{"id":24,"date":"2019-02-01T16:18:09","date_gmt":"2019-02-01T16:18:09","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-esc-communicationforprofessionals\/?post_type=chapter&#038;p=24"},"modified":"2019-07-09T19:45:01","modified_gmt":"2019-07-09T19:45:01","slug":"audience","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-esc-communicationforprofessionals\/chapter\/audience\/","title":{"raw":"Audience","rendered":"Audience"},"content":{"raw":"<img class=\"size-medium wp-image-268 alignleft\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4022\/2019\/02\/15162208\/C-for-P-6-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\" \/>Audience is one of the most important concepts in a situational analysis.\u00a0 As a communicator, you need to have as much understanding of your audience as possible so you can determine the type and amount of content, structure, medium, language, and tone of the message that will best resonate with your readers or listeners.\u00a0 There are many possible audiences for professional communications:\r\n\r\nIs your audience internal (within your company) or external (such as clients, suppliers, customers, other stakeholders)? Are they lateral to you (at the same position or level), upstream from you (management), or downstream from you (employees, subordinates)? Who is the primary audience? Who are the secondary audiences? These questions, and others, help you understand your audience\/s so that you can communicate effectively.\r\n<figure id=\"attachment_2539\" class=\"wp-caption alignright\" style=\"width: 405px\"><a href=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-content\/uploads\/sites\/296\/2017\/12\/1.3_you.jpg\"><img class=\"aligncenter wp-image-2539\" src=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-content\/uploads\/sites\/296\/2017\/12\/1.3_you-300x270.jpg\" alt=\"&quot;Direction of Audiences&quot; - radiating from a centre bubble with &quot;you&quot; in it, there are 4 bubbles: &quot;Supervisor&quot; (top), &quot;Colleagues\/team members&quot; (right), &quot;Subordinates&quot; (below), and &quot;Public, clients, suppliers, gov't&quot; (left).\" width=\"405\" height=\"364\" \/><\/a><\/figure>\r\nFor example, according to Welch and Jackson, possible audiences in internal organizational communications might include:\r\n<ul>\r\n \t<li>\"all employees<\/li>\r\n \t<li>strategic management...CEOs, senior management teams<\/li>\r\n \t<li>day-to-day management: supervisors, middle managers or line managers (directors, heads of departments, team leaders, division leaders, the CEO as line manager)<\/li>\r\n \t<li>work teams (departments, divisions)<\/li>\r\n \t<li>project teams\"<sup>[1]<\/sup><\/li>\r\n<\/ul>\r\n<p class=\"import-BodyText\">Keep in mind that your different audiences will also have specific purposes related to their roles. Consider what their purposes might be, and how you can best help them achieve their purpose. Considering what they are expected to do with the information you provide will help you craft your message effectively. Consider also that professional communications may have a long \u201clife-span\u201d\u2014something you create now could be filed away and reviewed months or even years later.\u00a0 If feasible, you may want to consider the needs of that audience as well.\u00a0 The table below identifies some common purposes related to different audiences.<\/p>\r\n\r\n<table class=\"shaded\">\r\n<tbody>\r\n<tr>\r\n<td><strong>Audience<\/strong><\/td>\r\n<td><strong><span class=\"tight\">Common Purpose\r\n<\/span><\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Executives<\/td>\r\n<td>Make decisions<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Supervising Experts\/Managers<\/td>\r\n<td>Advise decision makers<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Technical Experts\/Co-workers<\/td>\r\n<td>Implement decisions; advise<\/td>\r\n<\/tr>\r\n<tr>\r\n<td>Lay People\/Public\/Clients<\/td>\r\n<td>Become informed; choose options; make decisions<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nWhen you plan a professional communication, always make sure to consider the following, important, communication variables that relate to audience:\r\n<ul>\r\n \t<li><strong>Organizational Role<\/strong>: Is your message intended for\u00a0your peers, employees whom you supervise, your direct boss, the head of the whole organization, all or a subset of the above?<\/li>\r\n \t<li><strong>Level of Knowledge<\/strong>: Is your audience knowledgeable about your topic, or will they need background information?<\/li>\r\n \t<li><strong>Known or Projected Perspectives<\/strong>: Based on past and current knowledge of your audience's attitudes, beliefs, and\/or values, how do you think they will react to your message?<\/li>\r\n \t<li><strong>Expectations<\/strong>: What does your audience logically expect from you, given the communication situation?<\/li>\r\n \t<li><strong>Age<\/strong>: Are your audience members young, old, or both? How can you gauge your\u00a0content, language,\u00a0and type of presentation to best relate to their experiences?<\/li>\r\n \t<li><strong>Culture<\/strong>: Does the corporate, regional, or national culture have certain established\u00a0processes or expectations?<\/li>\r\n \t<li><strong>Size\/Primary &amp; Secondary Audiences<\/strong>: Is your audience limited to a certain group?\u00a0 Is that group large or small?\u00a0 Might your communication be disseminated more widely to additional individuals or groups? Primary readers are the persons who asked for the communication, or for whom the communication is intended. Secondary readers are those readers who may read only the sections of the report that relate to them, their jobs, their departments, responsibilities, etc.<\/li>\r\n<\/ul>\r\nView the videos below for more information about audience analysis.\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=4_ypxLRYsrE\r\n\r\n[embed]https:\/\/www.youtube.com\/watch?v=Hfue7l-WuJ4[\/embed]\r\n\r\n[embed]https:\/\/www.youtube.com\/watch?v=IBdkDwBWIDQ[\/embed]\r\n\r\nYou may also want to connect with the University of Pittsburgh, Department of Communication's pages on <a href=\"https:\/\/www.comm.pitt.edu\/oral-comm-lab\/audience-analysis\" target=\"_blank\" rel=\"noopener\">Audience Analysis<\/a> and <a href=\"https:\/\/www.comm.pitt.edu\/tips-analyzing-audience\" target=\"_blank\" rel=\"noopener\">Tips for Analyzing an Audience<\/a>.\r\n\r\nAs you can see, getting a clear understanding of your audience is important in communicating effectively. It also enables you to imagine your audience as you write and revise. Keep asking yourself whether what you have said would be clear to your audience. How could you say it better?\r\n<div class=\"textbox tryit\">\r\n<h3>Try It<\/h3>\r\nChoose one of the topics below. Then perform an audience analysis, using the questions above to gain an understanding of the needs of different audiences. Try to\u00a0profile\u00a0your intended reader(s) and consider what sort of information they will need and why.\r\n<ol>\r\n \t<li>You have been asked to write a report on\u00a0<strong>Maintaining Internet Privacy<\/strong>\u00a0for\r\na) A new internet user who just signed up for internet service\r\nb) A start up e-commerce website developer<\/li>\r\n \t<li>You have been asked to prepare a document on\u00a0<strong>Food-born Diseases<\/strong>\u00a0for\r\na) Restaurant workers (servers and kitchen staff)\r\nb) For a health inspector training course<\/li>\r\n \t<li>You have been asked to provide information on a proposed\u00a0<strong>New Bus Shelter Design<\/strong>\u00a0to\r\na) Mayor\u2019s office\r\nb) Contractor\r\nc) Newspaper reporter writing an article on the issue<\/li>\r\n<\/ol>\r\n<\/div>\r\n<div class=\"textbox tryit\">\r\n<h3>Try It AGAIN: Task and audience analysis<\/h3>\r\nThe table below contains a collection of details about a research project you have just completed on rising sea levels. Imagine that you\u2019re writing documents for each of the 5 following audiences:\r\n\r\n<img class=\"alignright\" src=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-content\/uploads\/sites\/296\/2017\/12\/image1-2.png\" alt=\"image is a cartoon of a mouse teacher with a pointer explaining to young mice how a mouse trap works\" width=\"228\" height=\"216\" \/>\r\n<ol>\r\n \t<li><strong>Your supervisor\/boss<\/strong><\/li>\r\n \t<li><strong>Scientists<\/strong><\/li>\r\n \t<li><strong>The general public<\/strong><\/li>\r\n \t<li><strong>Politician<\/strong><\/li>\r\n \t<li><strong>High school students<\/strong><\/li>\r\n<\/ol>\r\nWhat information about rising sea levels might each audience be interested in? Look at each category of information and write down which audiences you think would find this detail most relevant.\u00a0 (You can use this\u00a0<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4022\/2019\/02\/09194250\/CFP-Audience-Worksheet.docx\">CFP Audience Worksheet.<\/a>)\r\n\r\nThen consider what kind of document might contain that information for that audience.\r\n<table style=\"width: 868px;height: 293px\" border=\"1\" cellpadding=\"10\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 122.95px\"><strong>Interested Audience<\/strong><\/td>\r\n<td style=\"width: 723.683px\"><strong>Categories of Information on Sea Level Rise<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 122.95px\"><\/td>\r\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">The dollar damage caused by\u00a0<\/span><span class=\"import-LineNumber\">sea level increases<\/span><span class=\"import-LineNumber\">\u00a0each year.<\/span><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 122.95px\"><\/td>\r\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">A literature review of previous research on\u00a0<\/span><span class=\"import-LineNumber\">rising sea levels<\/span><span class=\"import-LineNumber\">.<\/span><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 122.95px\"><\/td>\r\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">Descriptions of calibration procedures for your instruments.<\/span><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 122.95px\"><\/td>\r\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">Some basic physics of how\u00a0<\/span><span class=\"import-LineNumber\">tides and currents<\/span><span class=\"import-LineNumber\">\u00a0work.<\/span><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 122.95px\"><\/td>\r\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">How much your project costs.<\/span><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 122.95px\"><\/td>\r\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">A log of all your measurements during the whole project.<\/span><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 122.95px\"><\/td>\r\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">A list of people who worked on the project.<\/span><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 122.95px\"><\/td>\r\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">Specifications of a new instrument to measure water conditions.<\/span><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 122.95px\"><\/td>\r\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">A new result showing a connection between sea level and coastal developments.<\/span><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 122.95px\"><\/td>\r\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">Procedures you used to avoid statistical biases in your data.<\/span><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 122.95px\"><\/td>\r\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">Your plans for further measurements.<\/span><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 122.95px\"><\/td>\r\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">Your recommendations for future research.<\/span><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<sup>[1]<\/sup> Welch, M., &amp; Jackson, P. R. (2007). Rethinking internal communication: A stakeholder approach.<i>\u00a0Corporate Communications,\u00a0<\/i><i>12<\/i>(2), 177. doi:http:\/\/dx.doi.org.library.esc.edu\/10.1108\/13563280710744847","rendered":"<p><img loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-268 alignleft\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4022\/2019\/02\/15162208\/C-for-P-6-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\" \/>Audience is one of the most important concepts in a situational analysis.\u00a0 As a communicator, you need to have as much understanding of your audience as possible so you can determine the type and amount of content, structure, medium, language, and tone of the message that will best resonate with your readers or listeners.\u00a0 There are many possible audiences for professional communications:<\/p>\n<p>Is your audience internal (within your company) or external (such as clients, suppliers, customers, other stakeholders)? Are they lateral to you (at the same position or level), upstream from you (management), or downstream from you (employees, subordinates)? Who is the primary audience? Who are the secondary audiences? These questions, and others, help you understand your audience\/s so that you can communicate effectively.<\/p>\n<figure id=\"attachment_2539\" class=\"wp-caption alignright\" style=\"width: 405px\"><a href=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-content\/uploads\/sites\/296\/2017\/12\/1.3_you.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-2539\" src=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-content\/uploads\/sites\/296\/2017\/12\/1.3_you-300x270.jpg\" alt=\"&quot;Direction of Audiences&quot; - radiating from a centre bubble with &quot;you&quot; in it, there are 4 bubbles: &quot;Supervisor&quot; (top), &quot;Colleagues\/team members&quot; (right), &quot;Subordinates&quot; (below), and &quot;Public, clients, suppliers, gov't&quot; (left).\" width=\"405\" height=\"364\" \/><\/a><\/figure>\n<p>For example, according to Welch and Jackson, possible audiences in internal organizational communications might include:<\/p>\n<ul>\n<li>&#8220;all employees<\/li>\n<li>strategic management&#8230;CEOs, senior management teams<\/li>\n<li>day-to-day management: supervisors, middle managers or line managers (directors, heads of departments, team leaders, division leaders, the CEO as line manager)<\/li>\n<li>work teams (departments, divisions)<\/li>\n<li>project teams&#8221;<sup>[1]<\/sup><\/li>\n<\/ul>\n<p class=\"import-BodyText\">Keep in mind that your different audiences will also have specific purposes related to their roles. Consider what their purposes might be, and how you can best help them achieve their purpose. Considering what they are expected to do with the information you provide will help you craft your message effectively. Consider also that professional communications may have a long \u201clife-span\u201d\u2014something you create now could be filed away and reviewed months or even years later.\u00a0 If feasible, you may want to consider the needs of that audience as well.\u00a0 The table below identifies some common purposes related to different audiences.<\/p>\n<table class=\"shaded\">\n<tbody>\n<tr>\n<td><strong>Audience<\/strong><\/td>\n<td><strong><span class=\"tight\">Common Purpose<br \/>\n<\/span><\/strong><\/td>\n<\/tr>\n<tr>\n<td>Executives<\/td>\n<td>Make decisions<\/td>\n<\/tr>\n<tr>\n<td>Supervising Experts\/Managers<\/td>\n<td>Advise decision makers<\/td>\n<\/tr>\n<tr>\n<td>Technical Experts\/Co-workers<\/td>\n<td>Implement decisions; advise<\/td>\n<\/tr>\n<tr>\n<td>Lay People\/Public\/Clients<\/td>\n<td>Become informed; choose options; make decisions<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>When you plan a professional communication, always make sure to consider the following, important, communication variables that relate to audience:<\/p>\n<ul>\n<li><strong>Organizational Role<\/strong>: Is your message intended for\u00a0your peers, employees whom you supervise, your direct boss, the head of the whole organization, all or a subset of the above?<\/li>\n<li><strong>Level of Knowledge<\/strong>: Is your audience knowledgeable about your topic, or will they need background information?<\/li>\n<li><strong>Known or Projected Perspectives<\/strong>: Based on past and current knowledge of your audience&#8217;s attitudes, beliefs, and\/or values, how do you think they will react to your message?<\/li>\n<li><strong>Expectations<\/strong>: What does your audience logically expect from you, given the communication situation?<\/li>\n<li><strong>Age<\/strong>: Are your audience members young, old, or both? How can you gauge your\u00a0content, language,\u00a0and type of presentation to best relate to their experiences?<\/li>\n<li><strong>Culture<\/strong>: Does the corporate, regional, or national culture have certain established\u00a0processes or expectations?<\/li>\n<li><strong>Size\/Primary &amp; Secondary Audiences<\/strong>: Is your audience limited to a certain group?\u00a0 Is that group large or small?\u00a0 Might your communication be disseminated more widely to additional individuals or groups? Primary readers are the persons who asked for the communication, or for whom the communication is intended. Secondary readers are those readers who may read only the sections of the report that relate to them, their jobs, their departments, responsibilities, etc.<\/li>\n<\/ul>\n<p>View the videos below for more information about audience analysis.<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-3\" title=\"Audience: Introduction &amp; Overview\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/4_ypxLRYsrE?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Audience Analysis\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/Hfue7l-WuJ4?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"Analyzing Your Audience  6 questions\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/IBdkDwBWIDQ?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>You may also want to connect with the University of Pittsburgh, Department of Communication&#8217;s pages on <a href=\"https:\/\/www.comm.pitt.edu\/oral-comm-lab\/audience-analysis\" target=\"_blank\" rel=\"noopener\">Audience Analysis<\/a> and <a href=\"https:\/\/www.comm.pitt.edu\/tips-analyzing-audience\" target=\"_blank\" rel=\"noopener\">Tips for Analyzing an Audience<\/a>.<\/p>\n<p>As you can see, getting a clear understanding of your audience is important in communicating effectively. It also enables you to imagine your audience as you write and revise. Keep asking yourself whether what you have said would be clear to your audience. How could you say it better?<\/p>\n<div class=\"textbox tryit\">\n<h3>Try It<\/h3>\n<p>Choose one of the topics below. Then perform an audience analysis, using the questions above to gain an understanding of the needs of different audiences. Try to\u00a0profile\u00a0your intended reader(s) and consider what sort of information they will need and why.<\/p>\n<ol>\n<li>You have been asked to write a report on\u00a0<strong>Maintaining Internet Privacy<\/strong>\u00a0for<br \/>\na) A new internet user who just signed up for internet service<br \/>\nb) A start up e-commerce website developer<\/li>\n<li>You have been asked to prepare a document on\u00a0<strong>Food-born Diseases<\/strong>\u00a0for<br \/>\na) Restaurant workers (servers and kitchen staff)<br \/>\nb) For a health inspector training course<\/li>\n<li>You have been asked to provide information on a proposed\u00a0<strong>New Bus Shelter Design<\/strong>\u00a0to<br \/>\na) Mayor\u2019s office<br \/>\nb) Contractor<br \/>\nc) Newspaper reporter writing an article on the issue<\/li>\n<\/ol>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Try It AGAIN: Task and audience analysis<\/h3>\n<p>The table below contains a collection of details about a research project you have just completed on rising sea levels. Imagine that you\u2019re writing documents for each of the 5 following audiences:<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright\" src=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/wp-content\/uploads\/sites\/296\/2017\/12\/image1-2.png\" alt=\"image is a cartoon of a mouse teacher with a pointer explaining to young mice how a mouse trap works\" width=\"228\" height=\"216\" \/><\/p>\n<ol>\n<li><strong>Your supervisor\/boss<\/strong><\/li>\n<li><strong>Scientists<\/strong><\/li>\n<li><strong>The general public<\/strong><\/li>\n<li><strong>Politician<\/strong><\/li>\n<li><strong>High school students<\/strong><\/li>\n<\/ol>\n<p>What information about rising sea levels might each audience be interested in? Look at each category of information and write down which audiences you think would find this detail most relevant.\u00a0 (You can use this\u00a0<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/4022\/2019\/02\/09194250\/CFP-Audience-Worksheet.docx\">CFP Audience Worksheet.<\/a>)<\/p>\n<p>Then consider what kind of document might contain that information for that audience.<\/p>\n<table style=\"width: 868px;height: 293px\" cellpadding=\"10\">\n<tbody>\n<tr>\n<td style=\"width: 122.95px\"><strong>Interested Audience<\/strong><\/td>\n<td style=\"width: 723.683px\"><strong>Categories of Information on Sea Level Rise<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 122.95px\"><\/td>\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">The dollar damage caused by\u00a0<\/span><span class=\"import-LineNumber\">sea level increases<\/span><span class=\"import-LineNumber\">\u00a0each year.<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 122.95px\"><\/td>\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">A literature review of previous research on\u00a0<\/span><span class=\"import-LineNumber\">rising sea levels<\/span><span class=\"import-LineNumber\">.<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 122.95px\"><\/td>\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">Descriptions of calibration procedures for your instruments.<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 122.95px\"><\/td>\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">Some basic physics of how\u00a0<\/span><span class=\"import-LineNumber\">tides and currents<\/span><span class=\"import-LineNumber\">\u00a0work.<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 122.95px\"><\/td>\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">How much your project costs.<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 122.95px\"><\/td>\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">A log of all your measurements during the whole project.<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 122.95px\"><\/td>\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">A list of people who worked on the project.<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 122.95px\"><\/td>\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">Specifications of a new instrument to measure water conditions.<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 122.95px\"><\/td>\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">A new result showing a connection between sea level and coastal developments.<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 122.95px\"><\/td>\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">Procedures you used to avoid statistical biases in your data.<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 122.95px\"><\/td>\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">Your plans for further measurements.<\/span><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 122.95px\"><\/td>\n<td style=\"width: 723.683px\"><span class=\"import-LineNumber\">Your recommendations for future research.<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p><sup>[1]<\/sup> Welch, M., &amp; Jackson, P. R. (2007). Rethinking internal communication: A stakeholder approach.<i>\u00a0Corporate Communications,\u00a0<\/i><i>12<\/i>(2), 177. doi:http:\/\/dx.doi.org.library.esc.edu\/10.1108\/13563280710744847<\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-24\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Audience. <strong>Authored by<\/strong>: Susan Oaks. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>image of man speaking to others. <strong>Authored by<\/strong>: robinsonk26. <strong>Provided by<\/strong>: pixabay. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/en\/conference-public-speaking-2705706\/\">https:\/\/pixabay.com\/en\/conference-public-speaking-2705706\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><li>video Audience Analysis. <strong>Provided by<\/strong>: COMMpadres Media. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=Hfue7l-WuJ4\">https:\/\/www.youtube.com\/watch?v=Hfue7l-WuJ4<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: YouTube license<\/li><li>video Analyzing your Audience - 6 Questions. <strong>Authored by<\/strong>: Anastasia Britt. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=IBdkDwBWIDQ\">https:\/\/www.youtube.com\/watch?v=IBdkDwBWIDQ<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: YouTube video<\/li><li>Try It exercise and paragraph immediately preceding the exercise adapted from page 2.1 Key Concept: Reader-Centered Writing. <strong>Authored by<\/strong>: Suzan Last. <strong>Provided by<\/strong>: BCcampus. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/chapter\/readercentred\/\">https:\/\/pressbooks.bccampus.ca\/technicalwriting\/chapter\/readercentred\/<\/a>. <strong>Project<\/strong>: Technical Writing Essentials: Introduction to Professional Communications in the Technical Fields. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Definition of primary and secondary audiences adapted from ENG 145 Technical and Report Writing Chapter 1. <strong>Authored by<\/strong>: Amber Kinonen. <strong>Provided by<\/strong>: Bay College Online Learning Department. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.oercommons.org\/courses\/bay-college-engl-145-technical-and-report-writing\/view\">https:\/\/www.oercommons.org\/courses\/bay-college-engl-145-technical-and-report-writing\/view<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>Audience: Introduction and Overview. <strong>Authored by<\/strong>: Gracemarie Mike and Daniel Liddle. <strong>Provided by<\/strong>: OWLPurdue. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/www.youtube.com\/watch?v=4_ypxLRYsrE\">https:\/\/www.youtube.com\/watch?v=4_ypxLRYsrE<\/a>. <strong>License<\/strong>: <em>Other<\/em>. <strong>License Terms<\/strong>: YouTube video<\/li><li>Try It Again - Task and Audience Analysis from Technical Writing Essentials page 1.3 Understanding the Rhetorical Situation. <strong>Authored by<\/strong>: Suzan Last and Candice Neveu. <strong>Provided by<\/strong>: University of Victoria. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/chapter\/1-2-understanding-the-rhetorical-situation\/\">https:\/\/pressbooks.bccampus.ca\/technicalwriting\/chapter\/1-2-understanding-the-rhetorical-situation\/<\/a>. <strong>Project<\/strong>: Technical Writing Essentials. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>graphic of possible audiences and two paragraphs and table immediately following the graphic adapted from Technical Writing Essentials page 1.3 Understanding the Rhetorial Situation. <strong>Authored by<\/strong>: Suzan Last and Candice Neveu. <strong>Provided by<\/strong>: University of Victoria. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pressbooks.bccampus.ca\/technicalwriting\/chapter\/1-2-understanding-the-rhetorical-situation\/\">https:\/\/pressbooks.bccampus.ca\/technicalwriting\/chapter\/1-2-understanding-the-rhetorical-situation\/<\/a>. <strong>Project<\/strong>: Technical Writing Essentials. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":81366,"menu_order":3,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"image of man speaking to others\",\"author\":\"robinsonk26\",\"organization\":\"pixabay\",\"url\":\"https:\/\/pixabay.com\/en\/conference-public-speaking-2705706\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"video Audience Analysis\",\"author\":\"\",\"organization\":\"COMMpadres Media\",\"url\":\"https:\/\/www.youtube.com\/watch?v=Hfue7l-WuJ4\",\"project\":\"\",\"license\":\"other\",\"license_terms\":\"YouTube license\"},{\"type\":\"cc\",\"description\":\"video Analyzing your Audience - 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