Document

Design
Preparing the Professional Report
Section 3
Technical Writing Essentials
 7 Cs of Effective Technical Writing

Headings and Sub-Headings

DOCUMEN
T DESIGN Lists
FEATURES
Figures and Tables

Passive Space
7Cs Revisited

Clear and Coherent

Don’t confuse your reader with unclear ideas or an illogically organized structure.
Concise and Courteous
Don’t annoy your reader with clutter, unnecessary padding, inappropriate tone,
or hard-to-read formatting.
Concrete and Complete
Avoid vague generalities; give specifics. Don’t leave out necessary information.
Correct
Don’t undermine your professional credibility by neglecting grammar and
spelling, or by including inaccurate information.
 Provide clear visible organization and
structure

Headings Allow readers to read selectively and

preview information
and Sub-
Headings Specify guidelines for font style, size and
color

Effective headings use concrete, descriptive

language to tell the reader what to expect
from the content of each section
Principles for Designing Headings
Hierarchical Relationship
Consistency: Readability: Specificity:
Of Ideas:
• Use font size, boldness, • Every section must have • Leave passive space • Use descriptive headings
typography and color to a heading above and below that inform the reader
indicate the relative • Headings at each level headings of the content of each
importance of ideas and are consistent in design • There should always be section
how they inter-connect (font, size, color, slightly more space • Avoid vague headings
• First level headings are indentation, etc.) above the heading than and avoid using too
larger and bolder than • Use the styles function below it many headings
second and subsequent in word to help design • Use 2-4 headings per • Headings may use a
level headings and maintain effective page in short reports. numeric system, if there
and consistent headings Avoid overusing are many sub-sections
throughout your headings
document
• Use consistent, parallel
phrasing as well
Headings - Levels

• Level One Headings

• First level headings should be the largest and should be bolded. You might
consider using ALL CAPS.

• Level Two Headings

• Second level headings should be slightly smaller or in some way distinguished
from first level headings.
• Consider indenting the heading and aligning the subsequent blocks of text.

• Level Three Headings

• Third level headings, if you use them should be further distinguished
by smaller size, italicizing, and/or indenting them. And so on…
Lists

Provide a way to concisely and efficiently convey information and

emphasize ideas
Several kinds of lists, each used for specific purposes
Lists increase the readability of text
simplifies long sentences or paragraphs
adds aesthetic passive space to make reading more pleasant
Using the wrong kind of list or poorly formatting a list can create
confusion rather than enhance readability
Guidelines for Creating Lists

• Include between 2-8 items in a list.

• Avoid having more than 8 items in a list
• Too many items can have the reverse effect
• Try to avoid splitting a list over two pages if possible
• Avoid overusing lists.
• A list should always have explanatory text around it to indicate what this is a list of and why it is
needed.
• A series of lists does not give a reader adequate information and context.
• Adjust spacing before, after, and within lists to enhance readability.
• Avoid having a list of information all scrunched up into a dense block of text;
• This defeats the purpose of enhancing readability
• Capitalize the first letter of each list item
Common Types of Lists

• Bullet Lists: use when order of listed items is not important

• Numbered Lists: use when order is important, such as steps in
instructions
• In-sentence Lists: use when you want to maintain sentence structure
and paragraphing, and have a short list (2-4 items)
• Labeled Lists: use when the listed items require some explanation or
amplification (like this one)
• Nested Lists: use when listed items have sub-lists (list within a list).
In-sentence List

• Example:
• Use in-sentence lists when you want to (a) keep paragraph style, (b) to
avoid having too many lists on one page, and (c) when the list items are
relatively short and can be expressed in a sentence clearly without
creating a run-on.
Sample Labelled Lists

• The course assessment plan includes three main written assignments given in
the following order:
• 1. Report One: an internal proposal written in Memo format
• 2. Report Two: an internal proposal written in Short Report format
• 3. Report Three: A comparative recommendation report written for an
external client in Long Report format.
• The plan also includes two oral presentations:
• Presentation 1: Individual or pair presentation on a technical writing topic
(worth 5%)
• Presentation 2: Team presentation giving a progress report on Report 3
(worth 10%).
Sample Nested List

• Contains 3 levels
• Every restaurant should contain the following kinds of beverage
containers:
• Hot beverage containers
• Coffee mugs/cups
• Latte bowls
• Teacups
• Travel mugs
 Offer visual representations of
data and concepts

Figures
and Tables Offer readers a break from
sentence and paragraphs

Provide additional ways to

understand information
 Visuals help to augment your
written ideas and simplify
complicated textual descriptions

The Roles Visuals clarify, illustrate, and

Visuals Play augment written text; they are not
a replacement

Visual elements in your document

need to be based on and
supplement your written content
Tips for Effectively Using Graphics in
Reports

Use the following conventions to assist the There are two systems for numbering
reader in understanding your graphics: figures and tables within your document:
Numbering: Simple Consecutive Numbering:
• Table and Figures are numbered sequentially, but • All figures and tables are numbered consecutively (Figure
separately e.g. Table 1, Table 2, Figure 1, Figure 2, Table 3, 1, Figure 2, Figure 3, Table 1, Table 2, Table, 3 etc.)
etc. throughout the document regardless of which section
Captioning: they are in.
• After the Figure or Table number, add a descriptive Section-based Numbering:
caption that clearly indicate what the figure or table • Within each section, figures and tables may be numbered
illustrates without having to read anything else on the sequentially through each section (e.g. Table 1.1 refers to
page. the first table in section 1, Table 2.4 refers to the fourth
table in section 2).
 •Tables
• Place detailed data/information in categories
formatted into rows and columns for
comparison; use when exact figures are
Using important. Label columns and/or rows
•Graphs
Tables • Bar Graphs - Compare and contrast two or
more subjects at the same point in time, or
and compare change over time.
• Column Graph - Reveal change in a subject at
Graphs regular intervals of time.
• Line Graph Show the degree and direction of
change relative to two variables; compare
items over time, show frequency or
distribution, or show correlations.
 Pie Charts

• Display the number and relative size of the divisions of

a subject; shows relation of parts to a whole (parts
must sum to 100% to make sense).

Using Org. Charts

• Map the divisions and levels of responsibility or

Charts hierarchy within an organization

Flow Chart

• Show the sequence of steps in a process or procedure.

Gantt Chart

• Indicates timelines for multi-stepped projects,

especially used in proposals and progress reports.
 Give each visual a numbered caption that includes
a clear descriptive title

Refer to the caption number within the body text

5 Rules for and discuss its content

Integrating Label all units (x and y axes, legends, column box

Graphics heads, parts of diagrams, etc.)

Provide the source of the data and/or visual image

if you did not create it yourself

Avoid distorting the data or image

 Diagram
• Identify the parts of a subject and their spatial or
functional relationship; emphasize detail or show
dimensions.

Using Photo
• Show what a subject looks like in realistic detail
Illustrations or show it being used.

Animation
• Simulate a process, operation, or incident.

Film clip
• Depict a process, operation, or incident in
realistic detail.
 Creates blank spaces strategically on the
page

Spacing around lists, figures, and

Passive headings, and between paragraphs

Space
Helps the reader to absorb the
information in the “active” space more
effectively

Helps create a visually appealing look

3.5 Style Tips: Revising to Enhance
Readability
1. First Pass: Document-level Review
• Review specifications to ensure that you have included all required content.
• Make sure your title, headings, subheading, and table/figure labels are clear and descriptive.
• Headings should clearly and efficiently indicate the content of that section;
• Figure and Table captions should clearly describe the content of the visual.
• Make sure visual elements have appropriate passive space around them.
• Make sure ideas flow in a logical order and explanations come in a timely manner.
• Make sure visuals illustrate your textual information. •
• Write “Reader-Centred” prose:
• Determine the relationship between your purpose in writing and your reader’s purpose in reading.
• Give your readers the information they want and need to get from your document as efficiently as
possible.
• Make sure you are using an appropriate tone (neutral, objective, constructive, formal)
3.5 Style Tips: Revising to Enhance
Readability

2. Second Pass: Paragraph-level Review

• Make sure each paragraph begins with a topic sentence
that previews and/or summarizes the content to come.
• Add coherent transitions to link one sentence logically to
the next.
• Cut unnecessary or irrelevant information.
• Avoid overly long or short paragraphs (5-10 lines long is a
reasonable guideline).
3.5 Style Tips: Revising to Enhance
Readability
3. Third Pass: Sentence-level Review
• Watch sentence length; consider revising sentences longer than 25 words; Vary the
length and structure of sentences.
• Look at the ratio of verbs: number of words per sentence. the more verbs/words in
the sentence, the better the sentence.
• Use concrete, strong, active verbs – avoid vague, passive, verbs and
“is/are/was/were/being” whenever feasible (move the –tion and –ment words up the
verb scale).
• Create a clear Actor/Action relationship (Subject-Verb).
• Verbs like “make” “do” ‘have” and “get” have many possible meanings. Try to find
more precise ones.
• In general, keep subject and verb close together, and keep verb near the beginning
of the sentence.
3.5 Style Tips: Revising to Enhance
Readability
4. Fourth Pass: Word-level Review
• Use concrete, specific, precise words; avoid vague, abstract, generalizing words.
• Match your vocabulary to your audience: experts can tolerate complex information
with a lot of terminology; general readers require simpler, less detailed
descriptions/explanations.
• Use clear, plain language rather than pompous diction; write to express, not
impress.
• Avoid “sound bite” phrases that have no real meaning; use a single word instead of
a phrase whenever possible.
• Avoid clichés, colloquial expressions, and slang.
• Use second person (you) pronouns carefully and sparingly.
• Avoid “ad speak” — don’t sound like you are “selling” something; use objective,
measurable descriptors.