Writing a concise definition memo
Many memos are really short definition/description memos. What is hard for many scientist is the limiting of information for Audience, Context, Purpose.
Using definition theory from classical rhetoric helps. Definition is one of the cognitive frames of stasis theory. This link takes you to a conceptual diagram about how environmental scientists use stasis theory to
- assemble the known science for stakeholders and
- write an expert, advisory document for decisionmaking.
The structure and type of paragraphs you will write follow Aristotle's stasis theory (very much a system of analysis and action, like your scientific method steps): Here we focus on unpacking definition. Recall the cognitive wedge and the given-new construct? Today we add a secondary structure to appear in all the paragraphs as a binding or cohesion element: form of the rain garden and the function of the rain garden.
Our first stasis is the conjecture or question lurking in the context: what is a rain garden.
- Para 1: Definition (what is a rain garden, briefly, by two functions)
- Para 2: Classification (what type of technology is this? Hint: low impact development and storm water management)
- Para 3: Description (Illustrative; give detail on the layers of soil and the type of plants)
- include two examples; consider the ones on campus (we will curate links)
- Para 4: Evaluation (is this good or bad? Use Dr. Davis' research as you do not have authority to evaluate based on your expertise)
I would think you need about one source per these paras: classifying, illustrating, evaluating. Use (author, date) citation from APA guidelines. Include a works cited page also.
Audience scenario for this memo: Here is Jane, our boss. She asked for the memo at the end of our last staff meeting.
irst up! What is a memo?
By the way, the OWL website at Purdue is a fabulous resource for writing. Memos also have a standard format: See the image to the left. Also, look at the email heading in your software. This electronic message is based on the memo format. Bonus question: what is the difference, traditionally, between a memo and a letter.
Topic Sentences: A list of qualities for you to strive for
- Usually a short direct sentence (think announcement)
- Signals the topic in the paragraph (think preview)
- Hooks the reader by 1) raising a question or 2) provoking thought
- Can be placed anywhere, but early on in the paragraph is the best default strategy for most professional documents; in other words, at the beginning of the paragraph
- Contains an element of transition from the previous paragraph
Note: topic sentences can be implied in tightly coherent prose (for now, leave this subtle technique to the professionals!)
Let's look at examples of topic sentences useful in the rain garden memo:
Rain gardens, or bioretention ponds, are a kind of low impact development. Low impact development....
Rain gardens have two components: layers of percolation material and carefully chosen plants.
Rain gardens protect the local environment by absorbing water run-off from impervious surfaces and by sequestering pollutants.
Dr. Allen Davis studies rain garden effectiveness. Davis, a civil engineering professor, has been studying bioretention for more than twenty years.
Let's also think about sentences generally. General advice to you? Write shorter sentences than those you are familiar with in literature and many of your textbooks.
Now, let's think about sentences:
And, on to paragraphs:
Paragraph Definition: think Architectures
Dates: PEER REVIEW ON MONDAY. DUE FOR A GRADE ON WEDNESDAY, February 14. Happy Valentine's day to us.
Marybeth Shea
Here is a checklist link for the rain garden memo.
Here are some phrases you can use to build the ethos of your sources:
Larry Coffman, inventor of rain gardens, largely wrote the Bioretention Manual....
Widely considered the "bible" of bioretention, the PGC Biorentention Manual....
Allen Davis first pioneered evaluation of rain garden function with Larry Coffman....
(Pink portion of the checklist; students are often confused about this. We are building confidence and trust for the reader in the sources we cite at the end.)
(Purple portion? We will talk about on Wednesday and Friday; in other words, you are not responsible for this task, yet.)
Marybeth Shea
For our discussion today, some items to learn.
Redraft two paragraphs, as we discuss in class (will write on board).
Bring your 90% revised document to class on Monday. We will print out.
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