7 Reader Centered Writing

Writing can be viewed as writer-centered or reader-centered. We were first introduced to this idea from the nine axioms of communication in the introduction of this textbook. Things like diaries and journals are primarily writer-centered, in that they are written for the benefit of the writer. Your schoolwork may also have been somewhat writer-centered, because often your goal was to “show what you know” and thereby to “get a good grade.” Professional communication requires that you shift this mindset and write for the benefit of your reader. This mindset should be informed by an understanding of your audience. Use these guidelines and ask yourself the following questions:

• Who is my target audience? Are they internal or external readers? Upstream, downstream or lateral from you? Do I have multiple readers?
• What are their perspectives on the topic, on me, and on the document I will write? What are they expecting to do with the document? What is the document meant to accomplish? Why has it been requested? What is my role and relationship to my readers? What does the reader need to know? What do they already know? What does my reader NOT need to have explained?
• What is my goal or purpose in writing to these readers? What am I trying to communicate? What do I want them to do as a result of reading this document? How can I plan the content to meet my readers’ needs?
• What is my reader’s goal? Why does this audience want or need to read this document?

Getting a clear understanding of your audience is important to communicate 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?

Professional Tone

Tone refers to the attitude that a document conveys towards the topic and the reader. You have likely read something that sounded angry, or optimistic, or humorous, or cynical, or enthusiastic. These words characterize the tone. Tone is created through word choice (diction), word order (syntax), sentence construction, and viewpoint. Consider a piece of academic writing that you may have read. It creates a formal tone through its use of specialized terminology, sophisticated vocabulary, complex sentence structures, and third person voice. This style suits the genre because it is directed at experts and scholars in the field, and seeks to convey complex information densely and objectively, with an emphasis on reason, logic, and evidence.Now consider a piece of business writing that you may have read. The tone may be sightly less formal but not colloquial. The language is direct and plain, and the sentences are shorter and more straightforward. It may make use of the second person (“you”). This style suits business writing because it is directed at colleagues, management, or clients who are seeking information clearly and quickly and who may need to take action on it.

Writing Constructively

Striking the appropriate tone involves understanding your purpose, context, and audience. It also involves an understanding that workplaces are often hierarchical, and that cooperation and teamwork are required. Therefore, it is important to consider how you want your reader to feel, and what may make your reader feel that way. Your goal is to write constructively, which means to use positive phrasing to convey your message to your reader. Table 3 illustrates the differences between destructive/negative and constructive/positive feelings the reader may experience as a result of the tone used in a document.

Table 3 Differences between destructive/negative and constructive/positive

Considering how your reader may feel after reading your document is an important part of revision. Did your tone come across like you hoped it would? Could it be misconstrued? Asking a colleague to review your document before sending it to its intended audience is a common professional practice.Sometimes, you will need to communicate information that is unpleasant, such as delivering bad news or rejecting a request. Communicating constructively is possible—and arguably even more important—in these situations. Regardless of the message, how can you ensure you are communicating constructively?

ADOPT AN ADULT-TO-ADULT APPROACH. That is to say, avoid talking down to your reader in a patronizing tone, and likewise avoid sounding like you are unwilling to take responsibility. Aim to communicate respectfully, responsibly, confidently, and cooperatively — as one responsible adult to another.

BE COURTEOUS. Focus on the reader as much as possible. Use “you” unless it results in blaming (one effective use of passive verbs is to avoid assigning blame:  “mistakes were made”). Use traditionally accepted forms of courtesy and politeness. Use gender-neutral phrasing and plural forms, unless you are referring to a specific person and you know their gender.

FOCUS ON THE POSITIVE. Emphasize what you can do rather than what you can’t. Try to avoid negative wording and phrasing (no, not, never, none, isn’t, can’t, don’t, etc.). Focus on what can be improved.

BE GENUINE. Apologize if you have made a mistake. Take responsibility and promise to do better. Be authentic in your expression. Avoid sounding like marketing material (ad-speak). Make reasonable claims that can be backed with evidence.

Consider the following perspectives:

Attributions

This chapter is partly adapted from “Reader-Centred Writing” in Technical Writing Essentials by Susan Last and is licensed under a CC-BY 4.0 International License.