Christopher S. Ray and Barry Stiltner
Building Construction Management
Purdue University

Introduction

All industries have terminology dedicated to specific requirements and situations unique to that business. Successful communication within an industry depends on each individual’s ability to understand and skillfully use the industry’s terminology and communication practices. Effective writing skills are particularly important for students in the technology and engineering disciplines. Upon graduation, these students will become involved in a broad range of project activities and organizations that require significant documentation and writing skills. To help develop these skills in our students, we are expanding writing in the discipline (WID), and developing a staffed Technical Writing and Documentation Laboratory.

The objective is to develop and implement a Technical Writing and Documentation Laboratory staffed by a Professional Writing graduate assistant (PWGA) who would advise students in a one-on-one setting. Additionally the PWGA is to develop and expand specific WID terminology and communication practices taught in the building construction management department curriculum. In developing both the writing lab and the WID elements, a model program will be developed that can be adopted by other technology-oriented programs at Purdue.

With the growth of the U.S. college student population in the 1960s and early 1970s, Universities and community colleges recognized that a high percentage of students had problems writing effectively. (Fulwiler & Young, 1990) This concern reached beyond academia and culminated in a controversial Newsweek cover story of December 1975: Why Johnny Can’t Write. (Russell, 1992) The article generated a swirl of public discourse decrying the decline of literacy.

However, David R. Russell, in his "American Origins of the Writing-Across-the-Curriculum Movement" (1992) places this 1970s crisis in its proper historical context:

But like similar literacy crises in the 1870s, 1910s, and late 1940s, the mid-1970s crisis coincided with widening access to previously excluded groups. And like its predecessors, the mid-1970s uproar led to a renewed emphasis on the mechanical correctness and "skills"—now dubbed back to the basics. (p.14)

In contrast to the literacy panics of the past, however, universities in the 1970s provided professionals in Rhetoric and Composition Studies to address the problem—and, very importantly, due to the public outcry (p.14) for competent writers, these writing specialists finally had the money and resources to effect a substantive change.

This change would lead to the formation of the pedagogical model(s) now known as writing across the curriculum 9WAC). Owing much to British literacy theorists of the late 1960s (Bazerman & Russell, 1994), this cross-curricular theory of writing rested on the basis of deeming writing as a recursive, revisionary process, not a sequentially manufactured product. Other theoretical components of writing across the curriculum can (perhaps reductively) be summarized as follows:

Non-English-discipline professors writing policies were a semi-revolutionary aspect of the writing-across-the-discipline policies (keeping in mind, however, that the English department was the arbiter of those policies). Non-English-discipline professors would take part in writing-across-the-curriculum seminars and then take those principles back to their classrooms: It became popular for faculty from across the curriculum to include write-to-learn assignments ranging from journals to response papers (Jamieson, 1996, p.3) in their courses. No operative norm, though, can be assumed for the intersection of writing-across-the curriculum theory with actual classroom practice (whether at the college or secondary level). Programs that currently label themselves as writing-across-the-curriculum range from expanded writing labs (Russell, 1992, p.16) to forums on Platonic metaphysics.

However, even with this shift to a writing-across-the-curriculum mode in diverse classrooms, students still had problems writing in their areas of specialization. There was a performance gap between writing competency in composition courses, and writing performance in the genres employed by the students’ respective professional disciplines. (Fulwiler & Young, 1997)

The institutional response to this performance gap has led to what is now termed writing in the disciplines (WID). In this model, significant sections of students’ writing instruction are returned to their major department. This move allows students to acclimate themselves to the genres of their disciplines (Jamieson, 1996) and engages them in the professional discourse of their field.

In order to develop WID within the building construction management department, a Technical Writing and Documentation Task Force (Task Force) was developed. Members include two faculty members from the building construction management program, two members from industry, and the PWGA. Industry members were volunteers from the Purdue University Construction Advisory Council.

The Task Force assists the department by suggesting issues and topics suitable for development into writing exercises and instructional materials for building construction management students. Through the expertise of the laboratory graduate assistant, writing exercises and instructional materials suitable for the building construction management students are developed and designed.

The specific form and style developed by the laboratory graduate assistant, along with the content areas suggested by the Task Force, will be developed into a model that could be implemented into other programs across the University. By using an industry specific Task Force, WID issues and topics suitable for developing into writing exercises and instructional material for other departments may be implemented.

The building construction management program has committed resources to develop and improve student writing and communication skills. A permanent graduate assistant position will be created when funds become available.

The minimum criteria for the PWGA position are:

First, graduate standing is required for receiving Graduate Assistantships.

Secondly, expertise in written communications is enhanced through the Professional Writing or other English Writing graduate programs, and is continually developed through enrollment in these programs. These students, however, may lack the writing-in-the-discipline requirements of building construction management. This deficiency would be compensated by interaction with the building construction management faculty and the Task Force.

The PWGA will be available for 20 hours of one-on-one consultation with students, Monday through Friday. The PWGA will post hours that are reasonable as well as convenient for the students. At least four of the twenty hours will be in the evening. During the twenty hours, the PWGA will be responsible for assisting the students in developing and enhancing their written communication skills as required in the building construction management curriculum. The PWGA will be charged with providing verification and documentation of instruction assistance by keeping a record of all student contacts.

A permanent facility that will house the graduate assistant as well as space for meeting students will be located and dedicated for the model laboratory. At this time, the office used by the GWGA is shared by two other entities in this department-- the student organizations and an international honor society. The office has computer capability with the latest word processor software and Internet capability.

The initial meeting of the Task Force was convened on February 4, 1999 for the purpose of identifying industry-specific documentation and writing requirements. This meeting determined:

Commercial construction companies use many types of documents prepared by their project managers. By identifying several commonly used documents the Task Force will be able to refine the specific disciplinary writing assignments required of the students.

The Task Force identified three common types of documents prepared by project managers: Business Letters, Request for Information, and Internal Memorandums. These three documents were identified for development and instruction in the Writing Lab.

One of the primary objectives of the WID initiative is to teach students to write to a specific audience (Civitello, 2.3.2). Not only is writing to a specific audience vital, but also writing at a level the reader can understand and comprehend is equally important.

The Task Force identified specific audiences and the various experience levels of these audiences.

The Task Force assists instructors in developing specific writing assignments, with an accompanying objective of each assignment.

The intent is to develop instructional assignments that allow the students to develop their ability to create clear, complete, concise, and accurate documentation and correspondence that is critical to the building construction management industry.

Several areas are important in developing writing in the discipline.

The Task force identified numerous construction-related documents that project managers and project engineers use or generate. After review of several construction-related documents, the Task Force determined that in many instances the title or name of a document was different from company to company. However, content of the documents were generally the same. Figure 1 identifies these documents.

Figure 1. Construction-Related documents that project managers and project engineers use or generate.

After extensive discussion and debate, the Task Force decided to focus on three types of documents that are most frequently written by project managers. These are business letters, requests for information (RFI), and internal memorandums.

The Department’s Construction Advisory Council in 1998 listed similar documents for incorporation into the Construction Writing and Documentation course being developed at Purdue University (Ray, 1999).

Business letters are formal documents used to convey specific information. This type of document will pertain strictly to project specific issues as recommended by the Task Force.

The Task Force mentioned that requests for information (RFI) were the most typical document generated in project specific cases. An RFI normally requests clarification or interpretation of an issue identified by the general contractor, and is typically written to the Architect/Engineer. In the case of a subcontractor, the RFI is written to the general contractor.

Memorandums, as prepared by project managers, are typically correspondence documents of specific project information that do not go outside the contractor’s office. These documents tend to be less formal and structured. In many instances, speculation and personal opinion are stated. However, the Task Force did recommend that the same audience criteria be used in developing internal memorandums.

One of the key elements of project correspondence is to determine first who is the intended audience--from who is action or reaction to the message desired? Then, a second key element is to ensure that the audience understands the content of the message. The Task Force indicated that one of the hardest things to do when preparing project correspondence is to make sure that the correspondence is clear, complete, concise, and accurate; and that the issue, facts, and requests presented are clear in the mind of the reader.

One of the roadblocks to understanding messages in many instances is the difference between the writers perception of the audiences level of knowledge and the actual level of knowledge possessed by the audience. Writing at an inaccurately perceived level of knowledge may create confusion or doubt in the mind of the audience. It is therefore imperative that the writer prepares documents in a manner that leaves no doubt in the audiences mind what is being stated or asked.

The Task Force identified several types of audience and potential levels of knowledge or experience. These are identified in Table 1.

Table 1
Types of Audience and Potential Levels of Knowledge or Experience

The Task Force identified several content areas for developing writing skills. Since most project correspondence is developed on a project basis, it was recommended that case studies of actual projects be developed for use in improving writing skills.

By utilizing a case study for improving the students’ writing skills, the students will be able be see the relevancy of writing during the three primary project development phases of pre-construction, construction, and project closeout.

Pre-construction documentation consists of documentation and correspondence developed during the pre-bidding, bidding, and contract negotiation phases.

Pre-bidding documentation may consist of the following:

1. Invitation to Bid

2. Qualification Statements

3. Subcontractor / Vendor / Supplier correspondence

Bidding documentation may consist of the following:

1. Request for Information related to bidding documents

2. Addenda

3. Bid Form

Contract Negotiation may consist of the following:

1. Proposal preparation

2. Sub-bid clarification

Construction documentation may consist of documentation and correspondence involving the day-to-day operations and problems of the specific project and may consist of the following:

1. Project letters

2. Project RFI

3. Internal memorandums related to the project

Project closeout documentation may consist primarily of information required in the contract documents necessary to allow the architect to issue final payment.

Project closeout documentation may consist of the following:

1. Warranty information

2. Punch list

3. Record documents and as-built

4. Operation and maintenance correspondence

5. Start-up procedures

Following in Figure 2 is a brief case study and sequence of how building construction management WID may be implemented. This case study allows the students the opportunity to develop an internal memorandum, a business letter, and to become familiar with AIA document A305-Contractors Qualification Statement.

Figure 2. A sample case study for building construction management students.

Project documentation is critical to the success of many companies. Understanding and learning how to prepare the multitude of documents generated on commercial construction projects is of the utmost importance for construction professionals.

By requiring students to write in the discipline, opportunities to develop specific writing skills and become familiar with specific terms and documents used in commercial construction are enhanced. With input and guidance from the Technical Writing and Documentation Task Force, these skills and terms may be enhanced and developed.

Having the Task Force assist in identifying specific types of documents used in commercial construction, along with audience identification and specific case studies, writing in the discipline may be introduced into specific courses.

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Emig, Janet. (1977). Writing as a mode of learning. In Charles Bazerman and David R. Russell (Eds.), Landmark Essays on Writing Across the Curriculum (pp. 89-96). Davis, CA: Hermagoras Press.

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Ray, Christopher S. (1999). Course Development in Construction Writing and Documentation. Proceedings of the 35^th Annual Conference of the Associated Schools of Construction, 57-71.

Russell, D. R. (1990). Writing across the curriculum in historical perspective: Toward a social interpretation. College English 52, 52-73.

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