TECHNICAL WRITING FOR WILDLIFE BIOLOGY STUDENTS
MEMORANDUM




TO: Dr. T. Fishman
FROM: Cathie Jackson
DATE: June 7, 2008
SUBJECT: Technical Writing for Wildlife Biology Students

Clemson University has the reputation of being one of the premiere educational institutions producing wildlife biologists. It is the headquarters of the South Carolina Cooperative Fish and Wildlife Research Unit. “Cooperative Research Units conduct research on renewable natural resource questions, participate in the education of graduate students destined to join the natural resource profession, provide technical assistance and consultation to parties who have interests in natural resource issues, and provide various forms of continuing education for natural resource professionals”(CU Dept of Forestry and Natural Resources, 2008). Preparing students to produce technical documents specific to wildlife biology is necessary to maintain the integrity of research, reports, consultations and advice as well as to prepare students to be competitive in the job market. Thus, a course designed to improve the technical writing skills of students which is specific to their major would be a valuable addition to the current curriculum.
The purpose of technical writing is to convey thoroughly, but briefly, exact information and/or instructions. Depending on the intended audience, a technically written document may range from basic concepts aimed at the layperson to very scientific jargon amongst professionals. My field of study is Wildlife and Fisheries Biology. With this in mind, I interviewed several professionals in the field of wildlife biology to get a feel for the kinds of writing most commonly done, the kinds that are most important, and how to best prepare students for this type of work.

Assessment of Requirements
My first interviewee was Brice McKoy, Branch Chief of the Regulatory Division of the U.S. Army Corps of Engineers (USACE). He said that 90% of his communication is between his agency and other government agencies, such as the Department of Natural Resources (DNR) or the Department of Health and Environmental Control (DHEC). This
type requires a high level of technical knowledge and must be written formally. This includes official reports and documents of recommendations or advice that will stand up to legal scrutiny.
Mr. McKoy stated that communication between his agency and the general public is critical. This kind is used in events, speaking engagements and outreach programs. The content must be informative and understandable to laypeople. Proficiency in Power Point presentations is most helpful. He noted that e-mail is an efficient means of intra-agency correspondence and an asset in time management.
I interviewed Mr. Don Winslow, the Chief of Staff in the Wildlife and Fisheries Biology Management division of the S.C. DNR, who reinforces what Mr. McKoy said. One difference is that about 30% of the DNR’s budget comes from grants, both federal and state. Mr. Winslow said that the most important kinds of communication for his office are grant requests and proposals, which the biologists write. Also important are correspondence with attorneys, insurance companies (both private and state), and state and federal legislators. The DNR uses cell-phone text messaging for inter-office memos and for contact with biologists who are “in the field”, often in places where cell-phone reception is questionable, but where a text message can be received.
Another interview I conducted was with Ms. Jennifer Price, Wildlife Research Biologist for the DNR. Ms. Price reiterates the importance of technical writing for research proposals and for reports on research projects for use by the likes of Mr. Winslow in grant requests. She said that she often writes reports on her research for
scientific journals and documents for research priorities which include species, habitat and recommended wildlife strategies. In response to my question regarding preparation for a student entering her field, she advises learning to be competent in both written and verbal communication. She also said that proficiency in preparing Power Point presentations is a valuable skill.

Recommendations
Based on my interviews, research in the Handbook of Technical Writing, and my own experience, I propose to include several particular goals in a technical writing course specific to wildlife biology.
1) How to improve organizational skills and layout of ideas.
This should include how to set goals and solidify the desired action or outcome of
the communication. An effective outline of the project is an excellent way to start.
2) Use of proper grammar and sentence structure.
A surprising number of college students make errors in this area. This should be a
review of “everything you would have learned in High School, had you been
paying attention”.
3) How to write formal business letters and correspondence.
This should include proper format of headings, salutations, body of the correspondence and appropriate closings.
4) How to write a cover letter.
This should clarify the difference in composition of a cover letter with respect
to the type of correspondence, e.g.; job application/resume vs. grant proposal/
request.
5) Proper format for inter- and intra-agency communications, research papers and grant requests/proposals, as well as presentations to the public.
This should stress the differences in format with respect to the purpose of the correspondence. It should also address the consideration for the intended audience, i.e.; another scientist or agency vs. the layperson, therefore, technical verbage vs. commonly understandable.
6) Proper documentation of sources.
This should include practicable knowledge of both MLA and APA styles of
documentation and the appropriate application of each.
7) How to create good Power Point presentations.
This should begin with the basic rules of an effective presentation, including the
use of graphs, charts, pictures and statistical software. It should be designed to prepare the student to effectively use a Power Point presentation for events, speaking engagements and outreach programs.
8) How to correctly use e-mail and text-messaging.
These two forms of communication are invaluable in both time-management and
in-the-field emergencies, but the student must learn whether or not (and if so, when) these forms of communication are appropriate.

This is by no means a complete list. It does represent things that I feel are important to include in the requirements for a major in Wildlife and Fisheries Biology. Good communication skills, both written and verbal, are critical in the Natural Resources arena, be it in the office, the lab or the “field”; in a government agency or in the private sector; among peers or with the general public. I believe that a course of this type would serve to strengthen Clemson University’s reputation for producing Wildlife and Fisheries Biology graduates who are not only knowledgeable in their field but also able to communicate their expertise efficiently and effectively.










Sources Cited

Aldred, J. A., Brusaw, C. T., and Oliu, W.E. Handbook of Technical Writing. 8th ed. New York: St. Martin’s Press. 2006.
Cooperative Agencies. Clemson University Department of Forestry and Natural Resources.2008. Retrieved June 7, 2008, from http://www.clemson.edu/for/cooperative_agencies.html
Price, J. personal communication, June 3, 2008
McKoy, P.B. personal communication, May 25, 2008
Winslow, D. personal communication, June 4, 2008