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Re: PB&J--not just for lunch anymore (was: Getting Experience -- was Volunteer TW Services)
Subject:Re: PB&J--not just for lunch anymore (was: Getting Experience -- was Volunteer TW Services) From:"Taylor, Steve" <steve -dot- taylor -at- ALLEGIANCETELECOM -dot- COM> Date:Thu, 25 Jun 1998 15:03:05 -0500
A piece of trivia on PB&J. I recently interviewed with Microsoft and they
used the PB&J in the technical interview.
Fortunately, I did not get the job, nor would I have taken it I think. They
don't offer enough money...
------------------------------------------------------------
Steve Taylor
Consultant for Technical Directions, Inc.
On location at:
Allegiance Telecom, Inc.
Dallas, TX
(214) 853-7182
steve -dot- taylor -at- allegiancetelecom -dot- com http://www.alegiancetele.com
----------------------------------------------------------------
> -----Original Message-----
> From: Deborah Ray [SMTP:debray -at- RAYCOMM -dot- COM]
> Sent: Thursday, June 25, 1998 1:29 PM
> To: TECHWR-L -at- LISTSERV -dot- OKSTATE -dot- EDU
> Subject: Re: PB&J--not just for lunch anymore (was: Getting
> Experience -- was Volunteer TW Services)
>
> At 01:42 PM 6/25/98 -0400, you wrote:
> >As a writing manager, I've accepted samples including a procedure for
> making
> >a peanut and butter sandwich (much more complicated than most realize)
>
> Yes, it is. In fact, I use making a peanut butter and jelly
> sandwich to introduce instructions in TW classes
> that I teach. I bring in all the supplies, ask the students
> to write instructions for making a PB&J sandwich, then
> ask for a victim--er, um--volunteer to read his/her
> instructions while I follow them. It's amazing what
> information is left out. For example, they usually forget
> to include steps like opening the PB jar (at which point,
> I'm sitting there stabbing the lid with a knife) or
> mentioning how much PB to put on the bread (at which point
> I pile, say, half a jar of PB on the bread). Based on the
> exercise, I then can talk about writing procedural documents,
> identifying audience needs, being familiar with materials,
> distinguishing steps from supplemental information, using
> action words, including appropriate details based on
> audience needs, and so on.
>
> Good exercise. Students remember the lessons, that's for
> sure.
>
> Deborah
> *************************************************************
> Deborah S. Ray, RayComm, Inc.
> My opinions DO represent those of the company....
>
> ~
>
