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540 Writing Recommendation Reports

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The writers carefully explain the Because our review of the research suggested that instructors across the country
logic of their methods. Do not who have used clickers are generally quite positive about them, we wanted to
assume that your readers will ensure that we paid appropriate attention to the attitudes of the relatively small
automatically understand why number of CMSU instructors experienced with clickers. This way, we could
you did what you did. Some- get a sense of whether our instructors are essentially similar to those across the
times it is best to explain your country in their attitudes and experiences. We decided to use a slightly different
thinking. Technical communica- questionnaire for instructors who have not used clickers.
tion contains a lot of facts and
figures, but like other kinds of We created Faculty Questionnaire 1 (see Appendix A, on page 22) for instructors
writing it relies on clear, logical who had taught with clickers at least two semesters. We chose two semesters
arguments. as a minimum because we wanted to ensure that we were gathering data from
instructors who are reasonably comfortable using clickers. Instructors who are new
Including a page number in the to clickers or who had taught with them only once and then abandoned them might
cross-reference to Appendix A not provide valid data. Of the 25 instructors who have used clickers at CMSU, 16
is a convenience to the reader. had used them at least two semesters and therefore received the questionnaire.
When you insert cross-refer-
ences, remember to add the We created Faculty Questionnaire 2 (see Appendix B, on page 23) for the 56
correct page number after you instructors who regularly teach lectures with more than 100 students who had
determine where the referenced never used clickers or who had used them only one semester.
material will appear in your
report. We field-tested the two questionnaires with the three other members of SAAC
and, for each questionnaire, three faculty members from English, Physics, and
As discussed in Ch. 6, p. 144, Chemistry. We reviewed the comments from these field tests and incorporated
some questions will misfire. changes in the two questionnaires.
Therefore, it is smart to field-test
a questionnaire before you With the authorization of Dr. Bremerton, we uploaded the questionnaires to
distribute it. Qualtrics, and then sent an e-mail to appropriate faculty inviting them to respond.
Task 3. Research student attitudes toward a requirement to purchase a clicker
Note that these tasks begin with In performing Task 3, we sought to answer the following question: “Would
the question that the writers students approve a requirement that they purchase clickers as part of a
sought to answer. Don’t be university policy on clickers?”
afraid to repeat information.
Technical communication often Several research studies suggest that most students, across the country and
calls for presenting different ver- across various course subjects, like using clickers. One study (Caldwell, 2007),
sions of the same information in at West Virginia University, found that some 88 percent of students “frequently”
different places in a document or “always” enjoyed using clickers in their introductory biology course.
or in a set of documents. Aggregating several studies, the percentage of students who approve of using
clickers always exceeds 70 percent. Students comment that instructors who
The writers cite their sources use clickers are more aware of students’ needs and employ a more responsive
throughout the report. teaching style than those who don’t use them.

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