TPC 12 - Writing, Representing, and Speaking (Products and Presentations I)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

create effective technical and professional communications products including:
- reports (proposals, original research reports, secondary research reports, problem-solving reports, investigative reports, laboratory reports, progress reports)
- correspondence (applications, memos, letters, résumés)
- instructions
- summaries
- descriptions
employ visual representation (forms of expression other than writing or speaking) to create or enhance communication output

SUGGESTED INSTRUCTIONAL STRATEGIES

Group students and assign a simulation project, in which each student is expected to assume a role of responsibility and fulfill specified tasks that include completing relevant professional communication products to deadline. Project topics could include:
- preparing a proposal to government to build a bridge between Vancouver Island and the mainland (sample products: technical appraisal, financial plan, flow chart of development process, marketing materials, concept visuals)
- selling a technology or service to a developing nation (requiring students to consider the ethics involved)
- preparing a proposal to school trustees and administrators to develop a Student Centre
Remove the illustrations from an explanatory document (e.g., driver training manual, drama director's stage directions) to produce a set of text-only instructions. Have students create the missing illustrations. Discuss the value of appropriate illustrations (e.g., where their illustrations were incorrect, the original illustrations probably added information).
Give students raw data to set up in visual formats (identifying a goal for the presentations) using spreadsheet or other graphics software. The given data should include some that are irrelevant to the stated purpose. Emphasize that:
- varying forms of graphic representation (e.g., bar graphs, pie graphs, line graphs, tables) have their own strengths and appropriate uses relative to purpose
- extraneous decorative graphics can be counterproductive
Have students select a controversial issue and each adopt a categorical position on one side. Discuss with the class techniques of presenting to a hostile audience. Ask students to represent their positions in a "bear pit" session, using visual representation for a variety of functions (e.g., get audience attention, present data, illustrate points).

SUGGESTED ASSESSMENT STRATEGIES

Ask students to develop working portfolios or folders that include the communication products they develop during the course. Each portfolio or folder should be carefully organized and include a dated contents list, along with self-assessment and other responses to the work. The collection could include samples of specific techniques and personal reference materials, along with a full range of professional and technical communications, such as reports, correspondence, instructions, summaries, and descriptions, some with visual representations.
The teacher may wish to assess the visuals students develop from raw data by means of group review, using criteria that include relevance to purpose (answers stated or implied questions); emphasis on appropriate features, given purpose; clarity; visual impact; and accurate and ethical representation of the data.
After the class has discussed both the general criteria required in technical communications and the specific requirements for formats they are working with, have students work in pairs to design and produce analysis and feedback sheets that can be used for various assignments. Provide opportunities to discuss, review, and revise the criteria and formats. Before each assignment, ensure that a relevant form is available and make any adaptations needed. The sheets can be used for self-assessment or by peers, teachers, employers, or others.
In most cases, a technical or professional communication is successful to the extent that it accomplishes a stated purpose. Whenever possible, ensure that students are dealing with authentic purposes and audiences (e.g., for business letters, e-mail correspondence, instructions, explanations, requests, proposals) and ask them to submit proof that the communications were effective in accomplishing their purposes. In many cases, this will require that they collect information or responses from the audiences.