Decision Making Scenarios

drogersm04

An Introduction to scenario-based writing projects

When writing for an instructor, the goal of the assignment is always a grade, and the instructor’s opinion is usually the grade. Writing for personal or professional growth (as with a complaint letter or resume or projects for employers) is rarely just about “getting it done for the grade.” Writing is about working toward the individual goal of communicating effectively. To accomplish this, a writer must think about what is to be accomplished and the best way to present those ideas.

The decision making scenario simulates these real-world writing conditions, the type that an individual would experience in a personal or professional environment. Writing, in such cases, is always directed to a specific audience, for a specific purpose. In the case of a decision making scenario, these decisions must be made by the writer before the essay can be written. When you begin work on this assignment, first try to identify and solve the following issues.

Audience:

Those who will read and learn from the project are of primary concern. If a writer does not communicate effectively to the audience, nothing is accomplished. In a traditional classroom, the audience is always the instructor (or a teacher’s assistant) who already knows what the writing will contain (for the most part). This makes the writer’s job one of listing the details the instructor wishes to see. When writing in a personal or professional setting, though, the audience may not be as clearly stated. A writer must spend some time thinking through the needs and expectations of the audience. Decisions about language (what type of words will be effective?), definitions (which terms need to be explained?), and prior knowledge (what do readers know already?) are determined by audience.

Those requesting the project -- Who is asking for the project? What do they expect to accomplish through it? What do they expect the final version to look like? In a classroom setting, this is the instructor, and a writer can just ask, “What do you want?” In the real world, though, there are often specific requirements that the project must follow, details that must be included, and sometimes they are not clearly stated. Writers may have to investigate to determine some of the answers.

The target audience – Who is the target audience for the project? Who else might be reading it? What are their expectations? What do they know already? A writing project may have several different audiences, and an effective writer should try to identify the expectations of each. Of course, the biggest decision a writer must make concerns purpose – how can I best contribute top the reader’s understanding.

Purpose:

In decision making scenarios, the writer’s goal is to help an audience understand something. The writer becomes an expert on the topic and shares her or his knowledge with the readers. This is much different than the traditional classroom, where the instructor is usually seen as the expert.

This can be challenging for a student, because when the student becomes an expert, the instructor is no longer the final judge of what is right or wrong for the writing. The writer is the final judge, and the instructor can only make suggestions. In this way, the decision making scenario helps build a student writer’s confidence in their ideas and choices in writing.

Gathering Information – In order to help the decision making process, a writer should locate as much information on the topic as possible. Do not investigate for facts, though. Look for information that helps you understand the topic. The goal of looking for information is to make you comfortable talking about the subject area, helping you to form an opinion. Try not to form an opinion immediately, but read mainly for understanding.

Contemplation – The definition of “contemplate” is “To look at attentively and thoughtfully.” As information is gathered, consider the audiences for the writing. How might this information best be used to help them understand the topic area, and understand the world around them? Though writing is all about the writer’s opinion, it is also about sharing your understanding about our complex world.

Forming an Opinion – Forming an opinion is more than just taking a side. It is using the best information possible to select a belief or frame of reference that benefits you and others. And sharing that opinion is more than just telling someone what you think she or he should do. It is taking into consideration what is best for the audience and how the knowledge the writer has gained might benefit the lives of others.

Example: When you write a letter of complaint about a poor product, 1) You benefit by getting a repair or replacement, and 2) The company benefits by learning to improve quality control (or they should!).

Example: When you write a resume and job application letter, 1) You hope to benefit by getting a new or better job, 2) The company benefits by getting a new employee who is dedicated and brings needed skills (tell them that!).

Forming a well-balanced opinion requires a writer to consider both personal needs (telling the reader what I believe or want) as well as audience needs (what is best for audience). Considering what the audience might gain from the writing is one of the best ways to keep the writer’s from being too narrow and one-sided.

In a decision making scenario, spend some time thinking about the best course of action for your audience, and select a purpose that is simple to explain and that best meets the needs of the audiences. Try to let the information you have read determine the purpose. If the project involves literary readings, make sure you have read some biographic information on the author, so you have some idea what she or he intended the story or poem to mean.