1. WHAT IS TECHNICAL COMMUNICATION?
1.5 Writing Processes
Suzan Last
Just as we use design processes to creatively solve complex problems, we use writing processes to create complex documents. In both cases, there are steps or stages, but we don’t always proceed directly from one step to next in a chronological manner. These processes are often iterative, meaning we might return to previous stages in the process from time to time. The more complex the task, the more iteration might be needed. Examine the Design Process (Figure 1.5.1) and Writing Process (Figure 1.5.2) diagrams below. What similarities and differences can you see in these two processes?
You may have come across a “writing process” before, and it may or may not have worked well for you. There is no single process that works for everyone in every situation. The key is to recognize the various steps in a typical writing process and figure out how to use or adapt them most effectively for your situation.
For example, you may have come across the 40-20-40 writing process, which suggests that you should break up the amount of time you spend on the writing task into three distinct stages of planning, drafting and revising, and give each one a specific percentage of the time you have available.
40-20-40 Writing Process
Stage 1 – Planning: spend 40% of your time planning your document (task analysis, thinking, discussing, free-writing, researching, brainstorming, concept mapping, focusing ideas, outlining, etc.)
Stage 2 – Drafting: spend 20% of your time writing a rough draft (quickly getting all your ideas down in print, in more or less complete sentences and paragraphs, in more or less the right order, without agonizing over style or grammar choices)
Stage 3 – Revising: spend 40% of your time revising, editing, and proofreading (polishing your draft, making sure the content is complete and well supported, ideas flow logically, formatting meets expectations, expression is grammatically correct and has the appropriate tone and vocabulary).
These percentages are a helpful guideline, as they emphasize the need to allot significant time for revision, but don’t always work for all people in all situations (think of a final exam situation!). It also does not clearly account for the need to iterate; sometimes while revising your draft (stage 3), you may have to go back to the planning stage (stage 1) to do additional research, adjust your focus, or reorganize ideas to create a more logical flow. Writing, like any kind of design work, demands an organic and dynamic process.
As with the design process, the writing process must begin with an understanding of the problem you are trying to solve. In an educational context, this means understanding the assignment you’ve been given, the specifications of that assignment, the objectives you are meant to achieve, and the constraints you must work within (due dates, word limits, research requirements, etc.). This is often referred to as “Task Analysis.” I