone and conveys respect for the person you’re corresponding with. Using proper grammar is not only good for your professional reputation but also can be logistically important. Some people may be using online translators to understand your message, and incorrect grammar can sometimes cause problems with this process. Overall, thinking carefully about what cultural practices may not be shared with your international correspondents will help you communicate your message clearly.

Test Bank Item Title: TB_Q6.6.2 Difficulty: Moderate Topic: Using E-Mail for Transcultural Communication Skill: Understand the Concepts Learning Objective: LO 6.6: Communicate effectively across cultures with e-mail, letters, and memos.

15.

Texting is a common way to keep in touch and discuss issues in real time with coworkers. However, texting coworkers uses different communication styles and writing conventions than texting friends or family

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members. What are three guidelines to follow when writing a text in a work environment? In your opinion, what are the pros and cons of using texting at work?

Answer: There are many ways that texting in a workplace differs from texting in a personal context. In general, it’s best to be more formal with texting at work. There are some guidelines regarding writing style and appropriate timing to keep in mind when using texts at work. Regarding time for texting, you should not text during a meeting or for long periods of time while you’re at work. In some workplaces, a supervisor might react negatively to seeing you send a text during a meeting or presentation, as it can be seen as disrespectful or as if you aren’t paying attention. If you receive texts during a meeting, it’s probably best to answer them afterward. It’s also important to text less frequently at work than most people normally do outside of work. Make sure you’re doing work while you are on company time.

Regarding appropriate writing style with texting at work, most texts will be more formal than those you would send outside of work. Texts at work tend to be longer messages about essential information, rather than casual messages and back-and-forth chatting. It’s also best to use proper grammar when texting in a professional context. Complete sentences, words, and punctuation will be less likely to be misunderstood. There are benefits to using texting at work. For example, the communication can be instant and brief. Sometimes a short question may be answerable via text, and thus a lengthier phone call or e-mail would be unnecessary. Texts can be timesaving and efficient.

Still, there are some drawbacks to using texting at work. It can be distracting, and people can easily misuse it by discussing topics not related to the business at hand. Especially in the case of using a company phone for texting, it’s important to guard against using texts to discuss personal topics.

Having clear boundaries around texting at work is necessary and can help ensure you are using the medium in an effective and appropriate way.

Test Bank Item Title: TB_Q6.4.4 Difficulty: Moderate Topic: Step 3: Organize and Draft Your Message Skill: Apply What You know Learning Objective: LO 6.4: Organize and draft a clear and concise message.

CHAPTER 7 Technical Descriptions and Specifications MULTIPLE CHOICE 1.

Which of the following refers to a technical description? a. Manufacturers use these to describe their products for patents, quality control, and sales. b. These describe a product in great detail, providing exact information about features, dimensions, power requirements, capacities, and other qualities. c. Naturalists, anthropologists, sociologists, and others use these to help them accurately describe people, animals, and places.

d. Scientists and medical personnel describe what they observe in great detail, so they can measure changes in their patients’ conditions.

Answer: a Test Bank Item Title: TB_Q7.1.1 Difficulty: Difficult Topic: Types of Technical Descriptions

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Skill: Understand the Concepts Learning Objective: LO 7.1: Use descriptions and specifications in technical workplaces.

2.

Which of the following options is NOT a partitioning strategy? a. by features b. by stages of a process c. by date

d. by functions Answer: c Test Bank Item Title: TB_Q7.3.1 Difficulty: Moderate Topic: Step 2: Partition Your Subject Skill: Remember the Facts Learning Objective: LO 7.3: Partition objects, places, or processes into major and minor parts.

3.

Which of the following is NOT part of researching before writing a technical description? a. taking measurements b. describing the context c. using your senses

d. partitioning Answer: d Test Bank Item Title: TB_Q7.2.1 Difficulty: Easy Topic: Step 1: Make a Plan and Do Research Skill: Remember the Facts Learning Objective: LO 7.2: Plan and do the research needed to write a technical description or specification.

4.

Which of the following is used to present an image of the subject by equating two different things? a. metaphor b. sensory description c. analogy d. simile

Answer: a Test Bank Item Title: TB_Q7.4.1 Difficulty: Easy Topic: Step 3: Organize and Draft Your Technical Description Skill: Remember the Facts Learning Objective: LO 7.4: Organize and draft technical descriptions and specifications.

5.

What type of title is best? a. It identifies your purpose and your subject. b. It uses clever language to draw the reader in.

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c. It has the names of the writers. d. It tries to persuade the audience.

Answer: a Test Bank Item Title: TB_Q7.4.2 Difficulty: Moderate Topic: Step 3: Organize and Draft Your Technical Description Skill: Understand the Concepts Learning Objective: LO 7.4: Organize and draft technical descriptions and specifications.

6.

In which style are most technical descriptions written? a. plain style b. technical jargon c. literary

d. abstract Answer: a Test Bank Item Title: TB_Q7.5.1 Difficulty: Easy Topic: Step 4: Choose the Style, Design, and Medium Skill: Remember the Facts Learning Objective: LO 7.5: Use plain style, page layout, and graphics to highlight and illustrate important concepts.

7.

Which of the following help produce a plain, simple style for technical descriptions? a. using semicolons to string multiple sentences together b. using a lot of jargon to demonstrate a high level of understanding c. removing subjective qualifiers like ―very,‖ ―hard,‖ ―amazing‖

d. withholding the purpose of the technical document until the conclusion to create impact Answer: c Test Bank Item Title: TB_Q7.5.2 Difficulty: Moderate Topic: Step 4: Choose the Style, Design, and Medium Skill: Understand the Concepts Learning Objective: LO 7.5: Use plain style, page layout, and graphics to highlight and illustrate important concepts.

8.

Which of the following is NOT usually included in a sentence definition? a. term b. etymology c. class

d. characteristics Answer: b Test Bank Item Title: TB_Q7.5.3 Difficulty: Moderate Topic: Step 4: Choose the Style, Design, and Medium Skill: Understand the Concepts

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Learning Objective: LO 7.5: Use plain style, page layout, and graphics to highlight and illustrate important concepts.

9.

At what stage of writing a technical description should you create a one-sentence purpose statement? a. organizing and drafting b. planning c. researching d. partitioning Answer: a Test Bank Item Title: TB_Q7.2.2 Difficulty: Moderate Topic: Step 1: Make a Plan and Do Research Skill: Remember the Facts Learning Objective: LO 7.2: Plan and do the research needed to write a technical description or specification.

10.

Which design feature is inconsistent with good design? a. listing any minor parts in bulleted lists b. using one column of text to maximize space c. using headings to clarify the organization

d. putting measurements in a table Answer: b Test Bank Item Title: TB_Q7.5.4 Difficulty: Moderate Topic: Step 4: Choose the Style, Design, and Medium Skill: Understand the Concepts Learning Objective: LO 7.5: Use plain style, page layout, and graphics to highlight and illustrate important concepts.

TRUE/FALSE 11.

ISO 9000 is a government-mandated quality control standard.

Answer: false Test Bank Item Title: TB_Q7.1.2 Difficulty: Difficult Topic: Step 1: Make a Plan and Do Research Skill: Remember the Facts Learning Objective: LO 7.1: Use descriptions and specifications in technical workplaces.

12. ―The heart is a pump: it has valves and chambers.‖ This statement is an example of an analogy.

Answer: false Test Bank Item Title: TB_Q7.4.3 Difficulty: Moderate Topic: Step 3: Organize and Draft Your Technical Description Skill: Understand the Concepts Learning Objective: LO 7.4: Organize and draft technical descriptions and specifications.

13.

Technical descriptions tend to be written for readers who are unfamiliar with the subject.

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Answer: true Test Bank Item Title: TB_Q7.2.3 Difficulty: Easy Topic: Step 1: Make a Plan and Do Research Skill: Understand the Concepts Learning Objective: LO 7.2: Plan and do the research needed to write a technical description or specification.

ESSAY 14.

Partioning creates clear writing in technical descriptions. There are several ways that you can partition a technical description: by feature, by function, or by stages of a process. Imagine that you are asked to write a technical description of an electric bicycle to explain what the product is. Write a short technical description of an e-bike using the approach of partitioning your description by feature. It is not necessary to write a comprehensive, detailed technical description of the e-bike including things like measurements. Rather, consider this an exercise in partioning a technical description by feature, and describe the features you choose to the best of your ability.

Answer: There are a variety of acceptable responses to this prompt, but an exemplary response should demonstrate an understanding of what partioning by feature means. Partioning by feature presents a technical description by dividing the subject into its major parts. These parts or features should each be discussed separately. Writing a technical description by feature for an electric bicycle would involve breaking the object down into its major parts. Writers could describe the shape of the frame or its materials, the location of the battery, the materials of a bike seat, the shape or different kinds of handlebars, or the pedals and chain system.

Test Bank Item Title: TB_Q7.3.2 Difficulty: Moderate Topic: Step 2: Partition Your Subject Skill: Apply What You Know Learning Objective: LO 7.3: Partition objects, places, or processes into major and minor parts.

15.

A technical description should be informed by the context of its use. The strategies a writer will take to write a technical description will vary depending on the situation or context in which the document will be used. Consider how the following two contexts of use would impact a technical description of the emergency lifesaving procedure CPR, or cardiopulmonary resuscitation: 1. scientific observations about CPR written for the context of medical and scientific research 2. description of CPR for lifeguards at a public pool Discuss a few examples of how these two contexts of use would shape a technical description of CPR. Then, explain what questions you would ask yourself to revise this technical description for the two contexts.

Answer: If you are writing a technical description of CPR for these two contexts of use, the description will vary in purpose, intended audience, and perhaps even layout or format. In a scientific context, the primary readers would probably be subject matter experts in medical or scientific research.

Observations of CPR in this context might include specific measurements of blood flow,

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descriptions of breathing processes, or other biological concepts related to the lungs. Scientific graphs and other visualizations of data would be useful. This technical description would likely be found in a scientific report. In the case of the public pool context, the description of CPR would be more concise and more public-facing. If the primary readers are lifeguards, the description of CPR would be written for a general, not scientific, audience. The context of use would not be scientific research. Rather, the document might be designed as a user guide, explaining information about how to give CPR to someone in an emergency situation. The images would likely be illustrations or diagrams of the movements to perform. The document would not be a scientific report. It might take the form of a safety sign posted near the pool.

Questions a writer might ask when editing one description for another context would include the following: Who are the primary readers of this technical description? Why would they be reading? How and where would readers be using this technical description? What images would be useful in each context? What kind of information would need to be described in each of these contexts?

Test Bank Item Title: TB_Q7.1.3 Difficulty: Difficult Topic: Step 1: Make a Plan and Do Research Skill: Apply What You Know Learning Objective: LO 7.2: Plan and do the research needed to write a technical description or specification.

CHAPTER 8 Instructions and Documentation MULTIPLE CHOICE 1.

Which of the following describes a specifications document or ―specs‖? a.

Specifications are instructions about how to perform a task.

b.

Specifications are exact, technical descriptions of how a product is assembled.

c.

Specifications are explanations of workplace protocols.

d.

Specifications are explanations of frequently performed procedures.

Answer: b Test Bank Item Title: TB_Q8.1.1 Difficulty: Moderate Topic: Types of Technical Documentation Skill: Remember the Facts Learning Objective: LO 8.1: Identify three types of documentation, including instructions, specifications, procedures, and protocols.

2.

Which of the following is NOT a type of technical documentation? a.

white papers

b.

instructions

c.

procedures and protocols

d.

specifications

Answer: a Test Bank Item Title: TB_Q8.1.2 Difficulty: Easy

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Topic: Types of Technical Documentation Skill: Remember the Facts Learning Objective: LO 8.1: Identify three types of documentation, including instructions, specifications, procedures, and protocols.

3.

Which of the following is important to research when writing technical documentation? a.

the art of the new product’s branding

b.

the brainstorming diagrams that led to the new product

c.

the biography of the inventor

d.

the history of the product you are describing

Answer: d Test Bank Item Title: TB_Q8.2.1 Difficulty: Moderate Topic: Step 1: Make a Plan and Do Research Skill: Understand the Concepts Learning Objective: LO 8.2: Plan and research instructions, specifications, and procedures.

4.

What kind of research helps technical writers add details and depth to their descriptions of a product? a.

doing background research

b.

describing motion and change

c.

using your senses

d.

interviewing subject matter experts

Answer: c Test Bank Item Title: TB_Q8.2.2 Difficulty: Easy Topic: Step 1: Make a Plan and Do Research Skill: Remember the Facts Learning Objective: LO 8.2: Plan and research instructions, specifications, and procedures.

5.

What type of title is best for documentation? a.

It should describe the specific task the reader will complete.

b.

It should use clever language to draw the reader in.

c.

It should list the parts needed to assemble to product.

d.

It should persuade the reader to buy the new product.

Answer: a Test Bank Item Title: TB_Q8.3.1 Difficulty: Moderate Topic: Step 2: Organize and Draft Your Documentation Skill: Understand the Concepts Learning Objective: LO 8.3: Organize and draft instructions, specifications, and procedures.

6.

Describing the technical abilities needed to assemble a product would include listing an appropriate _______ for the user.

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a.

native language

b.

license

c.

profession

d.

age range

Answer: d Test Bank Item Title: TB_Q8.3.2 Difficulty: Moderate Topic: Step 2: Organize and Draft Your Documentation Skill: Understand the Concepts Learning Objective: LO 8.3: Organize and draft instructions, specifications, and procedures.

7.

Which of the following help produce a plain style for documentation? a.

using semicolons to string multiple sentences together

b.

using jargon to demonstrate a high level of understanding

c.

using descriptive details to create imagery

d.

using definitions for key words

Answer: d Test Bank Item Title: TB_Q8.4.1 Difficulty: Moderate Topic: Step 3: Choose the Style, Design, and Medium Skill: Understand the Concepts Learning Objective: LO 8.4: Develop a style and design that highlights and reinforces written text.

8.

Which design feature is inconsistent with good design in documentation? a.

putting each graphic near the step that refers to it

b.

using graphics in place of written explanations

c.

using headings to show the levels of information in a text

d.

putting boxes or borders around important information

Answer: b Test Bank Item Title: TB_Q8.4.2 Difficulty: Easy Topic: Step 3: Choose the Style, Design, and Medium Skill: Remember the Facts Learning Objective: LO 8.4: Develop a style and design that highlights and reinforces written text.

9.

Which of the following is an effective approach for creating transcultural documentation? a.

removing all images of people from the document

b.

using symbols to replace written text

c.

asking someone familiar with the target culture to read your work

d.

translating the entire document into the target readers’ language using Google Translate

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Answer: c Test Bank Item Title: TB_Q8.5.1 Difficulty: Moderate Topic: Working with Transcultural Documentation Skill: Understand the Concepts Learning Objective: LO 8.5: Adapt documentation to the needs of transcultural readers.

10.

All of the following improve access to documentation online EXCEPT a.

using links to additional information and resources

b.

making PDF versions of documentation

c.

archiving past versions of documentation

d.

minimizing the use of images and graphics

Answer: d Test Bank Item Title: TB_Q8.4.3 Difficulty: Moderate Topic: Step 3: Choose the Style, Design, and Medium Skill: Remember the Facts Learning Objective: LO 8.4: Develop a style and design that highlights and reinforces written text.

TRUE/FALSE 11.

Technical documentation helps people figure out how to use new products and systems.

Answer: true Test Bank Item Title: TB_Q8.1.3 Difficulty: Easy Topic: Types of Technical Documentation Skill: Understand the Concepts Learning Objective: LO 8.1: Identify three types of documentation, including instructions, specifications, procedures, and protocols.

12. Stating an ideal temperature at which to complete a task is an example of a special condition in documentation.

Answer: true Test Bank Item Title: TB_Q8.3.3 Difficulty: Difficult Topic: Step 2: Organize and Draft Your Documentation Skill: Understand the Concepts Learning Objective: LO 8.3: Organize and draft instructions, specifications, and procedures.

13.

Icons and symbols mostly have similar meanings across different cultures.

Answer: false Test Bank Item Title: TB_Q8.5.2 Difficulty: Easy Topic: Working with Transcultural Documentation Skill: Remember the Facts

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Learning Objective: LO 8.5: Adapt documentation to the needs of transcultural readers.

ESSAY 14. One kind of technical documentation is instructions, which describe how to perform a task.

Think of a kind of food or meal you know how to cook or prepare. It does not have to be an elaborate dish, but it should require multiple steps. Some examples you could write about are making a pasta dish, a kind of sandwich, a salad, or an ice cream sundae. Using the principles for organizing and drafting the various sections of documentation, write instructions for preparing the dish you’ve chosen. You won’t be able to include figures, illustrations, or bulleted lists, but if you want, you can make notes about where you would insert these things. Make sure to include three steps in your instructions.

Answer: Title: The title of the essay should tell the reader what task they will be completing. For this model response, the title is ―Cooking Spaghetti.‖ Introduction and Background: This section should briefly describe the topic of the documentation, including a purpose statement and some background information. For example: ―This document will teach you how to cook spaghetti with tomato sauce. Spaghetti, a type of pasta, is a traditional Italian food. Though some people make pasta from scratch, these instructions will describe how to make spaghetti using premade pasta. Spaghetti can be served with many sauces, such as alfredo sauce or pesto, but for this dish, we will use a simple tomato sauce that you can buy in a grocery store. Spaghetti with tomato sauce is a quick meal that will take less than thirty minutes. It can feed multiple people, so it’s great for a family dinner.‖ Parts, Tools, and Materials: This section should list all the tools and ingredients you will need to make your chosen dish. For example: ―To make spaghetti with tomato sauce you will need a few ingredients and pieces of equipment. Ingredie nts include: [insert bulleted list] a box of dried spaghetti, tomato sauce, salt, and water. You will also need the following equipment: [insert bulleted list] a large pot to boil water, a stove, a spoon, a colander, a nd a plate or bowl.‖ Steps: This section should describe the steps necessary to prepare your chosen food in a sequential order. Take care to note any safety information that your reader may need to look out for.

For example: ―First, gather all your ingredients and tools. Second, brin g water to a boil in the pot.

You can choose to salt the water for more flavor. Third, once the water is boiling place the spaghetti into the pot. Make sure the water stays boiling the entire time you are cooking the pasta. Fourth, cook the pasta for ten to fifteen minutes. Fifth, strain the pasta by pouring the noodles and hot water into a colander over a sink. Be careful to avoid burning yourself with the hot water. Return the noodles to the pot. Sixth, add the can of tomato sauce into the pot and mix the sauce with pasta by stirring. Taste and add salt if desired. Finally, serve the spaghetti on a plate or in a bowl.

Conclusion: This section summarizes the documentation and signals to the reader that they’ve completed all the instructions. For example: ―Cooking spaghetti with tomato sauce is a short and easy task to learn. The entire process took less than thirty minutes and required only a few ingredients. Congrats on learning to prepare a new meal!‖ Test Bank Item Title: TB_Q8.3.4 Difficulty: Difficult Topic: Step 2: Organize and Draft Your Documentation Skill: Apply What You Know Learning Objective: LO 8.3: Organize and draft instructions, specifications, and procedures.

15.

Technical documentation must consider its readers. It’s impossible to anticipate all the types of people that will use your technical documentation, but considering the four categories of readers will result in a clearer document overall. The four categories of readers are primary, secondary, tertiary, and gatekeeper readers. Imagine you are writing a handout of procedures that explains to office workers what to do if there

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is an emergency fire evacuation in their building. For each of the four categories, explain the following: (1) the characteristics of readers in that category and (2) who the readers of this procedural handout might be as well as what their motivations would be for using it.

Answer: To write an effective procedural document, you need to have a clear picture of who will interact with the documentation. People may have different needs and different motivations for using the documentation. To anticipate these motivations, it’s best to think through the four categories of readers that generally interact with technical documentation: primary, secondary, tertiary, and gatekeeper. There are many examples of readers who would use the hypothetical documentation about emergency fire exits. The following discussion is one possible response.

The first category of readers is primary readers. Primary readers are action takers. They are the documentation’s most immediate audience who will use the text to complete a task. Good documentation will account for the relative skill level or familiarity of its primary readers. In the case of the emergency fire exit handout, primary readers are the office workers. These people will need to know the information in this handout for their own safety, so their motivation for using the documentation is, ultimately, survival. They may also use this document to help their coworkers exit the building in a calm and orderly fashion if a fire occurs.

The second category of readers is secondary readers. These can be thought of as advisors who might supervise or help the primary readers complete the task. A possible secondary reader for this handout would be the boss or supervisor of the office who may have greater responsibility in the event of a fire evacuation because they are in a leadership position. The supervisor may use this documentation for training purposes as well as when onboarding new employees.

The third category of readers is tertiary readers. These people can be thought of as evaluators. They often use documentation to ensure quality. Auditors and quality experts review procedures and specifications closely when evaluating processes in a workplace. Also, sets of instructions can be used as evidence in lawsuits. One set of tertiary readers for this handout could be HR representatives. HR representatives would most likely need to ensure all employees are knowledgeable about workplace safety as they oversee creating policies for safe work environments. Their motivation for using the handout might be to evaluate its quality and to ensure it is up to date.

The final category of readers is gatekeepers. Gatekeeper readers are supervisors or people who will need to look over documentation before it is sent out or approved for use in the workplace. These readers will be checking the accuracy, safety, and quality of the documentation. HR representatives and bosses might also be gatekeeper readers for this emergency exit handout. But other examples of gatekeeper readers for this document might be building managers or supervisors for security in the building. These readers may want to assess whether their emergency procedures are up to code for workplace safety laws or building ordinances.

Understanding your document’s readers and use cases should inform how you write and design technical documentation.

Test Bank Item Title: TB_Q8.2.3 Difficulty: Difficult Topic: Step 1: Make a Plan and Do Research Skill: Apply What You Know Learning Objective: LO 8.2: Plan and research instructions, specifications, and procedures.

CHAPTER 9 Proposals MULTIPLE CHOICE 1.

Which move is NOT part of a proposal’s introduction?

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a. state the costs of the project up front b. define the subject of the proposal c. forecast the organization of the proposal d. state the purpose of the proposal Answer: a Test Bank Item Title: TB_Q9.3.1 Difficulty: Moderate Topic: Step 2: Organize and Draft Your Proposal Skill: Remember the Facts Learning Objective: LO 9.3: Organize and draft the major sections in a proposal.

2.

Paying attention to causes and effects is part of which stage of the proposal writing process? a. organizing and drafting b. planning c. researching d. revising Answer: c Test Bank Item Title: TB_Q9.2.1 Difficulty: Easy Topic: Step 1: Make a Plan and Do Your Research Skill: Remember the Facts Learning Objective: LO 9.2: Use strategic planning and do research to create the content of a proposal.

3.

Professional design of a proposal can be achieved by a. using page numbers for easy referencing in meetings. b. including animations and fun decorative images in a presentation. c. writing out long lists of data or statistics. d. avoiding white space.

Answer: a Test Bank Item Title: TB_Q9.4.1 Difficulty: Easy Topic: Step 3: Choose the Style, Design, and Medium Skill: Understand the Concepts Learning Objective: LO 9.4: Use persuasive style and attractive design to influence the proposal’s

readers.

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4.

Which of the following sections is NOT required in the current situation section? a. closing b. project plan c. body d. opening Answer: b Test Bank Item Title: TB_Q9.3.2 Difficulty: Moderate Topic: Step 2: Organize and Draft Your Proposal Skill: Remember the Facts Learning Objective: LO 9.3: Organize and draft the major sections in a proposal.

5.

Identifying the solution, stating the objectives of the plan, describing the plan’s major and minor steps, and identifying the deliverables or outcomes are all part of which section of a proposal? a. introduction b. description of the current situation c. discussion of costs and benefits d. description of the project plan Answer: d Test Bank Item Title: TB_Q9.3.3 Difficulty: Moderate Topic: Step 2: Organize and Draft Your Proposal Skill: Remember the Facts Learning Objective: LO 9.3: Organize and draft the major sections in a proposal.

6.

Corporate mission, philosophy, and history of the company; corporate facilities and equipment; and organizational structure of the company are typically included in which section? a. discussion of costs and benefits b. budget c. description of qualifications d. description of the project plan Answer: c Test Bank Item Title: TB_Q9.3.4 Difficulty: Moderate Topic: Step 2: Organize and Draft Your Proposal Skill: Remember the Facts Learning Objective: LO 9.3: Organize and draft the major sections in a proposal.

7.

Which style is most commonly used in writing proposals?

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a. plain style b. persuasive style c. rhetorical style d. Both plain and persuasive styles are generally used.

Answer: d Test Bank Item Title: TB_Q9.4.2 Difficulty: Easy Topic: Step 3: Choose the Style, Design, and Medium Skill: Remember the Facts Learning Objective: LO 9.4: Use persuasive style and attractive design to influence the proposal’s readers.

8.

When you design your proposal, you should consider three components. Which of the following is NOT one of the three components mentioned in Chapter 9? a. style b. budget c. page design d. medium Answer: b Test Bank Item Title: TB_Q9.4.3 Difficulty: Easy Topic: Step 3: Choose the Style, Design, and Medium Skill: Remember the Facts Learning Objective: LO 9.4: Use persuasive style and attractive design to influence the proposal’s

readers.

9.

Which of the following does NOT enhance the dynamic use of medium? a. using presentation software to summarize the proposal into slides b. creating a model that can demonstrate how the finished product will look c. embedding videos d. avoiding background music Answer: d Test Bank Item Title: TB_Q9.4.4 Difficulty: Moderate Topic: Step 3: Choose the Style, Design, and Medium Skill: Understand the Concepts Learning Objective: LO 9.4: Use persuasive style and attractive design to influence the proposal’s

readers.

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10.

Which of the following things should you accomplish in the current situation section of your proposal? a. Discuss the effects of the problem if nothing is done. b. Discuss the itemized budged for the project. c. Discuss some background information for future research. d. Discuss your team’s credentials.

Answer: a Test Bank Item Title: TB_Q9.3.5 Difficulty: Moderate Topic: Step 2: Organize and Draft Your Proposal Skill: Understand the Concepts Learning Objective: LO 9.3: Organize and draft the major sections in a proposal.

TRUE/FALSE 11.

The qualifications section is not as important as the budget and project plan.

Answer: false Test Bank Item Title: TB_Q9.3.6 Difficulty: Easy Topic: Step 2: Organize and Draft Your Proposal Skill: Remember the Facts Learning Objective: LO 9.3: Organize and draft the major sections in a proposal.

12.

Use persuasive style in places in the proposal where readers are expected to make decisions.

Answer: true Test Bank Item Title: TB_Q9.4.5 Difficulty: Easy Topic: Step 3: Choose the Style, Design, and Medium Skill: Understand the Concepts Learning Objective: LO 9.4: Use persuasive style and attractive design to influence the proposal’s

readers.

13.

Proposals often include plenty of graphics.

Answer: true Test Bank Item Title: TB_Q9.4.6 Difficulty: Easy Topic: Step 3: Choose the Style, Design, and Medium Skill: Remember the Facts

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Learning Objective: LO 9.4: Use persuasive style and attractive design to influence the proposal’s readers.

ESSAY

14.

Many proposals conclude with a discussion of the costs and benefits of the proposed project. To end on a strong note, this section should use persuasive style. There will most likely be both immediate and future benefits. Imagine that you are proposing to create a day-care center for children between one and five years old on your college campus. Explain what two costs for this proposal might be. Then explain two benefits of the proposed project should it be accepted. Make sure that one of the benefits described is a long-term benefit.

Answer: There are several costs associated with creating a day-care center on campus. One might be the financial cost of the center’s construction if the center could not be integrated into a preexisting building. Another cost might be the disruption to classes if construction is extremely loud or blocks traffic on campus. A third potential cost involved would be outfitting and/or staffing the center. The price of hiring qualified staff to supervise the children and the price of furnishing it might be substantial. Some immediate benefits to creating this center would be that parents with children too young to attend school could bring their children to work, not having to either (a) hire babysitters or (b) perhaps leave campus early to pick up children at an off-campus day-care or attend to children at home. A long-term benefit could be a general increase in happiness and sense of belonging among employees who are parents. The campus’s reputation as a caring and inclusive employer might also be a long-term benefit.

Test Bank Item Title: TB_Q9.3.7 Difficulty: Easy Topic: Step 2: Organize and Draft Your Proposal Skill: Apply What You Know Learning Objective: LO 9.3: Organize and draft the major sections in a proposal.

15.

A proposal’s context of use will greatly influence how readers interpret your argument and make a decision about it. Imagine you are proposing that your college campus increase access to computers on campus. Explain what you would need to address regarding three contexts of use for this proposal: Physical context Economic context Ethical context Answer: The physical context of a proposal refers to the place your readers may read, discuss, or use your proposal. For this proposal, most likely your readers would be decision makers such as a board of directors, the provost, the president of the university, or some combination of the three. The proposal would be discussed in a formal meeting among decision makers. The economic context for a proposal concerns the financial issues and economic trends that will shape readers’ responses to your proposal. There are many financial issues that would shape a reader’s decision about your proposal. Some economic contexts to consider would be the price of increasing the number of computers on campus, how many computers to be purchased, whether a new computer lab would be created or built, and whether more IT staff would need to be hired to support more computers. The ethical context for a proposal involves any ethical or legal issues involved in your proposed project. There are a few interpretations of the ethical context for this proposal. One

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ethical context is ensuring all students—especially low-income students—receive equal, quality education.

Without regular access to computers, students who cannot afford personal computers would be disadvantaged in their courses.

Test Bank Item Title: TB_Q9.2.2 Difficulty: Difficult Topic: Step 1: Make a Plan and Do Your Research Skill: Apply What You Know Learning Objective: LO 9.2: Use strategic planning and do research to create the content of a proposal.

CHAPTER 10 Brief Reports MULTIPLE CHOICE 1.

What is an activity journal? a. b. c. d.

a document to record to-do lists and log completed tasks a laboratory report that describes procedures in the lab a personal document that is updated with career goals once or twice a year a record of the staff in a workplace

Answer: a Test Bank Item Title: TB_Q10.2.1 Difficulty: Moderate Topic: Step 1: Make a Plan and Do Your Research Skill: Understand the Concepts Learning Objective: LO 10.2: Plan and do research toward writing a brief report.

2.

Which of the following types of activity reports are used to inform management or clients about an important issue? a. white papers and briefings b. progress reports c. incident reports d. laboratory reports

Answer: a Test Bank Item Title: TB_Q10.1.1 Difficulty: Easy Topic: Types of Brief Reports Skill: Remember the Facts Learning Objective: LO 10.1: Recognize the different types of brief reports and how they are used in the workplace.

3.

Which of the following pieces of information should NOT be included in an incident report?

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a. a summary of what happened b. a description of how the situation was handled c. excuses or an apology d. a discussion of how the problem will be avoided in the future Answer: c Test Bank Item Title: TB_Q10.1.2 Difficulty: Moderate Topic: Types of Brief Reports Skill: Remember the Facts Learning Objective: LO 10.1: Recognize the different types of brief reports and how they are used in the workplace.

4.

An introduction should provide which of the following pieces of information? a. your purpose b. identification of your audience c. discussion about context d. recommendations for the future

Answer: a Test Bank Item Title: TB_Q10.3.1 Difficulty: Easy Topic: Step 2: Organize and Draft Your Brief Report Skill: Remember the Facts Learning Objective: LO 10.3: Organize and draft a brief report.

5.

When revising your document with style in mind, make sure that a. you have used passive voice. b. you use prepositional chains. c. the subject is the ―doer‖ of most sentences. d. the body paragraphs avoid unnecessary topic sentences.

Answer: c Test Bank Item Title: TB_Q10.4.1 Difficulty: Moderate Topic: Step 3: Choose the Style, Design, and Format Skill: Understand the Concepts Learning Objective: LO 10.4: Choose an appropriate style, design, and format for a brief report.

6.

Which section should contain information about future activities or research? a. the introduction b. the body c. the timeline

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d. the conclusion Answer: b Test Bank Item Title: TB_Q10.3.2 Difficulty: Easy Topic: Step 2: Organize and Draft Your Brief Report Skill: Remember the Facts Learning Objective: LO 10.3: Organize and draft a brief report.

7.

Which of the following is NOT a good way to write for electronic media? a. including embedded links that allow the reader to learn more about the subject b. including long blocks of text c. converting documents into PDFs so they can be more easily shared across media d. embedding a video that demonstrates the product

Answer: b Test Bank Item Title: TB_Q10.4.2 Difficulty: Moderate Topic: Step 3: Choose the Style, Design, and Format Skill: Remember the Facts Learning Objective: LO 10.4: Choose an appropriate style, design, and format for a brief report.

8. Which of the following types of brief reports are used specifically to educate readers about an issue?

a. b. c. d.

incident reports laboratory reports white papers progress reports

Answer: c Test Bank Item Title: TB_Q10.1.3 Difficulty: Easy Topic: Types of Brief Reports Skill: Remember the Facts Learning Objective: LO 10.1: Recognize the different types of brief reports and how they are used in the workplace.

9.

There are important questions to ask yourself when planning a brief report. Which of the following considerations is useful when analyzing a situation before writing a brief report?

a. b. c. d.

where the report will be used what your graphic design will be what recommendations you will make how to write in plain style

Answer: a Test Bank Item Title: TB_Q10.2.2

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Difficulty: Difficult Topic: Step 1: Make a Plan and Do Your Research Skill: Understand the Concepts Learning Objective: LO 10.2: Plan and do research toward writing a brief report.

10.

Which of the following sections is not a required component of a brief report? a. introductio n b. conclusion c. body paragraphs d. an appendix of hyperlinks

Answer: d Test Bank Item Title: TB_Q10.3.3 Difficulty: Easy Topic: Step 2: Organize and Draft Your Brief Report Skill: Remember the Facts Learning Objective: LO 10.3: Organize and draft a brief report.

TRUE/FALSE 11.

Briefings and white papers typically do not advocate for any specific side or course of action.

Answer: true Test Bank Item Title: TB_Q10.1.4 Difficulty: Easy Topic: Types of Brief Reports Skill: Remember the Facts Learning Objective: LO 10.1: Recognize the different types of brief reports and how they are used in the workplace.

12.

A brief report should not contain a record of expenses.

Answer: false Test Bank Item Title: TB_Q10.1.5 Difficulty: Difficult Topic: Types of Brief Reports Skill: Remember the Facts Learning Objective: LO 10.1: Recognize the different types of brief reports and how they are used in the workplace.

13.

You should state negative information candidly and with no apologies, which might leave you or your organization liable.

Answer: true Test Bank Item Title: TB_Q10.4.3 Difficulty: Moderate

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Topic: Step 3: Choose the Style, Design, and Format Skill: Understand the Concepts Learning Objective: LO 10.4: Choose an appropriate style, design, and format for a brief report.

14.

An effective briefing elaborates on the facts in as much detail as possible.

Answer: false Test Bank Item Title: TB_Q10.1.6 Difficulty: Moderate Topic: Types of Brief Reports Skill: Understand the Concepts Learning Objective: LO 10.1: Recognize the different types of brief reports and how they are used in the workplace.

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ESSAY 15.

There are four different types of brief reports: progress reports, white papers, incident reports, and laboratory reports. Each of these are distinct in their own ways, yet all brief reports share some common concepts. Discuss how two of these types of reports differ. Then discuss some common concepts and goals shared among all brief reports.

Answer: Progress reports, white papers, incident reports, and lab reports have different audiences and functions. If contrasting lab reports and progress reports, for example, the intended audience would be different. A lab report is written with a scientific audience in mind, while a progress report is written for an internal audience, like a team member or direct supervisor. If contrasting incident reports and white papers, the kind of subject matter would be different. Incident reports describe an event, such as an accident. White papers are more research-based and educate a reader about an issue. And, although lab reports and white papers are both educational to some degree, they serve different purposes. Lab reports are summaries of specific experiments and present results from those experiments. In contrast, white papers provide more of an overview of research on a subject. Although all four of these types of brief reports differ in certain ways, they also share a common goal and some similar features. All brief reports aim to accomplish the same thing: to objectively inform readers about what happened, what is happening currently, and what will happen in the future. For example, in a progress report you would report on what has already happened on your project, what you are currently doing, and what you will do next. Likewise, in a white paper, you would report on what is already understood about an issue, what is currently important to the discourse on an issue, and what you think will be important about this information in the future. All brief reports also share some stylistic similarities. They should be concise, fact-based, and written in plain style. They should be organized with introductions, body paragraphs, and conclusions. Lastly, they should use simple design that makes them quick to read.

Test Bank Item Title: TB_Q10.1.7 Difficulty: Difficult Topic: Types of Brief Reports Skill: Understand the Concepts Learning Objective: LO 10.1: Recognize the different types of brief reports and how they are used in the workplace.

16.

As the world becomes more and more connected online, brief reports are increasingly appearing in electronic form rather than paper form. Imagine you have already written a printed white paper about the business value of social media marketing for new clothing companies. Now, the report needs to be converted to an electronic medium. Explain three best practices for writing for electronic media and give a few examples of how you could use these principles to make this hypothetical white paper more effective in electronic form.

Answer: There are five best practices highlighted in the textbook for writing for electronic media. First, you should include embedded links that allow readers to quickly learn more about certain topics mentioned in the paper. Second, you should embed videos that illustrate a product, service, or phenomenon. Third, you can use presentation software like PowerPoint to summarize the contents of a report. Fourth, you can use file-sharing devices like Google Drive to share and archive brief reports. And fifth, you can convert documents into PDFs, which are more easily sent and shared across media. In reference to the hypothetical white paper about social media marketing for new clothing businesses, the practice of embedding links to give examples of marketing ads on social media—perhaps on Instagram—would be particularly relevant. This would enhance the original white paper, giving direct examples of the marketing strategy as it is currently being used. Similarly, embedding a video ad from a social media 52 Copyright © 2024, 2018, 2015 by Pearson Education

platform would be useful. One final example of how to implement one of the best writing practices is developing a PowerPoint presentation about the main points of the white paper. This would be a useful electronic form for this report because of the report’s focus on visual and multimedia content.

It would also facilitate embedding links and videos, as previously discussed.

Test Bank Item Title: TB_Q10.4.4 Difficulty: Moderate Topic: Step 3: Choose the Style, Design, and Format Skill: Apply What You Know Learning Objective: LO 10.4: Choose an appropriate style, design, and format for a brief report.

CHAPTER 11 Formal Reports MULTIPLE CHOICE 1.

Which of the following types of formal reports is written when a scientific project is finished? a. feasibility report b. completion report c. scientific report d. recommendation report

Answer: c Test Bank Item Title: TB_Q11.1.1 Difficulty: Easy Topic: Types of Formal Reports Skill: Remember the Facts Learning Objective: LO 11.1: Identify the kinds of formal reports used in technical workplaces.

2.

What does the results section of a formal report do? a.

presents the findings of a study as objectively as possible

b. draws conclusions based on the findings of a study c.

explains how findings support a hypothesis

d. walks the reader through the methodology of a study Answer: a Test Bank Item Title: TB_Q11.3.1 Difficulty: Moderate Topic: Step 2: Organize and Draft Your Report Skill: Understand the Concepts Learning Objective: LO 11.3: Organize and draft a formal report.

3.

Which of the following describes a feasibility report?

53 Copyright © 2024, 2018, 2015 by Pearson Education

a. It is often used to make suggestions about the best course of action. b. It is written to determine whether developing a product or following a course of action is possible or sensible. c. Its purpose is to present the findings of a study. d. It discusses the results of a research study as objectively as possible.

Answer: b Test Bank Item Title: TB_Q11.1.2 Difficulty: Moderate Topic: Types of Formal Reports Skill: Understand the Concepts Learning Objective: LO 11.1: Identify the kinds of formal reports used in technical workplaces.

4.

Which of the following is true of a hypothesis? a. A hypothesis should not change throughout the research project. b. A hypothesis can be a paragraph long in a formal report. c. A hypothesis is used to report to management about the progress of a research project. d. A hypothesis is an educated guess about a research question.

Answer: d Test Bank Item Title: TB_Q11.2.1 Difficulty: Moderate Topic: Step 1: Make a Plan and Do Research Skill: Understand the Concepts Learning Objective: LO 11.2: Develop a plan and do research for a formal report.

5.

Which of the following is NOT one of the six moves typically found in introductions to formal reports? a. State the purpose of the report. b. Give a timeline for completion. c. Offer background information on the subject. d. Forecast the organization of the report.

Answer: b Test Bank Item Title: TB_Q11.3.2 Difficulty: Easy Topic: Step 2: Organize and Draft Your Report Skill: Remember the Facts Learning Objective: LO 11.3: Organize and draft a formal report.

54 Copyright © 2024, 2018, 2015 by Pearson Education

6.

Which of the following is NOT one of the six moves typically found in conclusions to formal reports? a. Make an obvious transition. b. Look to the future. c. Mention problems. d. Say thank you.

Answer: c Test Bank Item Title: TB_Q11.3.3 Difficulty: Easy Topic: Step 2: Organize and Draft Your Report Skill: Remember the Facts Learning Objective: LO 11.3: Organize and draft a formal report.

7.

Which of the following items is NOT commonly found in back matter? a. appendices b. calculations c. abstract d. glossary of terms

Answer: c Test Bank Item Title: TB_Q11.4.1 Difficulty: Easy Topic: Step 3: Draft the Front Matter and Back Matter Skill: Remember the Facts Learning Objective: LO 11.4: Create a formal report’s front matter and back matter.

8.

When should you consider including an abstract? a. if your report is longer than ten pages b. if your report will be published electronically c. if your report contains a long appendix d. if your report includes many graphics

Answer: a Test Bank Item Title: TB_Q11.4.2 Difficulty: Easy Topic: Step 3: Draft the Front Matter and Back Matter Skill: Understand the Concepts Learning Objective: LO 11.4: Create a formal report’s front matter and back matter.

9.

Which of the following is a principle of functional design for a formal report? a. Functional design avoids multicolumn formatting.

55 Copyright © 2024, 2018, 2015 by Pearson Education

b. Functional design should reflect the preferences of your readers. c. Functional design should focus on attractive, decorative images. d. Functional design avoids using tables or visual aids.

Answer: b Test Bank Item Title: TB_Q11.5.3 Difficulty: Difficult Topic: Step 4: Choose the Style, Design, and Medium Skill: Understand the Concepts Learning Objective: LO 11.5: Use style and design to highlight important information and make it understandable.

10.

What does IMRaD stand for? a. Introduction, Methods, Results, and Discussion b. Information, Methods, Results, and Definition c. Information, Meaning, Research, and Discussion d. Introduction, Meaning, Research, and Direction Answer: a Test Bank Item Title: TB_Q11.1.3 Difficulty: Moderate Topic: Types of Formal Reports Skill: Remember the Facts Learning Objective: LO 11.1: Identify the kinds of formal reports used in technical workplaces.

TRUE/FALSE 11.

It is unethical to modify your hypothesis.

Answer: False Test Bank Item Title: TB_Q11.2.2 Difficulty: Difficult Topic: Step 1: Make a Plan and Do Research Skill: Understand the Concepts Learning Objective: LO 11.2: Develop a plan and do research for a formal report.

12.

A reasonable methodology is one that is replicable.

Answer: True Test Bank Item Title: TB_Q11.3.4 Difficulty: Easy Topic: Step 2: Organize and Draft Your Report Skill: Remember the Facts Learning Objective: LO 11.3: Organize and draft a formal report.

56 Copyright © 2024, 2018, 2015 by Pearson Education

13.

Graphics such as tables, graphs, and charts may replace written text if they convey the data honestly.

Answer: True Test Bank Item Title: TB_Q11.5.1 Difficulty: Moderate Topic: Step 4: Choose the Style, Design, and Medium Skill: Remember the Facts Learning Objective: LO 11.5: Use style and design to highlight important information and make it understandable.

14.

It is good practice to use long, complex sentences in formal reports because it demonstrates authority.

Answer: False Test Bank Item Title: TB_Q11.5.2 Difficulty: Easy Topic: Step 4: Choose the Style, Design, and Medium Skill: Understand the Concepts Learning Objective: LO 11.5: Use style and design to highlight important information and make it understandable.

ESSAY 15.

There are five different types of formal reports: research reports, scientific reports, completion reports, recommendation reports, and feasibility reports. Each of these are distinct in their own ways, yet all formal reports tend to share some common principles and goals. Discuss a few ways in which two of these types of reports differ. Then discuss some common concepts, characteristics, and/or goals shared among them.

Answer: Research reports, scientific reports, completion reports, recommendation reports, and feasibility reports have different audiences and functions.

If contrasting research reports and scientific reports, for example, the purposes of the documents are different even though they both may address technical, scientific information. A scientific report is written with a scientific audience in mind, and is written to describe the methods, results, and conclusions of an experiment. On the other hand, a research report is not tied to a specific experiment. Rather, it uses research to describe the past causes and effects of problems or trends.

If contrasting completion reports and recommendation reports, they also have different purposes. Completion reports are written to report back to management about the status of a project.

While both a completion report and a recommendation report would discuss the outcomes of a project or initiative, completion reports tend to focus more on assessing what those outcomes were, rather than suggesting future ideas or directions based on them. That is the object of a recommendation report. Recommendation reports present ideas for possible improvement and future courses of action.

If contrasting recommendation reports and feasibility reports, a key difference between them is their reasons for discussing results of a study. Recommendation reports explain the results of a project because they intend to present future courses of action based on those results. They provide recommendations for solving certain problems and explain what action should be taken. On the other hand, feasibility reports assess how useful and sensible it would be to follow a recommendation.

Using the results of a study or project, feasibility reports help readers to decide the best future course of action when there is not an obvious choice.

57 Copyright © 2024, 2018, 2015 by Pearson Education

All formal reports share a few characteristics. They are long-form documents that use plain style and functional design. They tend to be written at the end of a research project. They also use similar organization: posing a research question, describing a methodology for testing that question, presenting results, and discussing results.

Test Bank Item Title: TB_Q11.1.4 Difficulty: Moderate Topic: Types of Formal Reports Skill: Understand the Concepts Learning Objective: LO 11.1: Identify the kinds of formal reports used in technical workplaces

CHAPTER 12 Business Models and Plans MULTIPLE CHOICE 1.

What kind of information is discussed in a section on financial factors in a business model?

a.

how the start-up will advertise

b.

how the start-up will gain and spend revenue

c.

how the start-up will identify its niche in the market

d.

how the start-up will organize its officers and departments

Answer: b Test Bank Item Title: TB_Q12.1.1 Difficulty: Moderate Topic: Business Models vs. Business Plans Skill: Understand the Concepts Learning Objective: LO 12.1: Identify the sections of a business model and explain their purposes.

2.

What is market analysis?

a.

an exploration of the short-term and long-term market outlook

b.

a description of how goods or services will be advertised and publicized

c.

a statement about how a start-up will bring in revenue

d.

a description of the products of services offered by the start-up

Answer: a Test Bank Item Title: TB_Q12.1.2 Difficulty: Moderate Topic: Business Models vs. Business Plans Skill: Understand the Concepts Learning Objective: LO 12.1: Identify the sections of a business model and explain their purposes.

3.

Design thinking is a process intended to solve the problem of

a.

assuming your target users have the same motivations and needs as you do.

b.

figuring out the strengths, weaknesses, opportunities, and threats of a start-up.

58 Copyright © 2024, 2018, 2015 by Pearson Education

c.

creating a strategy for generating revenue.

d.

describing improvements to an existing product or service.

Answer: a Test Bank Item Title: TB_Q12.2.1 Difficulty: Difficult Topic: Step 1: Use Design Thinking to Invent a New Product or Service Skill: Understand the Concepts Learning Objective: LO 12.2: Use design thinking stages to design a start-up business.

4.

A mission statement describes

a.

how the company’s products are similar to others.

b.

how the company functions.

c.

what the company does and why.

d.

where a company will be located.

Answer: c Test Bank Item Title: TB_Q12.3.1 Difficulty: Easy Topic: Step 2: Describe Your Start-up and Its Market Niche Skill: Remember the Facts Learning Objective: LO 12.3: Describe a company’s mission, USP, and target customers.

5.

Why are bios so important for persuading potential investors to back a start-up?

a.

They give investors more power over staffing.

b.

They explain to investors how organized the workflow will be.

c.

They prove to investors that a mission statement has been vetted.

d.

They show investors that appropriate leaders have been chosen for the venture.

Answer: d Test Bank Item Title: TB_Q12.4.1 Difficulty: Difficult Topic: Step 3: Describe How Your Start-up Will Operate Skill: Understand the Concepts Learning Objective: LO 12.4: Describe how a start-up company will operate.

6.

How long should an executive summary be?

a.

between 5 and 10 bullets

b.

1 page

c.

2 paragraphs

d.

up to 10 pages

Answer: b Test Bank Item Title: TB_Q12.5.1 Difficulty: Easy Topic: Step 4: Draft the Executive Summary Skill: Remember the Facts 59 Copyright © 2024, 2018, 2015 by Pearson Education

Learning Objective: LO 12.5: Offer an overview of a company’s business model in an executive summary.

7.

What does an effective executive summary do?

a.

summarizes the events that will publicize the start-up

b.

explains the brainstorming you did to come up with the start-up in the first place

c.

summarizes the linear process of your design thinking

d.

reviews the business model and sells investors on the story of your start-up

Answer: d Test Bank Item Title: TB_Q12.5.2 Difficulty: Moderate Topic: Step 4: Draft the Executive Summary Skill: Understand the Concepts Learning Objective: LO 12.5: Offer an overview of a company’s business model in an executive summary.

8.

Which of the following strategies can help create a functional design for a business model?

a.

using illustrations to visualize a prototype

b.

excluding graphs and charts to create a clean document

c.

using only major headings and avoiding subheadings

d.

including attention-grabbing, decorative designs

Answer: a Test Bank Item Title: TB_Q12.6.1 Difficulty: Moderate Topic: Step 5: Choose the Style, Design, and Medium Skill: Understand the Concepts Learning Objective: LO 12.6: Determine an appropriate style, design, and medium for a business model.

9.

Persuasive style is best used when a business proposal is

a.

discussing marketing.

b.

explaining the basics of the business.

c.

describing the product or protype.

d.

referring to graphs or charts.

Answer: a Test Bank Item Title: TB_Q12.6.2 Difficulty: Easy Topic: Step 5: Choose the Style, Design, and Medium Skill: Remember the Facts Learning Objective: LO 12.6: Determine an appropriate style, design, and medium for a business model.

10.

There are different types of market testing for prototypes. What is impression testing?

a.

describing to the customer a scenario in which someone would use the product and listening to

their opinion 60 Copyright © 2024, 2018, 2015 by Pearson Education

b.

explaining the reasoning behind a product to customers and then collecting general reactions

c.

getting a reaction to the product by showing it to a customer with minimal description

d.

collecting data from articles and studies about demographics in the target market

Answer: c Test Bank Item Title: TB_Q12.2.2 Difficulty: Difficult Topic: Step 1: Use Design Thinking to Invent a New Product or Service Skill: Understand the Concepts Learning Objective: LO 12.2: Use design thinking stages to design a start-up business.

TRUE/FALSE 11.

A primary difference between a business model and a business plan is the amount of depth and detail included about the new business.

Answer: true Test Bank Item Title: TB_Q12.1.3 Difficulty: Easy Topic: Business Models vs. Business Plans Skill: Remember the Facts Learning Objective: LO 12.1: Identify the sections of a business model and explain their purposes.

12.

A unique value proposition (UVP) is a type of mission statement.

Answer: false Test Bank Item Title: TB_Q12.3.2 Difficulty: Moderate Topic: Step 2: Describe Your Start-up and Its Market Niche Skill: Understand the Concepts Learning Objective: LO 12.3: Describe a company’s mission, UVP, and target customers.

13.

Business models should not describe the operations of a start-up until management is hired.

Answer: false Test Bank Item Title: TB_Q12.4.2 Difficulty: Moderate Topic: Step 3: Describe How Your Start-up Will Operate Skill: Understand the Concepts Learning Objective: LO 12.4: Describe how a start-up company will operate.

ESSAY 14.

Successful start-ups understand their target customers’ needs and desires. What does it mean to empathize with a target customer, and why is it important? What problem(s) with product design does empathy address? What are some strategies entrepreneurs can use to empathize with their target customers?

Answer: It is essential to understand a customers’ needs, motivations, and desires if a start-up is going to be successful. This is called empathizing with a customer, and it is the first step in the design-thinking process.

61 Copyright © 2024, 2018, 2015 by Pearson Education

Empathizing means putting yourself in the customers’ place to understand how they feel (emotions) and what they want.

Empathizing with a target customer is important because it helps check assumptions on the part of the entrepreneur. Many product designers and engineers mistakenly assume that the users of their products or services have the same needs and motivations as they do. Sometimes, customers don’t. In fact, target customers may see the world differently than you do. So, you need to understand what motivates them—not what motivates you.

There are multiple strategies entrepreneurs can use to gain a sense of their customers and build empathy with them. One is to ask questions to help you see the product and the customer from multiple perspectives. Some good questions to ask might be: What is the problem your target market is trying to solve?

Or, What are the emotional needs of the target customer that will most influence their decision to by this product? Answering these questions depends on putting yourself in the mindset of your customer, which helps build a thorough understanding of them.

Another strategy to use to empathize with the target customer is to actually ask that person some questions about the product you are designing. You could ask target customers the same questions mentioned previously. You could use surveys or focus groups to ask target customers about the problem they would want your product to solve. Getting a sense of their emotions regarding that problem could help with marketing strategies later.

All new products should address or provide a solution to a problem in the lives of its target customers.

Empathizing with a customer is the best way to understand that problem. Entrepreneurs will design more effective and desirable products by looking at the problems they’re meant to address from the points-of-view of target customers.

Test Bank Item Title: TB_Q12.2.3 Difficulty: Moderate Topic: Step 1: Use Design Thinking to Invent a New Product or Service Skill: Apply What You Know Learning Objective: LO 12.2: Use design thinking stages to design a start-up business.

15.

Operations and Management is an important part of any start-up, and describing it in a business model is essential. Explain which concepts you should discuss in the Operations and Management section of a business proposal. Explain why potential investors would want to know about each of these concepts.

Answer: Operations and Management refers to how a start-up will operate. Operations are part of the ―backend‖ of a business, meaning it is a behind-the-scenes feature of the start-up. Concepts like management structure, leadership roles, supply chain, and workflow are all important parts of a company’s operations, and they will influence the effectiveness and efficiency of a new company. Start-ups will not be successful if they do not plan for the logistics of carrying out business.

Thus, every business model should have an Operations and Management section. The purpose of this section is to describe how the people working for the start-up will be structured into an organization. This section of a business model should introduce investors to the bios of officers, describe the company’s supply chain, describe the company’s workflow, explain the company’s delivery system, and show investors how the start-up will continuously improve quality.

Investors will often say they ―invest in people, not ideas,‖ so it is important to include bios of the management team for a start-up. The people at the center of the company will be more crucial to its success than anything else. Entrepreneurs want to show potential investors that their start-up’s management team is qualified, responsible, and well-suited to the company’s mission. Investors also may want to know the kinds of people that would need to be hired as the start-up grows. But in the beginning, the business model should give short paragraphs about the people that hold the offices of President, Chief Operating Officer, Chief Financial Officer, and perhaps senior engineers or marketers.

The logistics of transforming raw materials into new products are complex. Thus, the Operations and 62 Copyright © 2024, 2018, 2015 by Pearson Education

Management section should discuss the supply chain plan. Entrepreneurs should explain what materials the company will purchase, what vendors they will use, and how and where the products will be manufactured.

Investors will be more likely to fund the start-up if they have a detailed and straightforward picture of the supply chain.

Operations and Management also deals with the workflow of a company. Entrepreneurs should briefly describe how the employees of their company will work together to build the new product. Walking investors through this workflow shows them that there is a plan for facilitating communication between departments and ensuring smooth production.

Investors do not want to fund start-ups that don’t have a plan for delivering their product to customers.

After all, a company’s delivery system is how it will make profits. The Operations and Management section should show investors how a start-up will get the product into the hands of the customer. It should describe this process step-by-step.

Finally, investors will need to see a plan for growth to make sure they will get a return on their initial investment. Entrepreneurs should explain how quality will be enhanced and maintained at each step of the company’s operation. For example, there could be plans to seek out higher-quality materials when profits increase. Understanding how the start-up will continuously improve its operations is important for long-term success.

Investors want to know about a start-up’s plan for operations and management because the start-up will survive only if the entrepreneur has a solid understanding of how to manage their employees. Investing is about risk, and a poorly organized company is very risky. Thinking through how the company will be structured and how it will function logistically will make investors feel more comfortable in supporting a new business.

Test Bank Item Title: TB_Q12.4.3 Difficulty: Moderate Topic: Describe How Your Start-up Will Operate Skill: Understand the Concepts Learning Objective: LO 12.4: Describe how a start-up company will operate.

CHAPTER 13 Thinking Like an Entrepreneur MULTIPLE CHOICE 1.

Which step comes first in strategic planning? a. Create a list of tasks. b. Set objectives. c. Set a timeline. d. The order of these tasks is flexible.

Answer: b Test Bank Item Title: TB_Q13.4.1 Difficulty: Easy Topic: Prototype: Being Creative According to a Plan Skill: Remember the Facts Learning Objective: LO 13.4: Create a strategic plan and identify your project’s objectives.

2.

What does TRO stand for? a. Top-Rank Objective b. Trend Requiring Order 63 Copyright © 2024, 2018, 2015 by Pearson Education

c. Toward Random Organization d. To Recent Objective Answer: a Test Bank Item Title: TB_Q13.4.1 Difficulty: Moderate Topic: Prototype: Being Creative According to a Plan Skill: Remember the Facts Learning Objective: LO 13.4: Create a strategic plan and identify your project’s objectives.

3.

Which of the following activities would make concept mapping most helpful? a. setting a timeline b. determining budget c. creating a list of tasks d. imagining design

Answer: c Test Bank Item Title: TB_Q13.4.2 Difficulty: Moderate Topic: Prototype: Being Creative According to a Plan Skill: Understand the Concepts Learning Objective: LO 13.4: Create a strategic plan and identify your project’s objectives.

4.

Which of the following is true of brainstorming? a. You should write down any words or phrases that come to mind. b. Brainstorming is the same as logical mapping. c. You should make a single long list when brainstorming. d. You should brainstorm only as a last resort.

Answer: a Test Bank Item Title: TB_Q13.3.1 Difficulty: Moderate Topic: Ideate: Being Innovative and Generating New Ideas Skill: Understand the Concepts Learning Objective: LO 13.3: Use your creative abilities to generate new ideas in the technical workplace.

5.

Which of the following is NOT true of freewriting? a. You should not worry about grammar or citations. b. You should type for 5–10 minutes before you stop to look over your work. c. You do not have to write in sentences or paragraphs.

d. When you have finished freewriting, you should discard the product of the freewrite.

Answer: d Test Bank Item Title: TB_Q13.3.2 Difficulty: Moderate Topic: Ideate: Being Innovative and Generating New Ideas Skill: Understand the Concepts 64 Copyright © 2024, 2018, 2015 by Pearson Education

Learning Objective: LO 13.3: Use your creative abilities to generate new ideas in the technical workplace.

6.

Which of the following statements is true of outlining or boxing? a.

Boxing is less formal than outlining.

b. Outlining should always be completed before the drafting process begins. c. Boxing requires you to place slips of paper with ideas into receptacles. d. Outlining should be used if you have multiple levels, since boxing will accommodate only one level of information.

Answer: a Test Bank Item Title: TB_Q13.3.3 Difficulty: Moderate Topic: Ideate: Being Innovative and Generating New Ideas Skill: Understand the Concepts Learning Objective: LO 13.3: Use your creative abilities to generate new ideas in the technical workplace.

7.

How should you go about assigning a date to each task? a. Only assign dates on which you have no other commitments. b. Work backward from your project’s deadline. c. Work forward from the time you were notified of the project.

d. Projects to be completed in two weeks or less don’t usually need dates.

Answer: b Test Bank Item Title: TB_Q13.4.3 Difficulty: Moderate Topic: Prototype: Being Creative According to a Plan Skill: Understand the Concepts Learning Objective: LO 13.4: Create a strategic plan and identify your project’s objectives.

8.

Which of the following are major steps in mapping out project tasks? a. correcting citations b. organizing and drafting c. communicating a budget

d. listening to naysayers Answer: b Test Bank Item Title: TB_Q13.4.4 Difficulty: Moderate Topic: Prototype: Being Creative According to a Plan Skill: Understand the Concepts Learning Objective: LO 13.4: Create a strategic plan and identify your project’s objectives.

9.

Which of the following statements about creativity is NOT true? a.

Creativity is hard work.

b. Listen to naysayers because you will need to anticipate negative reactions. c. Change is often where you will find new opportunities. d. You should be ready for failure.

65 Copyright © 2024, 2018, 2015 by Pearson Education

Answer: b Test Bank Item Title: TB_Q13.3.4 Difficulty: Moderate Topic: Ideate: Being Innovative and Generating New Ideas Skill: Understand the Concepts Learning Objective: LO 13.3: Use your creative abilities to generate new ideas in the technical workplace.

10.

Which of the following is a benefit of strategic planning? a.

It will save you time.

b. It will help you produce documents that are adaptable to electronic media. c.

It will identify opportunities for creativity.

d. It will help you write correct citations.

Answer: a Test Bank Item Title: TB_Q13.4.5 Difficulty: Moderate Topic: Prototype: Being Creative According to a Plan Skill: Understand the Concepts Learning Objective: LO 13.4: Create a strategic plan and identify your project’s objectives.

11.

Finding an opportunity for a new product or idea is central to entrepreneurship. Which of the following describes opportunities? a.

Opportunities can come from a difficult problem.

b. If an idea or product didn’t work in the past, you can assume it won’t work in the present or future. c.

Most great opportunities come from a big failure that teaches you something.

d. Opportunities are radically new or unique.

Answer: a Test Bank Item Title: TB_Q13.2.1 Difficulty: Difficult Topic: Empathize and Define: Looking for Opportunities Skill: Understand the Concepts Learning Objective: LO 13.2: Identify the moments and places in which you can be creative and innovative.

TRUE/FALSE 11.

If you are working alone, a timeline is not necessary.

Answer: False Test Bank Item Title: TB_Q13.4.6 Difficulty: Easy Topic: Prototype: Being Creative According to a Plan Skill: Remember the Facts Learning Objective: LO 13.4: Create a strategic plan and identify your project’s objectives.

66 Copyright © 2024, 2018, 2015 by Pearson Education

12.

Freewriting helps you break through writer’s block.

Answer: True Test Bank Item Title: TB_Q13.3.5 Difficulty: Easy Topic: Ideate: Being Innovative and Generating New Ideas Skill: Remember the Facts Learning Objective: LO 13.3: Use your creative abilities to generate new ideas in the technical workplace.

ESSAY 14.

Identifying opportunities for new products is key to the success of entrepreneurship. There are a lot of misconceptions about what opportunities for new products look like and where they come from.

Name a few misconceptions about opportunities. Why do you think people believe these ideas, and what is a more accurate description of real opportunities?

Answer: There are many cultural misconceptions about what an opportunity for a new product looks like and where it comes from. Many people think opportunities are born only of epic failures. There are some examples of innovative start-ups that fail dramatically, only to come back with another idea that is successful. Despite the alluring drama of this story, it’s more common for opportunities to grow out of a series of small failures. Entrepreneurs become successful by learning from their mistakes and building on small failures. Consider the example of Thomas Edison when he was developing the light bulb. He once said, ―I have not failed 10,000 times—I’ve successfully found 10,000 ways that it will not work.‖ Another misconception about opportunities for innovation is that when problems arise, that means the idea is a dead end. Some people run into a complex problem and end up freezing or giving up, thinking that their idea isn’t as good as they thought. Actually, opportunities become more successful when you work through a difficult problem, which helps you keep innovating and improving. A third misconception about opportunities is thinking that if an idea didn’t work in the past, it will not work in the present or future. Many successful entrepreneurs are not the original innovators, but rather the second or third movers on an opportunity. Markets and cultures can change, so the right timing is essential to an opportunity’s success.

Test Bank Item Title: TB_Q13.3.

Difficulty: Difficult Topic: Empathize and Define: Looking for Opportunities Skill: Understand the Concepts Learning Objective: LO 13.2: Identify the moments and places in which you can be creative and innovative.

15.

Creativity is hard work, but you can train your mind to be more creative. What are some principles to follow that can help inspire more creative thinking?

Answer: Creativity isn’t something you’re born with. You can train your brain to be more creative. There are several principles you can follow to think more creatively. One is to pay attention to change. A good idea comes from paying attention to the people, processes, and trends that are evolving even as you’re developing your idea. Being responsive to new problems that need addressing can lead to innovation.

A good question to ask yourself is, ―What has changed recently that makes this problem especially important right now?‖ This kind of creative thinking is especially relevant for innovations regarding technology and social trends, which often change rapidly. Another creative principle to follow is to be passionate about the thing you are developing. Excitement and a positive outlook nurtures creativity 67 Copyright © 2024, 2018, 2015 by Pearson Education

and can free your mind of doubts and help you stay focused on your idea. A final principle that can nurture creativity is to hear the people who are critical of the idea rather than shutting them out or letting them discourage you. When you’re developing a new idea, it’s common for people to say, ―That’s been tried before‖ or ―That won’t work.‖ When you listen to the reasoning behind these criticisms you might see your idea in a new way. At the same time, hearing this criticism doesn’t always mean you should follow someone else’s advice or change directions. Hearing doesn’t always mean listening. In the end, let your intuitions guide you.

Test Bank Item Title: TB_Q13.3.6 Difficulty: Moderate Topic: Ideate: Being Innovative and Generating New Ideas Skill: Understand the Concepts Learning Objective: LO 13.3: Use your creative abilities to generate new ideas in the technical workplace.

CHAPTER 14 How to Be Persuasive MULTIPLE CHOICE 1.

Framing ideas to reflect your reader’s point of view is associated with which of the following types of persuasion? a. common goals b. reasoning-based c. examples and evidence d. values-based Answer: d Test Bank Item Title: TB_Q14.2.1 Difficulty: Moderate Topic: Persuading with Values Skill: Remember the Facts Learning Objective: LO 14.2: Use values to appeal to common goals and ideals while using language that is familiar to your readers.

2.

The word because can signal which type of reasoning? a. reasoning with logic b. reasoning with emotion c. reasoning with values

d. reasoning with examples and evidence Answer: a Test Bank Item Title: TB_Q14.1.1 Difficulty: Easy Topic: Persuading with Reasoning Skill: Remember the Facts Learning Objective: LO 14.1: Use reasoning to support your views with logic, examples, and evidence.

68 Copyright © 2024, 2018, 2015 by Pearson Education

3.

Experiences and observations are an example of which type of reasoning? a. reasoning with logic b. reasoning with emotion c. reasoning with values

d. reasoning with examples and evidence Answer: d Test Bank Item Title: TB_Q14.1.2 Difficulty: Easy Topic: Persuading with Reasoning Skill: Remember the Facts Learning Objective: LO 14.1: Use reasoning to support your views with logic, examples, and evidence.

4.

The use of words, phrases, and themes that reflect your readers’ point of view and values is a form of values-based persuasion known as a. goals. b. ideals. c. frames. d. facts.

Answer: c Test Bank Item Title: TB_Q14.2.2 Difficulty: Moderate Topic: Persuading with Values Skill: Remember the Facts Learning Objective: LO 14.2: Use values to appeal to common goals and ideals while using language that is familiar to your readers.

5.

Which of the following strategies should someone use when trying to persuade their audience to say yes to an idea? a. Send most of your persuasive communication via email or text. b. Give the audience fewer options to choose from. c. Don’t take responsibility for problems to avoid harming your reputation. d. Disagree with the audience’s prior beliefs to give them a reason to adopt your idea.

Answer: b Test Bank Item Title: TB_Q14.2.3 Difficulty: Moderate Topic: Persuading with Values Skill: Understand the Concepts Learning Objective: LO 14.2: Use values to appeal to common goals and ideals while using language that is familiar to your readers.

69 Copyright © 2024, 2018, 2015 by Pearson Education

6.

Which of the following guidelines is NOT mentioned as a way to help describe an issue from the readers’ perspective? a. looking at a reader’s website to find shared values b. using mediators to establish common ground c. using a logical map of ideas

d. framing to reflect readers’ point of view Answer: b Test Bank Item Title: TB_Q14.2.4 Difficulty: Moderate Topic: Persuading with Values Skill: Understand the Concepts Learning Objective: LO 14.2: Use values to appeal to common goals and ideals while using language that is familiar to your readers.

7.

The statement ―Gradually, desertification causes a dryland, such as the Sonoran Desert, to lose its ability to support plants and animals,‖ is an example of which type of reasoning? a. if . . . then b. either . . . or c. cause and effect d. better and worse

Answer: c Test Bank Item Title: TB_Q14.1.3 Difficulty: Difficult Topic: Persuading with Reasoning Skill: Apply What You Know Learning Objective: LO 14.1: Use reasoning to support your views with logic, examples, and evidence.

8.

Which of the following problems may arise when high-context negotiators interact with negotiators from low-context cultures? a. Negotiators from high-context cultures often find low-context negotiators to be abrupt. b. Low-context negotiators may seem unemotional. c. High-context negotiators come across as more efficient and unambiguous. d. Low-context negotiators seem uneducated.

Answer: a Test Bank Item Title: TB_Q14.4.1 Difficulty: Difficult Topic: Persuasion in High-Context Cultures Skill: Understand the Concepts Learning Objective: LO 14.4: Understand how persuasion works in high-context cultures.

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9.

Which of the following types of statements may be risky because readers may choose the path you didn’t want them to take? a. cause and effect b. either . . . or c. better and worse d.

costs and benefits

Answer: b Test Bank Item Title: TB_Q14.1.4 Difficulty: Moderate Topic: Persuading with Reasoning Skill: Understand the Concepts Learning Objective LO 14.1: Use reasoning to support your views with logic, examples, and evidence.

10.

Which of the following statements is NOT true? a. All technical documents are persuasive in some way. b. Reasoning-based persuasion relies on logic, examples, and evidence to support claims. c. Cross-cultural communication using persuasion is particularly difficult in lowcontext cultures.

d. Technical workplaces tend to rely on reasoning-based persuasion AND values-based persuasion.

Answer: c Test Bank Item Title: TB_Q14.4.2 Difficulty: Difficult Topic: Persuasion in High-Context Cultures Skill: Understand the Concepts Learning Objective: LO 14.4: Understand how persuasion works in high-context cultures.

TRUE/FALSE 11.

Values-based persuasion is effective because people prefer to say yes to someone who holds the same beliefs as they do.

Answer: True Test Bank Item Title: TB_Q14.2.5 Difficulty: Easy Topic: Persuading with Values Skill: Remember the Facts Learning Objective: LO 14.2: Use values to appeal to common goals and ideals while using language that is familiar to your readers.

12.

High-context cultures tend to put great emphasis on hierarchy and social standing.

Answer: True Test Bank Item Title: TB_Q14.4.3 Difficulty: Difficult Topic: Persuasion in High-Context Cultures 71 Copyright © 2024, 2018, 2015 by Pearson Education

Skill: Remember the Facts Learning Objective: LO 14.4: Understand how persuasion works in high-context cultures.

13.

Reframing is finding a common value when your readers do not see an issue in a way that is compatible with your views.

Answer: True Test Bank Item Title: TB_Q14.2.6 Difficulty: Moderate Topic: Persuading with Values Skill: Remember the Facts Learning Objective: LO 14.2: Use values to appeal to common goals and ideals while using language that is familiar to your readers.

ESSAY 14.

Persuading with reasoning involves using a variety of appeals to logic. Imagine you are working on a group project for a class. One of your group members is struggling with the project and has not completed their portion even though it’s due in a week. There are five logical patterns listed in your book that persuade using reasoning: -

If . . . then Either . . . or Cause and effect Costs and benefits Better and worse

Choose three of these persuasive appeals to logic to convince your team member to do their part of the group project. Explain what each of the three appeals are, and then give examples of how you would use each one in this hypothetical context.

Answer: If . . . then statements show the audience the logical extension of a belief they already have.

This kind of persuasion explains that if an audience already believes in X, then they must also believe in Y. In the example of the group project, you could explain to the classmate that if they want to get a good grade on the assignment, then they must turn in that assignment on time. Thus, they must do their part of the project. Another way you might use if . . . then logic would be to explain that if the classmate doesn’t do their part of the project, then the other group members cannot do their work because each member’s work depends on and relates to that of the others.

Either . . . or statements offer your audience a choice between two paths. You explain to them that either they believe X, or they believe Y. To put this another way: either they do X, or they will have to do Y. In the group project example, you could reason with the classmate that either they will do their part of the project now, or they will have to do it later and for a lower grade when the group turns the project in late.

Cause and effect demonstrates to your audience how a specific cause will lead to a specific effect. It would follow the logic of ―X is caused by Y.‖ In the case of the group project example, you could explain that not turning in a part of the project would cause the whole group to get a lower grade.

Cost and benefit statements persuade an audience by showing them that the benefits of what you’re asking for outweigh what it will cost them. In the example of the group project, you could explain to the classmate that even though it takes time and isn’t exactly fun to do the project, the 72 Copyright © 2024, 2018, 2015 by Pearson Education

benefit of getting a good grade on the project will be worth that time in the long run.

Finally, better and worse reasoning persuades an audience to go with your proposal by showing them that the proposal is better than the alternatives. It follows the logic of ―X is better (or worse) than Y.‖ In the example of the group project, you could explain to the classmate that doing their work on time is better than the alternative of not doing it because that would lead to a lower grade. Another way to put this would be to explain that it’s better for the whole group if the classmate does their part as soon as possible. If they wait to do their part, other group members will have to rush their work to get the project in on time.

Test Bank Item Title: TB_Q14.1.5 Difficulty: Difficult Topic: Persuading with Reasoning Skill: Apply What You Know Learning Objective: LO 14.1: Use reasoning to support your views with logic, examples, and evidence.

15.

Identifying commonalities between you and your audience is an effective persuasive strategy.

Imagine you are working on a group project for a class. One of your group members is struggling with the project and has not completed their portion, even though the project is due in a week. In this situation, appealing to common goals, needs, and values is an effective value-based persuasive strategy. Explain what it means to appeal to common goals, needs, and shared values. Then give examples of how you would use each of these to persuade your classmate to do their part.

Answer: Appealing to common goals and ideals involves understanding your audience’s perspective and values. This is a value-based persuasive strategy. In professional settings almost all people have some common goals. Appealing to a common goal shows your audience how you can help them achieve their goals. In the example of the group project problem, a common goal shared among the group would be to get a good grade on the project. You could explain to the team member who isn’t doing their work that both of you want to get a good grade, and you can’t do that if they don’t do their part.

A second strategy is to appeal to the needs of the audience you are trying to persuade. While goals are things people want, needs are things people cannot do without. Regarding the team member who isn’t doing their work, you could ask them what they need to do the project. Do they need help doing a particular thing because they don’t have the knowledge, resources, or skills to do it alone? Do they need more time because of a conflict? Perhaps the group could take a portion of the work previously assigned to the person who is struggling. The third value-based persuasive strategy is appealing to shared values. This involves thinking about the beliefs you share with the audience you are trying to persuade. Considering that both you and the other team member are in a college class together, perhaps education is shared value. You could try to encourage your team member to do their part of the project by explaining that doing well in school is important to both of you. You might also share other values, like being fair and respectful to others. If that is the case, you could explain to your team member that if they do not do their work it’s not fair to the rest of the group. All of these strategies show your audience that you empathize with them, and people are more likely to be persuaded when they feel someone shares the same values and feelings as they do.

Test Bank Item Title: TB_Q14.2.7 Difficulty: Difficult Topic: Persuading with Values Skill: Apply What You Know Learning Objective: LO 14.2: Use values to appeal to common goals and ideals while using language that is familiar to your readers.

73 Copyright © 2024, 2018, 2015 by Pearson Education

CHAPTER 15 Researching in Technical Workplaces MULTIPLE CHOICE 1.

What is a primary source? a. Primary sources are evidence found in libraries and journals. b. Primary sources are evidence collected from experiments, surveys, and ethnographies. c. Primary sources involve using sources that are the most easily accessed, including the Internet.

d. Primary sources usually preclude the need for secondary research.

Answer: b Test Bank Item Title: TB_Q15.1.1 Difficulty: Moderate Topic: Beginning Your Research Skill: Understand the Concepts Learning Objective: LO 15.1: Use the scientific method to do evidence-based research.

2.

What is the first step in a good research process? a. develop a research methodology b. formulate a research question and hypothesis c. define your research subject

d. collect a variety of sources Answer: c Test Bank Item Title: TB_Q15.2.1 Difficulty: Easy Topic: Step 1: Define Your Research Subject Skill: Remember the Facts Learning Objective: LO 15.2: Define your research subject by identifying its boundaries and narrowing its scope.

3.

Which of the following problems is common when people start the research process? a. They begin with a very broad subject. b. They begin with a very narrow subject. c. They collect too many sources.

d. They don’t collect enough sources.

Answer: a Test Bank Item Title: TB_Q15.2.2 Difficulty: Moderate Topic: Step 1: Define Your Research Subject Skill: Understand the Concepts Learning Objective: LO 15.2: Define your research subject by identifying its boundaries and narrowing its scope.

74 Copyright © 2024, 2018, 2015 by Pearson Education

4.

Which is NOT a step in the research process? a. identifying a topic that has not been researched b. revising, accepting, or rejecting your hypothesis c. triangulating sources

d. taking careful notes Answer: a Test Bank Item Title: TB_Q15.1.2 Difficulty: Moderate Topic: Beginning Your Research Skill: Understand the Concepts Learning Objective: LO 15.1: Use the scientific method to do evidence-based research.

5.

Solid research draws from which of the following three kinds of information? a. websites, research databases, and books b. journals, newspapers, and research databases c. reference materials, case studies, and government publications d. electronic sources, print sources, and empirical sources

Answer: d Test Bank Item Title: TB_Q15.5.1 Difficulty: Difficult Topic: Step 4: Collect Evidence Through Sources Skill: Remember the Facts Learning Objective: LO 15.5: Collect evidence through sources.

6.

After mapping out your research methodology, you should begin a. drafting. b. describing it in outline form. c. gathering sources.

d. formulating your hypothesis.

Answer: b Test Bank Item Title: TB_Q15.4.1 Difficulty: Difficult Topic: Step 3: Develop a Research Methodology Skill: Remember the Facts Learning Objective: LO 15.4: Develop a research methodology and revise it as needed.

7.

What is triangulation? a. placing your main points at the vertices of the triangle and branching out from there b. revising your hypothesis c. a note-taking strategy that helps keep track of methodology d. collecting evidence from a variety of sources

Answer: d 75 Copyright © 2024, 2018, 2015 by Pearson Education

Test Bank Item Title: TB_Q15.6.1 Difficulty: Moderate Topic: Step 5: Triangulate Your Sources Skill: Understand the Concepts Learning Objective: LO 15.6: Triangulate evidence to ensure reliability.

8.

Which of the following statements about paraphrasing is true? a. You do not need to use quotation marks around paraphrased text. b. You should retain all technical terms from the original text. c. You do not need to give the original author credit when you paraphrase.

d. You should include as much information from the original source as possible.

Answer: a Test Bank Item Title: TB_Q15.7.1 Difficulty: Difficult Topic: Step 6: Take Careful Notes Skill: Understand the Concepts Learning Objective: LO 15.7: Use note-taking strategies and tools to support your research.

9.

Which of the following statements are NOT true? a. Effectively managing existing evidence is often as important as creating new evidence. b. To appraise your sources, determine how bias influenced the researchers who wrote them, as well as your own bias. c. Your research question cannot be modified, but your hypothesis can be changed as your research moves forward.

d. Careful note taking involves summarizing your sources and taking good quotations.

Answer: c Test Bank Item Title: TB_Q15.8.1 Difficulty: Difficult Topic: Step 7: Appraise Your Evidence Skill: Understand the Concepts Learning Objective: LO 15.8: Appraise evidence to ensure its reliability.

10.

Which of the following statements characterizes verification of evidence by triangulation? a. If you find similar facts from all three sides of a research triangle, you can be reasonably confident that the evidence is reliable. b. If you find evidence from print journals but not from empirical sources, the evidence is still reliable enough. c. If you find conflicting evidence from three sides of the research triangle, you can move to the drafting stage.

d. If all your sources are electronic sources, you are ready to begin drafting your research paper.

Answer: a Test Bank Item Title: TB_Q15.6.2 Difficulty: Difficult Topic: Step 5: Triangulate Your Sources 76 Copyright © 2024, 2018, 2015 by Pearson Education

Skill: Understand the Concepts Learning Objective: LO 15.6: Triangulate evidence to ensure reliability.

TRUE/FALSE 11.

You can modify your hypothesis or theory to account for your results.

Answer: True Test Bank Item Title: TB_Q15.9.1 Difficulty: Difficult Topic: Step 8: Revise, Accept, or Abandon Your Hypothesis Skill: Remember the Facts Learning Objective: LO 15.9: Revise and refine your hypothesis to reflect your results.

12.

It is important not to deviate from your methodology.

Answer: False Test Bank Item Title: TB_Q15.4.2 Difficulty: Moderate Topic: Step 3: Develop a Research Methodology Skill: Remember the Facts Learning Objective: LO 15.4: Develop a research methodology and revise it as needed.

13.

APA in-text citations can include the author’s name, the year of publication, and the page number where the information was found.

Answer: True Test Bank Item Title: TB_Q15.7.2 Difficulty: Difficult Topic: Step 6: Take Careful Notes Skill: Remember the Facts Learning Objective: LO 15.7: Use note-taking strategies and tools to support your research.

ESSAY 14.

All evidence is not created equal. To create a strong scientific research project, you should appraise the reliability of all the kinds of evidence you are using to support your research. What makes evidence reliable? What are some of the reliability checks you can do to ensure your evidence is good enough to use in a scientific research project?

Answer: To avoid misleading information and researcher bias, you should appraise the evidence you have collected to develop an overall sense of what the truth might be. What makes a source reliable?

Most reliable sources have limited personal, political, or financial stakes in the subject. A reliable source will come from a credible author or organization with a good reputation.

There are five questions discussed in the book that you can use to appraise the reliability of evidence. One is to ask how biased a source is. All information has some bias, but reliable sources should have minimal bias. In scientific research, you should look for sources by researchers who were open to many answers as they began their experiments. If it appears there was only one acceptable answer from the beginning, chances are the evidence in that research was manipulated to fit that answer. You should also consider what bias you have as a researcher. No one is purely objective, so it’s important to examine your own bias in a research project. Sometimes bias can make us overlook certain evidence that contradicts our expectations. Or our social beliefs and identities can influence our interpretation of evidence. To keep your own bias in check, consider your research subject from a 77 Copyright © 2024, 2018, 2015 by Pearson Education

different or even opposing perspective. A third issue to consider when evaluating the reliability of evidence is whether a source is up to date. In scientific fields, research findings can change rapidly, and it’s important to use sources that reflect the most up-to-date understanding of a subject. Fourth, it’s important to check that your evidence can be verified. If you can locate the same evidence in multiple independent sources, it is more likely to be reliable. Triangulating your sources means checking whether you are supporting your ideas with only one kind of evidence. Triangulating your sources can help ensure you are supporting your ideas with a variety of kinds of sources, like print, empirical, and electronic. Finally, considering plagiarism in your sources is important when doing credible research. You should ask yourself whether you have plagiarized any sources. Often people unintentionally plagiarize simply because they didn’t take careful notes while collecting evidence. It’s easy to forget where a piece of information or an idea came from if you didn’t keep track of your sources. Likewise, forgetting to acknowledge your sources or failing to ask permission to use them (in some cases) can be a form of plagiarism, which lowers the reliability of your research. You should watch out for plagiarism in your own work as well as in any sources you are using.

Test Bank Item Title: TB_Q15.8.2 Difficulty: Moderate Topic: Step 7: Appraise Your Evidence Skill: Understand the Concepts Learning Objective: LO 15.8: Appraise evidence to ensure its reliability.

15.

Every research project, whether or not it involves an experiment, uses a research methodology. What is a research methodology? What are the steps you should take to develop a strong research methodology?

Answer: A research methodology is a step-by-step procedure that researchers use to answer a research question. It helps teams think through how to do research on their subject and brainstorm ways to collect evidence. There are a few best practices or steps you can take to develop a strong research methodology. Concept mapping is a good first step. A concept map is a diagram that helps you visualize your approach to researching a subject. You place your research question in the center of a concept map. Then you branch off from the central research question with two to five steps you could take to begin answering that question. Concept mapping helps you figure out how and where you will collect evidence to answer your research question. A second step is describing your methodology.

After mapping your research methodology, it can be helpful to organize your plan in outline form.

Each of the steps you described in your concept map could become a major step in your outline. Then, you can list what you think your expected finding will be for each step. Finally, revision is an important part of creating a strong research methodology. Many students assume that once you’ve decided on a research methodology, you should stick to it at all costs. Actually, you should expect to deviate from your research methodology as you uncover more answers (and questions) while collecting evidence. Sometimes you will find evidence that takes you down an unexpected path. Or you may discover that your own experiments do not return the same results as the ones you found in other sources. Updating your methodology is necessary to the process of discovery. A change in research methodology does not mean your original plan did not work. It is simply a recognition that research is not formulaic and can be unpredictable.

Test Bank Item Title: TB_Q15.4.3 Difficulty: Moderate Topic: Step 3: Develop a Research Methodology Skill: Understand the Concepts Learning Objective: LO 15.4: Develop a research methodology and revise it as needed.

CHAPTER 16 78 Copyright © 2024, 2018, 2015 by Pearson Education

Organizing and Drafting MULTIPLE CHOICE 1.

What is a genre? a. It is a type of informational report. b. It is a predictable pattern for organizing information to achieve specific purposes. c. It is a set of steps required to organize a document.

d. It is a course of study that provides insight into document design in the technical workplace.

Answer: b Test Bank Item Title: TB_Q16.2.1 Difficulty: Easy Topic: Using Genres for Organizing and Outlining Skill: Remember the Facts Learning Objective: LO 16.2: Use genres to organize and outline documents.

2.

Which of the following is NOT one of the opening moves of an introduction? a. stressing the importance of the subject b. making an obvious transition c. stating your purpose

d. providing background information Answer: b Test Bank Item Title: TB_Q16.3.1 Difficulty: Easy Topic: Organizing and Drafting the Introduction Skill: Remember the Facts Learning Objective: LO 16.3: Organize and draft a document’s introduction.

3.

What is an opening? a. An opening is the first sentence of an introduction. b. An opening is an opportunity to insert new information where there is a gap. c. An opening is usually a sentence or small paragraph that identifies the subject and purpose of the section.

d. An opening is white space left between two portions of a document.

Answer: c Test Bank Item Title: TB_Q16.3.2 Difficulty: Easy Topic: Organizing and Drafting the Introduction Skill: Remember the Facts Learning Objective: LO 16.3: Organize and draft a document’s introduction.

4.

The following excerpt is an example of which pattern of arrangement?

Leaving a wound untreated can be dangerous. The wound may become contaminated with dirt and germs, thus requiring more healing time. In some cases, the wound may 79 Copyright © 2024, 2018, 2015 by Pearson Education

grow infected or even gangrenous, requiring much more treatment at a hospital.

Infections can be life threatening. a. cause and effect b. better and worse c. problem/needs/solution d. If . . . then Answer: a Test Bank Item Title: TB_Q16.4.1 Difficulty: Difficult Topic: Organizing and Drafting the Body Skill: Apply What You Know Learning Objective: LO 16.4: Use sections and arrangement patterns to organize and draft the body of a document.

5.

The following is an example of which pattern of arrangement?

Camouflage is used often by marine species, by both predators and the hunted. Crypsis (resemblance to a marine animal’s environment) is one such technique. For example, decorator crabs attach stones and even other shells to their carapaces that matches the environment in which they move. a. cause and effect b. example c. if . . . then d. comparison and contrast Answer: b Test Bank Item Title: TB_Q16.4.2 Difficulty: Difficult Topic: Organizing and Drafting the Body Skill: Apply What You Know Learning Objective: LO 16.4: Use sections and arrangement patterns to organize and draft the body of a document.

6.

Which of the following techniques is commonly employed in high-context cultures? a. placing a significant amount of contextual information up-front b. providing little contextual information c. writing in a way that gets to the point as quickly as possible d. addressing problems and criticism up-front Answer: a Test Bank Item Title: TB_Q16.6.1 Difficulty: Moderate Topic: Organizing Transcultural Documents Skill: Understand the Concepts Learning Objective: LO 16.6: Organize documents for transcultural readers.

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7.

The indirect approach primarily affects which sections of documents? a. introduction and body b. body and conclusion c. introduction and conclusion d. all parts of a document Answer: c Test Bank Item Title: TB_Q16.6.2 Difficulty: Moderate Topic: Organizing Transcultural Documents Skill: Remember the Facts Learning Objective: LO 16.6: Organize documents for transcultural readers.

8.

Which of the following is NOT a closing move? a. restate your main point b. reemphasize the importance of the subject c. say thank you and offer contact information d. avoid extrapolating into the future Answer: d Test Bank Item Title: TB_Q16.5.1 Difficulty: Easy Topic: Organizing and Drafting the Conclusion Skill: Remember the Facts Learning Objective: LO 16.5: Draft a strong and persuasive conclusion.

9.

In what part of the document should you make an obvious transition? a. conclusion b. body c. introduction d. outline Answer: a Test Bank Item Title: TB_Q16.5.2 Difficulty: Easy Topic: Organizing and Drafting the Conclusion Skill: Remember the Facts Learning Objective: LO 16.5: Draft a strong and persuasive conclusion.

10.

Which of the following is characteristic of an indirect approach? a. It primarily affects the body and conclusion.

81 Copyright © 2024, 2018, 2015 by Pearson Education

b. An indirect approach conclusion re-states the main point of the document but not in an overt way. c. An indirect approach avoids calling attention to existing relationships. d. A Japanese introduction avoids trivial topics such as the weather.

Answer: b Test Bank Item Title: TB_Q16.6.3 Difficulty: Moderate Topic: Organizing Transcultural Documents Skill: Understand the Concepts Learning Objective: LO 16.6: Organize documents for transcultural readers.

TRUE/FALSE 11.

When either . . . or statements are used inappropriately, this type of argument can invite readers to make a choice you didn’t expect.

Answer: True Test Bank Item Title: TB_Q16.4.3 Difficulty: Moderate Topic: Organizing and Drafting the Body Skill: Understand the Concepts Learning Objective: LO 16.4: Use sections and arrangement patterns to organize and draft the body of a document.

12.

In Arab nations and many Islamic cultures, it is considered disrespectful to mention their deity.

Answer: False Test Bank Item Title: TB_Q16.6.4 Difficulty: Difficult Topic: Organizing Transcultural Documents Skill: Remember the Facts Learning Objective: LO 16.6: Organize documents for transcultural readers.

13.

Letters in Mexico and some South American countries might start with polite inquiries about family members, especially spouses.

Answer: True Test Bank Item Title: TB_Q16.6.5 Difficulty: Difficult Topic: Organizing Transcultural Documents Skill: Remember the Facts Learning Objective: LO 16.6: Organize documents for transcultural readers.

ESSAY 14. Conclusions to a document present a final opportunity to persuade your audience to accept your recommendation, proposal, or argument. There are five moves that create an effective and persuasive conclusion. Imagine that you have written a proposal to your college’s board of 82 Copyright © 2024, 2018, 2015 by Pearson Education

directors in which you argued that more computer labs should be built across campus. First, explain what the five moves are for organizing an effective conclusion. Then, write a conclusion to this hypothetical proposal that follows those five persuasive moves. To do this, you will need to imagine what your argument would be for creating more computer labs and why you think it is important.

Answer:

`

There are five moves you should make in an effective and persuasive conclusion. The first move is to make an obvious transition from the body paragraphs to the conclusion. This helps get the attention of the reader before you restate your main point. The second move is to restate your main point. You should restate your main point to drive it home and hopefully convince the reader to make the decision you are recommending. The third move is to reemphasize the importance of the subject.

You can remind the readers of why your argument is important to them. The fourth move is to look to the future. After you’ve made your recommendation and presented your reasoning in the body, the conclusion should leave the reader with a positive image of what will happen should they accept your suggestion. Finally, the fifth move is to thank the reader for considering your proposal and provide your contact information for them to follow up.

There are a variety of model conclusions you could write for a proposal to create more computer labs on campus. One example might sound like this: In conclusion, the board of directors should build more computer labs across campus. Based on the research I’ve presented in this proposal, building more computer labs is necessary because most courses today involve some online element, and all students need to be able to access these elements even if they do not have a personal computer. Some courses require doing homework online or submitting final projects online. This is an important issue to the college because it needs to ensure all students have equal opportunities to succeed. If you were to build more computer labs on campus, students’ grades would most likely improve over time, and the college’s image would likely improve because it will be seen as an equitable institution that is addressing the technological world we live in today. Thank you for considering my proposal, and if you’d like to speak more about this please contact me at [email].

Test Bank Item Title: TB_Q16.5.3 Difficulty: Difficult Topic: Organizing and Drafting the Conclusion Skill: Apply What You Know Learning Objective: LO 16.5: Draft a strong and persuasive conclusion.

15. Introductions are extremely important to persuasive documents. There are six moves that create an effective and persuasive introduction. Imagine that you are in an extracurricular club , like a soccer club, game club, or volunteer service club. Because the club is so popular, it has been at capacity for multiple semesters and there is a waitlist to join. You are writing a proposal to your club’s president arguing that your club should create a second leadership role and double the number of people allowed to join. First, explain what the six moves are for organizing an effective introduction. Then, write an introduction to this hypothetical proposal that follows those six persuasive moves. To do this, you will need to imagine what your argument would be for doubling the number of participants in the club and creating a second leadership role. You will also need to consider why you think this argument is important.

Answer: There are six moves you should make in an effective and persuasive introduction. The first move is to define your subject. This helps tell your reader directly what you will be talking about in the proposal. The second move is to state your purpose. Your purpose is different from your main point. Your purpose statement should plainly tell your reader what the document will do. The third move is to provide background information. You should focus on including contextual information that your reader already knows or won’t find controversial. The fourth move is to stress the 83 Copyright © 2024, 2018, 2015 by Pearson Education

importance of the subject. You should give your reader a reason to care about the issue you will be addressing in your proposal. The last move you should make is to state your main point. This should be a direct, clear statement to your reader explaining what you want them to take away from your document.

There are a variety of model introductions you could write for a proposal regarding creating a new leadership position and more openings for people who want to become members of, say, your intramural sports club. One example might sound like this: Our club has been at capacity for the past few semesters, but growing the club would be difficult with only our current number of lead organizers. The purpose of this proposal is to explain why we should expand the club and create a second leadership role. As you know, the club has been at its current membership for the last three semesters, and there is typically a waitlist to join. Some clubs on campus have as many as one hundred members, but ours has been at a smaller membership for a while. It’s important to consider growing the club because a larger club would provide more opportunities for socializing and meeting people, and it would give a greater percentage of the student body the opportunity to learn and practice our sport. We need to increase the number of people allowed to join the club, and to accommodate the growing membership, we should create a second lead organizer to help with management and scheduling.

Test Bank Item Title: TB_Q16.3.3 Difficulty: Difficult Topic: Organizing and Drafting the Introduction Skill: Apply What You Know Learning Objective: LO 16.3: Organize and draft a document’s introduction.

CHAPTER 17 Using Plain and Persuasive Style MULTIPLE CHOICE 1.

Style that is intended to move the listener to do what is right, even if people are reluctant to do it, is known as style. a.

persuasive

b. grand c.

plain

d. rhetorical Answer: a Test Bank Item Title: TB_Q17.1.1 Difficulty: Easy Topic: What Is Style?

Skill: Remember the Facts Learning Objective: LO 17.1: Recognize the differences between plain and persuasive style in technical communication.

2.

Which of the following guidelines for plain sentences is NOT correct? a. The subject of the sentence should be what the sentence is about. b. The direct object should be the ―doer‖ in the sentence. c.

The verb should state the action, or what the doer is doing.

84 Copyright © 2024, 2018, 2015 by Pearson Education

d. The subject of the sentence should come early in the sentence.

Answer: b Test Bank Item Title: TB_Q17.2.1 Difficulty: Moderate Topic: Writing Plain Sentences Skill: Understand the Concepts Learning Objective: LO 17.2: Use eight techniques for writing clearly and plainly.

3.

What is a nominalization? a.

removal of the wordiness in a sentence

b. using a subject and its predicate incorrectly c.

placing the least important parts of a sentence at the end

d. turning verbs and adjectives into awkward nouns Answer: d Test Bank Item Title: TB_Q17.2.2 Difficulty: Moderate Topic: Writing Plain Sentences Skill: Remember the Facts Learning Objective: LO 17.2: Use eight techniques for writing clearly and plainly.

4.

What is the problem with writing ―The active participants at the employee outing took part in team-building exercises‖? a.

It is a nominalization.

b. It contains jargon. c.

It is redundant.

d. It is passive voice.

Answer: c Test Bank Item Title: TB_Q17.2.3 Difficulty: Moderate Topic: Writing Plain Sentences Skill: Understand the Concepts Learning Objective: LO 17.2: Use eight techniques for writing clearly and plainly.

5.

Consider the following sentence: ―Keeping these facts about West Nile virus in mind, let us consider the actions we should take.‖ What type of sentence is this? a. topic sentence b. transition sentence c. support sentence

d. point sentence Answer: b Test Bank Item Title: TB_Q17.3.1 Difficulty: Moderate Topic: Writing Plain Paragraphs Skill: Apply What You Know Learning Objective: LO 17.3: Write plain paragraphs that support claims and flow smoothly.

85 Copyright © 2024, 2018, 2015 by Pearson Education

Consider the following sentence: ―These three recommendations represent only the first steps we need to take. Combating West Nile virus in the long term will require a more comprehensive plan.‖ What type of sentence is this?

6.

a. topic sentence b. transition sentence c. support sentence d. point sentence Answer: d Test Bank Item Title: TB_Q17.3.2 Difficulty: Moderate Topic: Writing Plain Paragraphs Skill: Apply What You Know Learning Objective: LO 17.3: Write plain paragraphs that support claims and flow smoothly.

Consider the following sentence: ―She splashed in the water like a fish.‖ What kind of rhetorical device is this?

7.

a. a metaphor b. a simile c. an analogy d. sensory language Answer: b Test Bank Item Title: TB_Q17.5.1 Difficulty: Moderate Topic: Persuasive Style Skill: Apply What You Know Learning Objective: LO 17.5: Use elements of persuasive style, including tone, similes, analogies, metaphors, and pace.

8.

Good style in scientific and technical communication involves which of the following? a. embellishing descriptions b. adding visual sense to the text c. adding ornamentation to sentences d. stressing eloquence in conclusions

Answer: b Test Bank Item Title: TB_Q17.1.2 Difficulty: Moderate Topic: What Is Style?

Skill: Understand the Concepts Learning Objective: LO 17.1: Recognize the differences between plain and persuasive style in technical communication.

9.

Which of the following sentences is active voice? a. The collection plate was passed around by the congregation. b. The draft of the document was completed before the deadline.

86 Copyright © 2024, 2018, 2015 by Pearson Education

c. She wrote a memo detailing her concerns. d. The nurse was chastised for her error.

Answer: c Test Bank Item Title: TB_Q17.4.1 Difficulty: Moderate Topic: When Is It Appropriate to Use Passive Voice?

Skill: Apply What You Know Learning Objective: LO 17.4: Figure out when passive voice is appropriate.

10.

Which is NOT a technique for writing persuasively? a. back translating b. elevating the tone c. using analogies

d. changing the pace Answer: a Test Bank Item Title: TB_Q17.5.2 Difficulty: Moderate Topic: Persuasive Style Skill: Remember the Facts Learning Objective: LO 17.5: Use elements of persuasive style, including tone, similes, analogies, metaphors, and pace.

TRUE/FALSE 11.

Point sentences restate the paragraph’s main point toward the end of the paragraph.

Answer: True Test Bank Item Title: TB_Q17.3.3 Difficulty: Easy Topic: Writing Plain Paragraphs Skill: Remember the Facts Learning Objective: LO 17.3: Write plain paragraphs that support claims and flow smoothly.

12.

Passive voice is acceptable in technical documents if readers do not need to know who or what is doing something in the sentence.

Answer: True Test Bank Item Title: TB_Q17.4.2 Difficulty: Moderate Topic: When Is It Appropriate to Use Passive Voice?

Skill: Understand the Concepts Learning Objective: LO 17.4: Figure out when passive voice is appropriate.

13.

You should eliminate all the prepositional phrases in a sentence.

Answer: False Test Bank Item Title: TB_Q17.3.4 Difficulty: Easy Topic: Writing Plain Sentences Skill: Understand the Concepts Learning Objective: LO 17.3: Write plain paragraphs that support claims and flow smoothly.

87 Copyright © 2024, 2018, 2015 by Pearson Education

ESSAY 14.

It is a common misconception that passive voice is not desirable in technical communication.

Sometimes, though, passive voice is appropriate. Define passive voice and give an example of a sentence in passive voice (do not copy the examples in your book). Then, discuss when passive voice is appropriate.

Why do you think passive voice is useful in these contexts?

Answer: Many writers are instructed to always use active voice, which is a sentence structure that emphasizes the subject and ―doer‖ of a sentence. Passive voice occurs when the subject of the sentence is being acted upon, so the verb is in passive voice. The following is an example of passive voice: ―The research report was published by the National Institute of Health.‖ Overall, active voice is more common in writing, but passive voice is frequently used in technical communication. In some scientific fields, passive voice is the standard. Passive voice does have a place in technical communication. It is commonly used when readers do not need to know who or what is doing something in the sentence. It’s also used when the subject of the sentence is what the sentence is about. The action that occurred is the point of a sentence written in passive voice. When used properly, passive voice can be a helpful tool in your efforts to write plain sentences and paragraphs in which readers need to follow the steps of what occurred and understand the consequences of those steps. When trying to decide whether passive voice is appropriate, consider the document’s reader.

Does the reader need to know who did something? Is the reader only interested in what was done or what occurred? If the answers to these questions are no, then passive voice is appropriate. Passive voice is most useful in scientific writing. I think that this is because deemphasizing the subject (the ―who‖) of a sentence helps keep an objective tone. For scientific research, objectivity is important. A reader of a scientific report is typically interested in the actions that took place during an experiment and the results of those actions. It’s usually not necessary for that reader to know who did those actions. For example, is it important to know that a lab technician cleaned the test tubes or that the test tubes were cleaned? The second phrase is an example of passive voice. Writers should not assume that passive voice should always be avoided. There are appropriate contexts for it.

Test Bank Item Title: TB_Q17.4.3 Difficulty: Difficult Topic: When Is It Appropriate to Use Passive Voice?

Skill: Understand the Concepts Learning Objective: LO 17.4: Figure out when passive voice is appropriate.

15.

Although plain style is most common in technical communication, persuasive style can also be useful. What are the four elements of persuasive style? Discuss when persuasive style is appropriate in technical communication. Why do you think persuasive style is useful in these contexts?

Answer: Persuasive style adds energy, emotion, and color to your writing. It’s useful when trying to persuade readers to accept your ideas and take action. It is less passive and objective than plain style, which is most often used when you need to present information clearly. There are four techniques for writing in persuasive style. The first is elevating the tone. Tone is the resonance or pitch that readers will ―hear‖ as they read your document. By paying attention to tone, you can influence the readers’ inner voice in ways that persuade them to interpret your writing through a particular emotion or attitude. One way to elevate tone is to decide what feeling or attitude you want your readers to adopt. Then use strategic words and phrases that evoke that attitude or feeling. A second technique is using similes and analogies. Similes and analogies are rhetorical devices that help writers define difficult concepts by comparing them to familiar things. Similes and analogies usually use the words ―like‖ or ―as‖ to point out the similarities between two ideas. These devices help readers visualize a complex concept. A third technique is using metaphors. Like similes and analogies, metaphors show relationships between complex concepts or ideas. But unlike 88 Copyright © 2024, 2018, 2015 by Pearson Education

similes and analogies, they tend to not use ―like‖ or ―as.‖ Rather, they present their comparisons in a more subtle way. Metaphors simply describe one idea as if it is another. For example, the idea of a ―war on cancer‖ directly compares researching cancer to fighting a war. Metaphors are used to create or reinforce a particular perspective that you want readers to adopt toward your subject. The fourth technique is changing the pace of your writing. Longer sentences tend to slow down the reader’s pace. Shorter sentences speed it up. By strategically using shorter sentences, you increase the intensity of a point and draw attention to it. Persuasive style works best when writing proposals, letters, articles, and public presentations because it uses subtle techniques to emphasize certain ideas in someone’s reading experience. Persuasive techniques help control a reader’s interpretation of your subject, which helps to persuade them to adopt your recommendations.

Test Bank Item Title: TB_Q17.5.3 Difficulty: Difficult Topic: Persuasive Style Skill: Understand the Concepts Learning Objective: LO 17.5:Use elements of persuasive style, including tone, similes, analogies, metaphors, and pace.

CHAPTER 18 Designing Documents and Interfaces MULTIPLE CHOICE 1.

Which of these is NOT a good design principle to follow in technical documents? a. alignment b. color c. consistency d. contrast

Answer: b Test Bank Item Title: TB_Q18.1.1 Difficulty: Easy Topic: Five Principles of Design Skill: Remember the Facts Learning Objective: LO 18.1: Recognize the five principles of design: balance, alignment, grouping, consistency, and contrast.

2.

What is the definition of the balance design principle called ―weight?‖ a. Certain features naturally attract the reader’s eyes because they have more ―weight‖ than others. b. Certain paper materials can be thicker and have more ―weight.‖ c. Page layouts have more ―weight" when there are long blocks of text. d. Certain typefaces have more ―weight‖ than others because they have serifs.

Answer: a Test Bank Item Title: TB_Q18.2.1 Difficulty: Difficult Topic: Design Principle 1: Balance 89 Copyright © 2024, 2018, 2015 by Pearson Education

Skill: Understand the Concepts Learning Objective: LO 18.2: Use balancing techniques that enhance readability in a document.

3.

What does alignment do? a. It takes advantage of the reader’s natural tendency to search out visual relationships. b. It catches the reader’s attention through typeface considerations. c. It prioritizes lists over long blocks of text. d. It creates energy by contrasting the fonts in parallel columns.

Answer: a Test Bank Item Title: TB_Q18.3.1 Difficulty: Difficult Topic: Design Principle 2: Alignment Skill: Remember the Facts Learning Objective: LO 18.3: Use alignment strategies to add visual structure to text.

4.

When documents use ____________, they mostly follow Western design principles but make adjustments to accommodate many other cultures. a. ignorant design b. sociological design c. culturally deep design d. culturally shallow design

Answer: d Test Bank Item Title: TB_Q18.7.3 Difficulty: Moderate Topic: Transcultural Design Skill: Remember the Facts Learning Objective: LO 18.7: Anticipate the design expectations of readers from various cultures.

5.

Which of the following is true of third-level headings? a. They should be sized significantly larger than the body text. b. They might be italicized and a little larger than the body text. c. They are often in bold and slightly larger than the title. d. They might use all capital letters to distinguish them from the font used in the body text.

Answer: b Test Bank Item Title: TB_Q18.4.1 Difficulty: Moderate Topic: Design Principle 3: Grouping Skill: Remember the Facts 90 Copyright © 2024, 2018, 2015 by Pearson Education

Learning Objective: LO 18.4: Group items on a page to highlight related information.

6.

What is a rule? a. It is a straight line used to highlight a banner or carve a document into sections. b. It is the margin present to the right of the text. c. It is a guideline that should be followed for the design of all documents. d. It is a reference to an entry in an appendix.

Answer: a Test Bank Item Title: TB_Q18.4.2 Difficulty: Moderate Topic: Design Principle 3: Grouping Skill: Remember the Facts Learning Objective: LO 18.4: Group items on a page to highlight related information.

7.

Which of the following is NOT an example of ―using white space‖ to frame? a. the area between an image and the body text b. different levels of headers c. the space around a list d. margins

Answer: b Test Bank Item Title: TB_Q18.4.3 Difficulty: Easy Topic: Design Principle 3: Grouping Skill: Understand the Concepts Learning Objective: LO 18.4: Group items on a page to highlight related information.

8.

What is the difference between a serif font and a sans serif font? a. A serif font is larger in size than a sans serif font. b. A serif font is copyright protected, while a sans serif font is open source. c. Serif fonts are script, while sans serif fonts are block.

d. Serif fonts have small tips at the ends of the main strokes in each letter, while sans serifs do not.

Answer: d Test Bank Item Title: TB_Q18.5.1 Difficulty: Moderate Topic: Design Principle: 4: Consistency Skill: Remember the Facts Learning Objective: LO 18.5: Use consistency to create uniformity in the design of a document or interface.

9.

Which of the following color combinations represents appropriate contrast? a. light blue text on a light purple background 91 Copyright © 2024, 2018, 2015 by Pearson Education

b. black text on a medium gray background c. black text on a white background d. green text on a blue background Answer: c Test Bank Item Title: TB_Q18.6.1 Difficulty: Easy Topic: Design Principle 5: Contrast Skill: Understand the Concepts Learning Objective: LO 18.6: Use contrast to add energy and definition to a page design or screen interface.

10.

Most documents will use culturally shallow design because a.

Western countries mostly do business with other Western countries.

b. the majority of companies are not targeting a specific country or culture with their product. c. the world increasingly expects to use Western design in general. d. most companies are in foreign countries.

Answer: b Test Bank Item Title: TB_Q18.7.1 Difficulty: Moderate Topic: Transcultural Design Skill: Understand the Concepts Learning Objective: LO 18.7: Anticipate the design expectations of readers from various cultures.

TRUE/FALSE 11.

When using a page grid, the text can go over two columns, leaving a large margin on one side.

Answer: True Test Bank Item Title: TB_Q18.2.2 Difficulty: Moderate Topic: Design Principle 1: Balance Skill: Understand the Concepts Learning Objective: LO 18.2: Use balancing techniques that enhance readability in a document.

12.

Cross-cultural texts should use images of people that are highly expressive in order to convey emotion.

Answer: False Test Bank Item Title: TB_Q18.7.2 Difficulty: Moderate Topic: Transcultural Design Skill: Remember the Facts Learning Objective: LO 18.7: Anticipate the design expectations of readers from various cultures.

13.

Sequentially numbered lists show chronology or ranking of items.

Answer: True 92 Copyright © 2024, 2018, 2015 by Pearson Education

Test Bank Item Title: TB_Q18.5.2 Difficulty: Moderate Topic: Design Principle 4: Consistency Skill: Remember the Facts Learning Objective: LO 18.5: Use consistency to create uniformity in the design of a document or interface

ESSAY 14.

Discuss three principles of design you should keep in mind when creating a transcultural document.

Answer: As the global economy grows, transcultural design is becoming the norm in technical communication. Most technical documents today use a culturally shallow design, which is a design that follows Western design conventions but adjusts to reflect some of the design preferences for the various cultures that will use the document. It’s important to remember that changes to a document regarding the cultural backgrounds of an audience are not one-off, isolated changes. Rather, the context of communication affects the design of document in multiple ways. There are four design principles to keep in mind regarding transcultural design. One is the use of color. Choices in colors in a document can influence how transcultural readers interpret the message because colors can have different meanings across cultures. For example, red can signify death in Egypt but happiness in China. In your document you should use colors that reflect the expectations of your likely readers and avoid colors with which they might have negative associations. The second design principle is your use of people. Transcultural texts should use images of people carefully. Avoid images of people with big smiles, highly emotional expressions, suggestive behavior, and flashy clothing. This will help avoid the possibility of offending someone outside a Western culture. The third transcultural design principle to consider is your use of symbols. Common symbols can have very different meetings in different cultures. For example, in many cultures, the ―OK‖ hand signal is offensive. To avoid offending readers from a country or culture outside of your own, it is best to use simple shapes in your design rather than complex symbols. Lastly, the fourth transcultural design principle to consider is the direction of reading. Different languages use different reading patterns, so its best consider from what direction of reading your audience is most familiar. For example, Arabic is read and written from right to left, rather than left to right. Transcultural design can be challenging, but by doing your research and consulting people from the target culture, you can design an accessible document for many kinds of readers.

Test Bank Item Title: TB_Q18.7.4 Difficulty: Moderate Topic: Transcultural Design Skill: Understand the Concepts Learning Objective: LO 18.7: Anticipate the design expectations of readers from various cultures.

15.

Designing documents, whether they will be printed or displayed on a screen, has become increasingly important in technical workplaces. Readers expect well-designed documents. How does thinking about your readers shape good design? Please support your thesis by discussing at least three of the five principles of design presented in your book.

Answer: Effective writing is dependent on knowing and catering to the expectations of your readers.

This is true of effective design as well. Readers don’t just prefer well-designed documents—they expect the design of technical documents to highlight important ideas and concepts while helping 93 Copyright © 2024, 2018, 2015 by Pearson Education

them find the information they need. By understanding the audience of a document and the principles of design, you can ensure that your message will be accessible to and understood by your readers.

The job of good design is to relieve the burden of interpretation from your readers in order to make it easy for them to accept your ideas. Good design gives your readers ―access points‖ to easily locate the information. There are five design principles that help guide a reader’s attention and influence their interpretation of a document: balance, alignment, grouping, consistency, and contrast.

Balance is perhaps the most prominent feature of design in technical documents. To balance a text, you should organize the main elements of a page or screen in a balanced format. Balanced page layouts will space out visuals and blocks of texts on both sides of the page or screen, rather than overwhelming one side of the document. Balance is important to the reading experience because it creates a feeling of stability and order.

The second design principle is alignment. Alignment refers to the vertical and horizontal nature of a document or screen. Readers tend to search out visual relationships on a page. Designers can use this information strategically by aligning information and visuals in a way that guides readers to make connections between content. If you align items vertically on a page (by using headings, for example), you create a hierarchy of information that encourages readers to identify different levels of information in a document. If you align items horizontally on a page (by placing an image to the right of a paragraph, for example), you encourage readers to draw connections across elements of a document.

The third design principle is grouping. The principle of grouping means that items on a page that are near each other will be seen as one unit by your reader. Humans naturally see items that are placed near each other as a whole unit. Well-designed documents meet this expectation and avoid confusing readers with misplaced information and visuals.

The fourth design principle is consistency. Readers expect a document to be consistent in its use of headings, typefaces, page layouts, and list or numbering schemes. Designers need to avoid cluttering a document by limiting the number of choices they make for each of these elements.

Inconsistency makes a document harder to interpret. Readers will expect a consistently designed document, which creates a sense of order and cohesiveness. A consistent page design will help readers access information quickly because the design will be predictable.

The last design principle is contrast. Contrast makes items look distinct and different, adding energy and sharpening boundaries among the features on the page or screen. A good guideline to follow is ―make different things on the page look very different.‖ You can use contrast to capture your reader’s attention. But you can also clutter your design by using too many colors or shading options.

When used properly, different colors, fonts, and shading can help the reader easily find the important text in a document.

Minds recognize patterns, and good design creates easily followed patterns of information.

Through balance, alignment, grouping, consistency, and contrast, designers can cater to readers’ expectations and make the reading experience predictable, logical, and smooth.

Test Bank Item Title: TB_Q18.7.5 Difficulty: Difficult Topic: Transcultural Design Skill: Apply What You Know Learning Objective: LO 18.7: Anticipate the design expectations of readers from various cultures.

CHAPTER 19 Creating and Using Graphics MULTIPLE CHOICE 1.

Which of the following describes the ideal relationship between a graphic and text?

94 Copyright © 2024, 2018, 2015 by Pearson Education

a. The text tells the story the graphic is illustrating. b. The graphic replaces a portion of the text because the words are redundant. c. The graphic refers to information that isn’t discussed in the text. d. The text’s explanation of the graphic is ―See the chart for explanation.‖ Answer: a Test Bank Item Title: TB_Q19.1.1 Difficulty: Difficult Topic: Guidelines for Using Graphics Skill: Understand the Concepts Learning Objective: LO 19.1: Follow four guidelines for using graphics effectively.

2.

If your purpose is to show a trend, which graphic is most appropriate? a. pie chart b. line graph c. table

d. Gantt chart Answer: b Test Bank Item Title: TB_Q19.2.1 Difficulty: Easy Topic: Displaying Data with Graphs, Tables, and Charts Skill: Remember the Facts Learning Objective: LO 19.2: Display data with graphs, tables, and charts.

3.

A flowchart is the best graphic to represent a. data or facts for analysis and comparison. b. how things, people, or steps are linked together. c. a visual guide to a series of steps.

d. how a whole is divided into parts.

Answer: c Test Bank Item Title: TB_Q19.2.2 Difficulty: Easy Topic: Displaying Data with Graphs, Tables, and Charts Skill: Remember the Facts Learning Objective: LO 19.2: Display data with graphs, tables, and charts.

4.

What usually represents the ―independent variable‖ on a line graph? a. y-axis b. darkest color c. most dominant line d. x-axis

Answer: d 95 Copyright © 2024, 2018, 2015 by Pearson Education

Test Bank Item Title: TB_Q19.2.3 Difficulty: Moderate Topic: Displaying Data with Graphs, Tables, and Charts Skill: Remember the Facts Learning Objective: LO 19.2: Display data with graphs, tables, and charts.

5.

What is the ―Rule of Thirds?‖ a. The Rule of Thirds requires that all data have at least three points. b. The Rule of Thirds means the focal point of a picture will appear where the top third of the picture begins. c. The Rule of Thirds means that a pie chart should contain at least three sections. d. The Rule of Thirds means that when photographing places, you should include three perspectives.

Answer: b Test Bank Item Title: TB_Q19.3.1 Difficulty: Moderate Topic: Using Photos and Drawings Skill: Understand the Concepts Learning Objective: LO 19.3: Use photographs and drawings in documents and presentations.

6.

What does it mean that a graphic should tell a story? a. The document should include a verbal description of all the data in the graphic. b. The text concisely explains what the graphic is meant to show. c. The graphic should contain as much data as possible to give readers the full story of the content. d. The text should include an entertaining story to hook readers before a graphic appears in the document.

Answer: b Test Bank Item Title: TB_Q19.1.2 Difficulty: Difficult Topic: Guidelines for Using Graphics Skill: Understand the Concepts Learning Objective: LO 19.1: Follow four guidelines for using graphics effectively.

7.

Which of the following guidelines is helpful when using symbols transculturally? a. Hand signals are universal across most cultures. b. Animal symbols are generally considered safe for use in symbols. c. Keep human icons simple.

d. Religious symbols should be used to show appreciation for diversity.

Answer: c Test Bank Item Title: TB_Q19.4.1 Difficulty: Moderate 96 Copyright © 2024, 2018, 2015 by Pearson Education

Topic: Using Transcultural Symbols Skill: Remember the Facts Learning Objective: LO 19.4: Use images, icons, and symbols in documents in ways that work across cultures.

8.

Which of these statements is NOT true of tables? a. Tables are the most efficient way to display data or facts in a small amount of space. b. Tables are composed of rows and columns. c. Tables can be used to present verbal information rather than numerical data. d. In tables, both x- and y-axes must start at zero.

Answer: d Test Bank Item Title: TB_Q19.2.4 Difficulty: Moderate Topic: Displaying Data with Graphs, Tables, and Charts Skill: Understand the Concepts Learning Objective: LO 19.2: Display data with graphs, tables, and charts.

9.

Which type of graphic is best for comparing two or more quantities? a. pie chart b. line graph c. bar chart d. flowchart

Answer: c Test Bank Item Title: TB_Q19.2.5 Difficulty: Easy Topic: Displaying Data with Graphs, Tables, and Charts Skill: Remember the Facts Learning Objective: LO 19.2: Display data with graphs, tables, and charts.

10.

What file type is normally used for a low-resolution image? a. .png b. .gif c. .tiff

d. .bmp Answer: b Test Bank Item Title: TB_Q19.3.2 Difficulty: Difficult Topic: Using Photos and Drawings Skill: Remember the Facts Learning Objective: LO 19.3: Use photographs and drawings in documents and presentations.

TRUE/FALSE 97 Copyright © 2024, 2018, 2015 by Pearson Education

11.

In a line graph, the x- and y-axes do not need to start at zero.

Answer: True Test Bank Item Title: TB_Q19.2.6 Difficulty: Easy Topic: Displaying Data with Graphs, Tables, and Charts Skill: Remember the Facts Learning Objective: LO 19.2: Display data with graphs, tables, and charts.

12.

Illustrations are often better than photographs at depicting buildings, equipment, and schematic designs.

Answer: True Test Bank Item Title: TB_Q19.3.3 Difficulty: Difficult Topic: Using Photos and Drawings Skill: Understand the Concepts Learning Objective: LO 19.3: Use photographs and drawings in documents and presentations.

13.

The width of the bars on a bar chart varies according to the data.

Answer: False Test Bank Item Title: TB_Q19.2.7 Difficulty: Moderate Topic: Displaying Data with Graphs, Tables, and Charts Skill: Remember the Facts Learning Objective: LO 19.2: Display data with graphs, tables, and charts.

ESSAY 14.

Symbols can be useful in technical communication because they can enhance understanding of complex information. Symbols, however, don’t always translate exactly across cultures. Discuss three principles you should keep in mind when using symbols transculturally. Considering the potential for misunderstanding when using transcultural symbols, why is it useful to still use symbols in technical writing?

Answer: As the global economy grows, transcultural design is becoming the norm in technical communication. Part of that design sometimes includes using symbols, such as an arrow for wayfinding or an icon like a smile to signify an emotion. It’s important to remember that symbols don’t always translate exactly across cultures. There are five guidelines you can follow when using symbols transculturally that will help avoid misunderstanding.

The first guideline is that icons of humans should be simple. Facial expressions and distinctive clothing can lead to confusion and unintended interpretations. Smiles, frowns, winks, and other features can have different meanings across cultures, so symbols that use faces are potentially problematic.

A second principle is to use hand signals carefully. It is safe to assume that most hand signals carry meanings that are highly specific to cultures. Thus, there is a large possibility of accidentally offending someone by including a hand signal when you are writing to an audience outside of your own culture or country. For example, in many cultures the ―OK‖ hand signal is offensive. To avoid offending readers from a country or culture outside of your own, reconsider the use of hand signals. In 98 Copyright © 2024, 2018, 2015 by Pearson Education

some cases, the signal can be replaced with an arrow or cursor or another simple shape.

A third guideline to follow is to avoid culture-specific icons. Mailboxes, phone booths, and eating utensils, among other items, can look very different in other cultures. It’s best to avoid symbols that are specific to a particular culture.

A fourth guideline to follow is to avoid religious symbols. While a symbol may clearly mean something religious to you, in another country—perhaps one where there aren’t many followers of that religion—the symbol may not ―read‖ as religious or as anything at all. Crosses, crescents, stars, or yin and yang symbols can be interpreted differently in various cultures.

The final principle to consider is to avoid using animal symbols and mascots. Animals can mean different things in different cultures. For example, rats are considered clever in some Asian countries while they are often thought to be diseased or gross among Westerners.

Even though there is potential for miscommunication when symbols are used transculturally, that doesn’t mean you shouldn’t use symbols at all. Symbols can help readers remember important information. They can also be helpful in technical documents because they enhance comprehension when the content is complex. The best approach to using symbols transculturally is to use internationally accepted symbols whenever possible and to always check your use of symbols with transcultural readers.

Test Bank Item Title: TB_Q19.4.2 Difficulty: Moderate Topic: Using Transcultural Symbols Skill: Understand the Concepts Learning Objective: LO 19.4: Use images, icons, and symbols in documents in ways that work across cultures.

15.

Graphs and charts can help readers visualize relationships between data. Line graphs, bar charts, tables, pie charts, and flowcharts can all be useful in technical writing, but which of these graphics to use depends on what story you are trying to tell. Consider the following three stories. Explain what kind of graph or chart you would use to tell these three stories and how you would organize that graphic. Explain why your chosen graphic would be the most useful for each of the stories.

1. You want to create a graphic that shows the reader how gas prices have changed over the years.

2. You want to create a graphic that helps the reader understand the water cycle: evaporation, condensation, and precipitation.

3. You want to create a graphic that shows the reader how much of their yearly salary they spend on groceries.

Answer: The first story is about a trend. You are trying to describe the relationship between two variables, the price of gas and the time in years. When trying to illustrate a trend, or rate of change, it’s best to use a line graph. Line graphs show how quantities rise and fall over time. In the example of changing gas prices, the line graph would most likely place time in years on the x-axis because the variable of years is a fairly consistent measurement. The y-axis would plot the price of gas. The y-axis usually illustrates the dependent variable, or the variable that changes depending on x (in this case, the year). By reading the line left to right on this graph, the reader could see how the price of gas has risen and fallen over time.

The second story is about showing how steps in a process are linked. Flow charts are the best graphic to use when trying to guide readers through a series of steps or decisions. They use arrows to illustrate connections between concepts. In this case, the flowchart could be titled ―The Water Cycle.‖ Each stage of the process could be labeled in a rectangle and then organized in a circle or wheel. The cycle would start with ―evaporation‖ at the bottom. Then, an arrow would move along clockwise to reach ―condensation‖ at the top of the circle. Finally, on the way back down the circle, an arrow would lead to ―precipitation,‖ placed between the top and bottom labels.

99 Copyright © 2024, 2018, 2015 by Pearson Education

The third story is about showing proportions. The reader wants to know how much of their entire salary goes toward one portion of their spending: groceries. A pie chart is the best graphic to illustrate this story. Pie charts are useful for showing how a whole is divided into parts. In this case, the whole of the pie would represent the reader’s yearly salary. Then, the pie would be divided into slices or portions that represent the percentage of the whole that is spent on various things. For example, one slice of the pie could represent the reader’s spending on rent while another could represent the money they spend on gas for their car or fares for public transportation. The pie chart would be most effective if the slice that represents grocery spending is highlighted in some way. You could detach that slice from the rest of the pie or use a contrasting color for it.

Test Bank Item Title: TB_Q19.2.8 Difficulty: Difficult Topic: Displaying Data with Graphs, Tables, and Charts Skill: Apply What You Know Learning Objective: LO 19.2: Display data with graphs, tables, and charts.

CHAPTER 20 Revising and Editing for Usability MULTIPLE CHOICE 1.

What type of editing is Level 2 editing? a. copyediting b. substantive editing c. revision

d. proofreading Answer: b Test Bank Item Title: TB_Q20.1.1 Difficulty: Easy Topic: The Four Levels of Edit Skill: Remember the Facts Learning Objective: LO 20.1: Use the Four Levels of Edit to revise your documents and presentations.

2.

How should you decide which level of edit is appropriate for your document? a. All four levels must be completed. b. Substantive editing should always be the priority. c. It depends on how much time you have and on the quality needed in the document. d. Any two of the four levels of edit are sufficient.

Answer: c Test Bank Item Title: TB_Q20.1.2 Difficulty: Moderate Topic: The Four Levels of Edit Skill: Understand the Concepts Learning Objective: LO 20.1: Use the Four Levels of Edit to revise your documents and presentations.

100 Copyright © 2024, 2018, 2015 by Pearson Education

3.

Which type of editing pays special attention to the content, organization, and design of the document? a. proofreading b. copyediting c. revision

d. substantive editing Answer: d Test Bank Item Title: TB_Q20.3.1 Difficulty: Easy Topic: Level 2 Editing: Substantive Editing Skill: Understand the Concepts Learning Objective: LO 20.3: Do a substantive edit of the content, organization, and design of your document.

4.

Which of the following describes copyediting? a. concentrates on revising the style for clarity, persuasion, and consistency, especially at the sentence and paragraph levels b. pays attention to the document’s subject, purpose, readers, and context of use c. catches only the grammar mistakes, misspellings, and usage problems

d. pays special attention to the content, organization, and design of the document Answer: a Test Bank Item Title: TB_Q20.4.1 Difficulty: Moderate Topic: Level 3 Editing: Copyediting Skill: Understand the Concepts Learning Objective: LO 20.4: Copyedit your sentences, paragraphs, headings, and graphics.

5.

During which stage of editing should you consider context of use? a. copyediting b. revision c. substantive editing d. proofreading

Answer: b Test Bank Item Title: TB_Q20.2.1 Difficulty: Moderate Topic: Level 1 Editing: Revising Skill: Understand the Concepts Learning Objective: LO 20.2: Identify strategies for revising your draft by reviewing its subject, purpose, readers, and context of use.

6.

How accurate is translation software? a. usually 100% b. up to 80% or 90% 101 Copyright © 2024, 2018, 2015 by Pearson Education

c. up to 50% d. very inaccurate Answer: b Test Bank Item Title: TB_Q20.7.1 Difficulty: Difficult Topic: Lost In Translation: Transcultural Editing Skill: Remember the Facts Learning Objective: LO 20.7: Edit your documents with transcultural readers in mind.

7.

Graphics in a text are stronger when they a. support the written text. b. convey a lot of complex and detailed information. c. don’t need written text to make sense. d. explain interesting facts.

Answer: a Test Bank Item Title: TB_Q20.4.2 Difficulty: Moderate Topic: Level 3 Editing: Copyediting Skill: Understand the Concepts Learning Objective: LO 20.4: Copyedit your sentences, paragraphs, headings, and graphics.

8.

What is document cycling? a. letting your document sit for a day or two so you have a fresh perspective b. using all levels of editing for your document c. letting others at your company look over your draft

d. the process of printing and binding that follows editing Answer: c Test Bank Item Title: TB_Q20.8.1 Difficulty: Moderate Topic: Document Cycling and Usability Testing Skill: Understand the Concepts Learning Objective: LO 20.8: Use document cycling and usability testing to improve the quality of your documents.

9.

Which goal best describes read-and-locate tests? a. Determining if readers can find five to seven important pieces of information in a document. b. Ascertaining the purpose of the document. c. Locating safety risks.

d. Performing the procedure the document describes.

Answer: a Test Bank Item Title: TB_Q20.8.2 Difficulty: Moderate Topic: Document Cycling and Usability Testing Skill: Understand the Concepts 102 Copyright © 2024, 2018, 2015 by Pearson Education

Learning Objective: LO 20.8: Use document cycling and usability testing to improve the quality of your documents.

10.

Which of the following questions is NOT one that is usually asked during understandability tests? a. How would you revise this document? b. What is the purpose of this document? c. Can you tell me three major points that are made in the document? d. What is the document’s main point?

Answer: a Test Bank Item Title: TB_Q20.8.3 Difficulty: Moderate Topic: Document Cycling and Usability Testing Skill: Understand the Concepts Learning Objective: LO 20.8: Use document cycling and usability testing to improve the quality of your documents.

TRUE/FALSE 11.

Videotaping usability subjects is useful because you can tell how they access information.

Answer: True Test Bank Item Title: TB_Q20.8.4 Difficulty: Difficult Topic: Document Cycling and Usability Testing Skill: Understand the Concepts Learning Objective: LO 20.8: Use document cycling and usability testing to improve the quality of your documents.

12.

Pronoun-antecedent disagreement means that a pronoun does not agree with a noun used earlier in the sentence.

Answer: True Test Bank Item Title: TB_Q20.5.1 Difficulty: Difficult Topic: Level 4 Editing: Proofreading Skill: Remember the Facts Learning Objective: LO 20.5: Proofread for grammar, punctuation, and word usage.

13.

A dangling modifier implies a different subject than the one in the sentence’s subject slot.

Answer: True Test Bank Item Title: TB_Q20.5.2 Difficulty: Difficult Topic: Level 4 Editing: Proofreading Skill: Remember the Facts Learning Objective: LO 20.5: Proofread for grammar, punctuation, and word usage.

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ESSAY 14.

Compare and contrast revising and substantive editing.

Answer: Revising and substantive editing are two levels of editing that act as quality control for a scientific or technical document. All documents should adhere to high standards for clarity and accuracy. No matter the level of edit, both revising and editing help take a document from ―adequate‖ to ―excellent.‖ Although revising and substantive editing share some common goals, these two levels of editing require different kinds of reading and different kinds of editing techniques. Revising is the first level of editing. It is focused on revising a draft—usually an early draft—by reviewing its subject, purpose, readers, and context of use. In fact, revising often takes place in the drafting stage, as you pause to sharpen your idea, reconsider your purpose, and adjust your argument or main point.

Revision is the most global level of edit and can be understood as a process of ―re-visioning‖ a document. There are three concepts you consider during the revision stage. The first is the subject of the document. You will consider whether the subject has expanded or narrowed while you were drafting. You may have to go back and revise certain portions of the document if the subject has changed or evolved while drafting. The second concept to consider when revising is the purpose of the document. All documents are written for a specific reason, and you may notice that the purpose may have shifted or been clarified as you were drafting. The third concept of revising is to re-read the document while considering its readers. Looking back at the original profile of the text’s readers, you should think about whether the text has addressed all the readers’ needs. Perhaps portions of the document have addressed the readers’ needs better than others. Or maybe there are additional readers that were discovered during the drafting process. Revising would make sure the document is written with a consistent set of readers in mind. The last concept of revision is the context of use of a document. Revising would entail making changes based on consideration of the physical places in which the reader may encounter the document or the mobile devices on which the readers may view the document. Generally, revising involves holistically assessing a draft to make sure it stays focused on a consistent purpose, subject, and audience.

Substantive editing is the second level of edit. Substantive editing involves rereading the document multiple times to assess its content, organization, and design. Like revision, substantive editing addresses a document globally. But unlike revision, this level of editing is more concerned with correcting what has already been written, rather than changing or adjusting the original ideas of a document. The first concept you should focus on in a substantive edit is the content. You would look for gaps or digressions in the content and consider what additional evidence or examples would fill those gaps. The second concept addressed in this level of edit is the organization. Substantive editing makes changes to a document based on flow and genre. It involves assessing the order and patterns of ideas. Substantive editing can improve readability by considering the effectiveness of the introduction, body, and conclusion. The third concept important to substantive editing is design.

Substantive edits could be made to the headings, titles, and graphics. Or edits might improve the way the document’s design addresses the readers’ preferences and values that were identified during the revision phase.

While both revising and substantive editing have some commonalities, they also work to improve different aspects of a document. Both levels of edit look at a document globally, and they address the technical concepts more than copyediting and proofreading do. The level of detail that you focus on differs during the revising and substantive editing phases, which are focused on the document as a whole.

Test Bank Item Title: TB_Q20.3.2 Difficulty: Difficult Topic: Level 2 Editing: Substantive Editing 104 Copyright © 2024, 2018, 2015 by Pearson Education

Skill: Understand the Concepts Learning Objective: LO 20.3: Do a substantive edit of the content, organization, and design of your document.

15.

Proofreading is the final and most technical level of edit. Microsoft Word’s spelling and grammar checks can be helpful tools for proofreading. At the same time, there are drawbacks to wholly relying on these tools. What concepts should you focus on when proofreading? How can spell check help you with proofreading, and what are its drawbacks? How can you address those drawbacks?

Answer: Proofreading focuses on the mechanical details of writing, such as grammar, spelling, punctuation, and word usage. At this level of edit there will be only minor stylistic changes to a text.

The first concept of proofreading focuses on grammar. Grammar errors are a sign of low quality, so making sure your document is free of issues like run-on sentences, subject-verb disagreement, and vague pronouns is important.

The second concept of proofreading addresses punctuation. Looking for misplaced or missing periods, correct capitalization, or proper use of commas is part of proofreading for punctuation.

The third concept of proofreading involves correcting spelling and typos. Spelling errors can be jarring for readers and cause readers to question the quality of your work. Making sure there are no missing letters in a word is an important part of proofreading.

The last concept to consider when proofreading is word usage. In English, many words are spelled similarly but have different meanings. When proofreading, you should look at commonly misused words like affect/effect, capitol/capital, whose/who’s, or they’re, their, and there.

Microsoft Word’s spell check and grammar check are useful proofreading tools. The spell check can catch hard-to-spot typos, misused words, or missing punctuation and is most helpful when proofreading for spelling and punctuation. However, these checks should not be the only tools you use when proofreading. For example, spell check won’t catch every error; it isn’t very good at picking up technical vocabulary or unclear meanings. Dictionaries are a good supplement to spell check for making sure the meanings of words are correct. Especially when working on a scientific or technical document, you should double-check the vocabulary and terms used in the document, as spell check mostly references a general dictionary.

Test Bank Item Title: TB_Q20.5.3 Difficulty: Moderate Topic: Level 4 Editing: Proofreading Skill: Understand the Concepts Learning Objective: LO 20.5: Proofread for grammar, punctuation, and word usage.

CHAPTER 21 Presenting and Pitching Your Ideas MULTIPLE CHOICE 1.

Which of the following statements about allotting your presentation time is true? a. Longer presentations allow for substantially longer introductions and conclusions. b. You should budget for all of the time available. c. You should always spend the same amount of time on each of your main points. d. You should leave yourself some extra time.

Answer: d 105 Copyright © 2024, 2018, 2015 by Pearson Education

Test Bank Item Title: TB_Q21.1.1 Difficulty: Moderate Topic: Planning and Researching Your Presentation Skill: Understand the Concepts Learning Objective: LO 21.1: Plan your presentation and research your topic.

2.

Which of the following is NOT a consideration when creating visual aids? a.

Title each slide with an action-orienting heading.

b. Use all uppercase letters because they are easier to read. c. Use lists instead of sentences or paragraphs. d. Use left-justified text in most cases.

Answer: b Test Bank Item Title: TB_Q21.5.1 Difficulty: Easy Topic: Creating Visuals Skill: Remember the Facts Learning Objective: LO 21.5: Create and use visuals for your presentations.

3.

At minimum, what should your introduction slide(s) for your presentation present? a. subject, purpose, main point b. subject, your name, timeline of presentation c. your name, title of presentation, graphic

d. your name, purpose, bulleted talking points Answer: a Test Bank Item Title: TB_Q21.3.1 Difficulty: Moderate Topic: Organizing the Content of Your Presentation Skill: Understand the Concepts Learning Objective: LO 21.3: Organize the content of your presentation.

4.

What is a grabber? a. a tool that allows you to change pages on a flip chart b. an assistant that helps facilitate your presentation c. an interesting or challenging statement intended to capture the audience’s attention d. a presentation remote control used with a digital projector

Answer: c Test Bank Item Title: TB_Q21.3.2 Difficulty: Easy Topic: Organizing the Content of Your Presentation Skill: Remember the Facts Learning Objective: LO 21.3: Organize the content of your presentation.

5.

How many items should you divide your subject into? a. twenty bullets b. two to seven 106 Copyright © 2024, 2018, 2015 by Pearson Education

c. two d. It doesn’t matter how many items you divide your subject into.

Answer: b Test Bank Item Title: TB_Q21.3.3 Difficulty: Difficult Topic: Organizing the Content of Your Presentation Skill: Remember the Facts Learning Objective: LO 21.3: Organize the content of your presentation.

6.

Which pattern is most effective for proposing new ideas? a. comparison and contrast b. causes and effects c. methods, results, discussion d. problem, need, solution Answer: d Test Bank Item Title: TB_Q21.3.4 Difficulty: Difficult Topic: Organizing the Content of Your Presentation Skill: Understand the Concepts Learning Objective: LO 21.3: Organize the content of your presentation.

7.

What is a technique to help someone develop an effective presentation style? a. choose a persona b. avoid enthusiasm c. focus on complex details d. use a dull voice

Answer: a Test Bank Item Title: TB_Q21.4.2 Difficulty: Easy Topic: Choosing Your Presentation Style Skill: Remember the Facts Learning Objective: LO 21.4: Develop an effective presentation style.

8.

Which of the following tactics is NOT a productive way to handle a hostile question? a. Validate the question. b. Invite a conversation. c. Rephrase the question.

d. Elaborate and move forward.

Answer: b Test Bank Item Title: TB_Q21.3.6 Difficulty: Moderate Topic: Organizing the Content of Your Presentation Skill: Understand the Concepts Learning Objective: LO 21.3: Organize the content of your presentation.

107 Copyright © 2024, 2018, 2015 by Pearson Education

9.

Which of the following is NOT a basic organizing pattern for the body of the presentation? a. forecast b. spatial c. description of functions d. narrative

Answer: a Test Bank Item Title: TB_Q21.3.7 Difficulty: Moderate Topic: Organizing the Content of Your Presentation Skill: Remember the Facts Learning Objective: LO 21.3: Organize the content of your presentation.

10.

Which of the following is NOT a useful guideline for using graphics in a presentation? a. Keep tables small and simple. b. Label each graphic with a title. c. Clip art can effectively decorate a slide.

d. Limit graphics to simple points.

Answer: c Test Bank Item Title: TB_Q21.5.2 Difficulty: Moderate Topic: Creating Visuals Skill: Remember the Facts Learning Objective: LO 21.5: Create and use visuals for your presentations.

TRUE/FALSE 11.

Handouts can cause the speaker to lose momentum as they are distributed.

Answer: True Test Bank Item Title: TB_Q21.2.1 Difficulty: Moderate Topic: Choosing the Right Presentation Technology Skill: Understand the Concepts Learning Objective: LO 21.2: Choose the right technology for your presentation.

12.

Choosing a persona for a presentation can help make a speaker more confident.

Answer: True Test Bank Item Title: TB_Q21.4.1 Difficulty: Moderate Topic: Choosing Your Presentation Style Skill: Understand the Concepts Learning Objective: LO 21.4: Develop an effective presentation style.

13.

People attend presentations because they want to see you perform the material.

Answer: True Test Bank Item Title: TB_Q21.6.1 Difficulty: Easy 108 Copyright © 2024, 2018, 2015 by Pearson Education

Topic: Delivering the Presentation Skill: Remember the Facts Learning Objective: LO 21.6: Deliver your presentation confidently.

ESSAY 14.

Most people do not feel comfortable with public speaking. Are you nervous when giving a presentation? Why or why not? What mindset and techniques can help you address your worries and deliver a presentation confidently?

Answer: If you don’t like giving presentations, you’re not alone. Every year, surveys show that people fear public speaking more than anything else—even more than death. There are many reasons why someone might feel anxious about presenting. Some fear that the audience is looking for reasons to judge them. Others worry that they might blank out, get stage fright, or forget their talking points.

Other common concerns include having problems with technology and giving the impression you are not knowledgeable about the topic. Yet, delivering public presentations is an essential part of most scientific and technical careers. So, it’s important to build your confidence as a public speaker.

Fortunately, there are techniques that address each of these worries and help build confidence with public speaking.

If you are worried that an audience is judging you constantly, it’s important to remember that the reason people attend a presentation is because they want to see you talk about the material. People do not attend presentations to critique you. They’re there to listen and learn from you. They want you to put a human face on the material. This shift in mindset can help relieve worries about judgment.

There are helpful principles about body language that can improve your presentation style.

Wearing appropriate clothing that fits the role you’re meant to play can build confidence. Standing up straight, dropping your shoulders, using open hand gestures, making eye contact, and moving around the stage all project confidence. Audiences pay close attention to body language, so it’s a good idea to think ahead of time about the expectations people may have about good speakers. ―Be the person the audience expects‖ and play that role like an actor.

If you fear you will blank out or get stage fright, using notes is a good technique. It’s fine to write notes on paper or index cards. However, it’s important to regularly look up from your notes and make eye contact with the audience. There are some guidelines to follow when preparing notes. First, they should function as memory tools so that you’re not relying on them too much. Putting your notes in a large font can facilitate glancing rather than reading your notes. Finally, it’s important to talk to the audience rather than face the screen with your visual aids.

If you worry about unexpected technical issues during your presentation, there are a few pieces of advice to follow. First, test the technology in the room you’ll present in before the presentation. This can help avoid issues later on and will put your mind more at ease. If a technical issue occurs anyway, don’t let that issue derail the entire presentation. If a projector dies or your computer stops working, don’t spend too long trying to fix the technology. Move forward with the presentation. One way to shift the talk and move forward is to make a joke or humorous comment addressing the issue.

Public speaking can be nerve-wracking, but it is a skill you can practice. Using these techniques can help build your confidence when delivering a presentation.

Test Bank Item Title: TB_Q21.6.2 Difficulty: Moderate Topic: Delivering the Presentation Skill: Apply What You Know Learning Objective: LO 21.6: Deliver your presentation confidently.

109 Copyright © 2024, 2018, 2015 by Pearson Education

15.

There are eight organizational patterns you can follow when organizing a presentation: problem, need solution; chronological; spatial; narrative; methods, results, discussion; causes and effects; description by features or functions; and comparison and contrast. Choose four of these organizational patterns to write about. Explain what each pattern is. Then, discuss what kind of information or arguments each of these patterns fits best.

Answer: Audiences will more easily follow your ideas if you organize the body of your presentation in a logical and effective way. There are eight organizational patterns you can use when preparing a presentation. Deciding which one to employ depends on what subject matter you are talking about.

The first pattern is called problem, need, solution. This pattern is most effective for proposing new ideas. If you are presenting an argument meant to persuade your audience to follow a recommendation, this pattern would be a good choice. It clearly states the problem and your proposed solution.

Organizing a presentation chronologically can be useful if you are explaining to an audience the order in which certain events occurred. Divide the subject into two to seven major time periods and then lead the audience through them, discussing the relevant issues involved in each. In some cases, a three-part past-present-future pattern is a good way to organize a presentation.

A spatial organizational pattern is well suited to topics that are visual in nature. A presentation explaining a visual space, like building plans or organizational structures, would benefit from a spatial organizational pattern.

Divide the place or space you’re describing into two to seven zones, and then walk your audience through them.

You can show each zone individually and discuss how it relates to the zones around it.

The narrative pattern is a common way to organize a presentation because people are entertained by stories.

Narratives typically (1) set a scene, (2) introduce a complication, (3) evaluate the complication, (4) resolve the complication, and (5) explain what was learned from the experience.

A methods, results, and discussion organizational pattern is most common in technical or scientific presentations about research. This pattern matches the organization of many written lab reports or scientific reports.

This pattern (1) describes the research plan or methodology, (2) presents the results of the study, (3) discusses and interprets the results, and (4) makes recommendations.

Another way to organize a presentation is to discuss causes and effects. This pattern is common for explaining how something happened or for problem-solving. Begin the body of the presentation by discussing the causes for the current situation. Then, later in the body, discuss the effects of these causes and their likely outcomes.

This pattern could be useful in a persuasive talk in which you offer a solution or recommendation to address the cause of a problem.

Description by features or functions is useful when organizing a talk in which you are demonstrating a product or process. Oftentimes, a presentation following this pattern will be divided into two to seven major features to be discussed. Then, details about minor features can be explored as each of the major functions are covered.

Finally, comparison and contrast is useful when organizing a presentation that explains the relationship between two concepts, ideas, or issues. This presentation might describe the similarities and differences between two experiments or multiple social policies. Usually, this pattern is followed when the speaker is comparing something new or unfamiliar with something that the audience knows well.

Test Bank Item Title: TB_Q21.3.8 Difficulty: Moderate Topic: Organizing the Content of Your Presentation Skill: Understand the Concepts Learning Objective: LO 21.3: Organize the content of your presentation.

110 Copyright © 2024, 2018, 2015 by Pearson Education