1. Writing and Editing for Compliance Carol Burton, Director of the SACS Review Western Carolina University burton@email.wcu.edu Brian Gastle, Associate Professor of English Western Carolina University bgastle@email.wcu.edu http://www.wcu.edu/sacs/

2. Overview: Form Follows Function Focus on the Writing Issues involved in preparing SACS reports Recognize that Form is not separate from Content Overview of Writing Process Preparing to Write Reports Writing and Editing Reports Final Report Preparation

3. Before You Begin Composing Envision a final format Allows you to set a goal May change as you develop product Take a technology inventory Will inform both print and online decisions Will inform who will be working on the project (especially writers/editors) What method of composition will allow you to reach that goal

4. Our Goal

5. Before You Begin Composing Determine who will be working on what part and when (schedule) Buy-In and Input: Authors Editors Reviewers Tech/IT Importance of budget, release time, and/or “count towards”

6. Writing Issues Style Sheet Format Rhetorical Strategies Training Session For writers and editors Online vs. Print Document Preparation

7. Style Sheet Defines Formatting and Writing (style) issues Can start with a common style (MLA, APA, etc.) but should modify for these reports Terms and Abbreviations Make widely available Organize a training session for writers and editors

8. Style Sheet – Common Issues Names, Titles, and Programs List Item Syntax Illustration Refs Document Design/layout Headings Subordination/indentation

9. Training Writers, Editors, and Reviewers Conduct a brief writing workshop for writers, editors, and reviewers Reviewers can provide good editorial feedback as well as content feedback Discuss Style Sheet This can be an “excuse” so it doesn’t look like you are trying to teach them how to write (which you are) Use Style Sheet as excuse to talk about some basic rhetorical strategies

10. Basic Training: Professional Rhetoric Clear Accurate Concise Accessible (CACA!?!?)

11. Active and Passive Voice Active voice: subject does the verb; the subject performs the action expressed in the verb; the subject acts. Passive voice: verb does the subject; the subject receives the action expressed in the verb; the subject is acted upon. Prefer Active Shorter (therefore clearer) sentences Implies authority and forcefulness

12. Active/Passive Examples Periodic surveys of students have been conducted by the University to assess student learning. The University conducts periodic surveys of students to assess student learning. Al curriculum changes are approved by the faculty. The faculty approve all curriculum changes. Since the last review was performed by SACS, not all of the procedures required were implemented by the Provost. The Provost did not implement all of the procedures SACS required during the last review

13. Expletive construction Expletive sentences use “filler” words that don’t add meaning Makes sentences needlessly longer Usually begins “There is/are...” “It is...” Focus on the “real” subject of the sentence

14. Expletive Examples There are several programs designed to provide academic support to students. Several programs provide academic support to students. It is common for over twenty faculty to attend these training seminars. Over twenty faculty commonly attend these training seminars. There has been a decrease in the number of students enrolled in our training sessions The number of students enrolled in our training sessions has decreased. The use of in-class demonstrations has resulted in a dramatic increase in enrollment. In-class demonstrations have increased enrollment dramatically.

15. Nominalizations Turning a verb or an adjective into a noun Nominalizations increase sentence length (therefore decreasing readability) Focus on the “real” verb in the sentence

16. Nominalization Examples Budget cuts constitute a threat to faculty development programs. Budget cuts threaten faculty development programs. The University conducts periodic surveys of students to assess student learning. The University periodically surveys students to assess student learning.

17. Other Rhetorical Issues Report Length Jargon Brevity/conciseness Online and print versions Must be the same Online rhetoric similar to technical documentation rhetoric Importance of Formatting and Layout This IS a rhetorical issue Use SACS standard as a guide for sections within a report

18. Back To School

19. Document Preparation: Putting it all together Making print = online Preparing prefatory material Final checking of print version The impotence of proofreading Making it look good Printing issues importance

20. Thank You Brian Gastle Associate Professor, English Western Carolina University bgastle@email.wcu.edu Carol Burton Director of the SACS Review Western Carolina University burton@email.wcu.edu http://www.wcu.edu/sacs/