Portfolio Summary

As technical writers, we must consider our audience throughout the document creation process. During my experience as a technical writer, I have encountered at least two audiences that almost always exist: the primary audience, or those who will use the document, and the authoritative audience, or those who have final say over the document. Although the document (webpage, brochure, image, etc.) is created for use by the primary audience, technical writers must satisfy the constraints and requirements set by the authoritative audience. No matter how well a document serves the primary audience, if the authoritative audience does not approve, then it is not used by anyone. The authoritative audience controls the document in this regard. They may suggest or demand specific changes to occur, assign someone else to complete the document, or stop the development process completely. The primary audience is not the only concern for the authoritative audience as money, liability, resources, etc. concerns can end the development of a document. This does not mean the authoritative audience does not value the primary audience. The authoritative audience often has the primary audience, the user, in mind while reviewing the document though the extent of user-centered design varies among authoritative audiences.

As a technical writer, I have come to understand the "tension [that exists] between employing sophisticated rhetorical and analytical skill to create effective communications [while relying] on technology for their implementation and demonstration." (Pringle and Williams) Not only do we have to understand the theory behind technical communication, but must also have a working knowledge of technology to apply that theory. If we only have a firm grasp on theory, then we will be unable to create documents using current technology. However if we are only experts in computer programs, our documents will lack focus or clarity. Through the possession of both skill sets, technical communicators can create effective documents.

My time at Auburn University has helped me gain a solid understanding of both theory and application. Through the MTPC program, I have learned the theory behind effective document design, while through my work at the IMG, I have learned the technological tools to apply the theory. In the following sections, I provide samples from both the MTPC program and my work at the IMG. The first section includes sample documents I have completed in the MTPC program, running the gamut from web design to copy editing. In the sections, I've tried to show the range of skills that I have developed as an MTPC student. For these samples, no authoritative audience exists that could stop the document creation process as the authoritative audience for these samples is the teacher. The instructor may give me a failing grade for a document, but would not stop me from creating one. Although differences between this audience and a corporate audience are apparent, these differences only become relevant through the intention of the authoritative audience. While corporate audiences assign restrictions for reasons of completeness, safety, liability, marketing, compatibility, etc., a teacher assigns restrictions to ensure the student learns the assignment and earns a grade. Although the intentions for restrictions differ between academic and corporate audiences, restrictions apply to the document creation process nonetheless.

Master of Technical and Professional Communication Samples

For the Biowarfare website, I presented complex scientific and historical information in an intuitively formatted website by formatting the content into chunks to fit the pre-designed site. With the SECOL website, I created a Cascading Style Sheet (CSS) based web design that can be updated easily in the future. The SECOL website includes special code markers and strict organization to ease the update process. Finally I show my substantive editing skills through the changes to the "Report on the Assessment of the Facilities Division," a report paid for by Auburn University and highlighting possible changes to the facilities division, and my ability to highlight the most important data.

Instructional Multimedia Group Samples

The second section includes documents created during my career at the IMG as an undergraduate and as a graduate assistant. The authoritative audience has a more active role in the creation of these documents than in the MTPC program. While a teacher will evaluate the end product for a grade, a corporate audience can shape the evolution of the document throughout the process. During the creation process, I submit versions of the documents to be evaluated. Taking suggestions or requests from the reviewers, I then create another version, omitting words here or adding a picture there. This revision is then sent to the reviewer and the iterative process starts again.

The most monumental and ongoing task at IMG has been the Blackboard flash videos I have been developing over a year and a half. These 40+ Flash videos give step-by-step instruction for performing specific tasks in Blackboard, Auburn's course management system. I also have the task of creating and often maintaining various template-based websites. I created and maintain both the IMG website and IMGconnect, the IMG blog. These two websites contain up-to-date information about IMG and the Blackboard CMS. I have also created template websites for the organizations A&P and ESL, both of which were taken over by in-house web designers. Another common task is developing and teaching seminars utilizing PowerPoint. These 1-hour seminars range in subjects from streaming media to PowerPoint itself. As an undergraduate, I was asked to create an IMG display poster to be displayed during new faculty orientations on campus. The display poster would hang behind me so new faculty may see what programs we offer. And finally, I have included Banner help materials created outside of IMG for Auburn. These reference guides are usually 1-page documents for specific tasks in Banner, Auburn's student information system.

Reflections

During my eight years at Auburn as an undergraduate and graduate student and employee, I have been asked to create a wide range of instructional media. Although these documents appeal to both primary and authoritative audiences, the need to satisfy the demands of teacher or supervisor shape what the end user sees. Our duty as a technical writer is to satisfy those we work for, but our final obligation is to the end user who will live or die by our documents.