As I read chapter one of the textbook I began to gain a better understanding of what this course may be about. Coming into the course I was prepared to learn how to properly write reports and do my paperwork correctly. The feeling I got from the first chapter was that this course and book are focused more on preparing me to become a better communicator as a whole in the professional realm. Previously whenever I compose a message or communicate with teachers or other classmates I always have the message I want to send in mind, though the book points out that the reader should always be the main focus. A section that stood out to me was pointing out that your readers react to what they are reading in the moment that they read it. This section of the text warns against leading your communications with anything that would set the tone for the entire message, such as saying something derogatory that will immediately make your reader defensive to what you are saying.
Chapter 20 focused on writing with a reader centered approach, giving helpful tips on how to remove the focus from yourself and placing it on your reader. One section that I found interesting was guideline 2, where the text states that your main point should always come first, except if it might come across negatively. I had never thought of the order in which I wrote something had much significance beyond simple introduction, main body of text and conclusion. I also found the pointers and guides to writing memos and emails very useful as well.
I can relate the most to chapter 22 the most out of any of the readings so far. Many school projects I have been a part of all require proposals to be approved by the teacher. Some are more in depth than others, but all have specific information that needs to be conveyed. I appreciated the in depth approach the chapter takes in explaining and detailing what your proposal should contain and how they should be arranged.
