assignment:
To prepare for this Assignment, review the documents related to your selected case study. Identify an aspect of the case study which would require a simple message for three different audiences. These audiences may be extracted from the case study documents, or you may identify different audiences appropriate for the message.

Submit a 2-3 page document in which you:

•Explain the simple message related to your case study which you wish to communicate
•Create three written communications – one for each of three audiences you identified – using the appropriate type of writing for each context. (Each written communication should be approximately 2 paragraphs long).
•Explain why different types of writing are appropriate for different audiences/stakeholders. Provide specific examples.

background:

As you have explored your selected case study’s documents, you have read a variety of types of writing that differ from scholarly writing. For example, you may have read blog posts, letters to the editor, newspaper articles, and government reports.

Reflect on the different types of writing used in the resources that you identified in the Looking Ahead at the end of Module 3. Which resources reflected the characteristics of scholarly writing, and which did not? Your role in education will likely require you to not only read a variety of types of writing, but to use a variety of writing types in your own communications. As you may have noticed in the case study documents and the resources you have been exploring, the type of writing you use depends on your audience and the purpose of your communication.

For this Assignment, create a simple message related to the case study. In addition, identify three different audiences to which to communicate the message. These audiences may be extracted from the case study documents, or you may identify different audiences appropriate for the message.

Consider how you might convey the same message in writing to the three different audiences for your case study.

Readings
•American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: Author. ?Chapter 3, “Writing Clearly and Concisely” (pp. 61–86)

•Walsh, M. L., Pezalla, A., & Marshall, H. R. (2014). Essential guide to critical reading and writing. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. ?Chapter 4, “Syntax” (pp. 45–56)
?Chapter 5, “The Paragraph” (pp. 57–68)

•Jacobs, R. L. (2013, Summer). Developing a dissertation research problem: A guide for doctoral students in human resource development and adult education. New Horizons in Adult Education and Human Resource Development, 25(3), 103–117.
Retrieved from the Walden Library databases.
•Newman, I., & Covrig, D. M. (2013, Winter). Building consistency between title, problem statement, purpose, & research questions to improve the quality of research plans and reports. New Horizons in Adult Education and Human Resource Development, 25(1), 70–79.
Retrieved from the Walden Library databases.