3.1 Human-Centred Writing
We are now communicating in the AI-age, when much of the content we will be consuming will be created initially by a LLM or other genAI applications. Whereas the language output of early LLM versions could easily be differentiated as machine-generated language by its characteristic rigid syntax and vocabulary, advances in the technologies have resulted in text that can no longer confidently be differentiated from human text. The LLMs’ vocabulary, syntax, and tone carefully mimic human language and can adapt to various contexts.
Prior to the release of LLMs, writing was conceptualized as writer-centred or reader-centred. We can continue to differentiate these two audiences. Things like diaries and journals are primarily writer-centred, in that they are written for the benefit of the writer. Your schoolwork may also have been somewhat writer-centred, in that often your goal is to “show what you know” and thereby “get a good grade.” In a business context, however, you must write for the benefit of your reader. A reader-centred approach de-emphasizes you as the actor and emphasizes the needs of the reader. This mindset should be informed by an understanding of your audience as discussed in Chapter 1.3. Use these guidelines and ask yourself the following questions:
- Who is my target audience? Are they internal or external readers? Upstream, downstream or lateral from me? Do I have multiple readers?
- What are their perspectives on the topic, on me, and on the document I will write? What are they expecting to do with the document? What is the document meant to accomplish? Why has it been requested? What is my role and relationship to my readers? Will their response be positive, negative, or neutral?
- What is my goal or purpose in writing to these readers? What am I trying to communicate? What do I want them to do as a result of reading this document? How can I plan the content to meet my readers’ needs?
- What does my reader need to know to be able to act? What kinds of information would help the reader understand the situation and make decisions? What is the reader’s degree of expertise on the subject? What does the reader already know? What does the reader need to know? What does my reader NOT need to have explained?
- What is my reader’s goal? Why does this audience want or need to read this document?
Review the video below for additional information on profiling an audience for your message.
(Foundation of Communication, 2018)
As discussed in Chapter 1.3, the use of LLMs in the creation of messages or documents complicates our understanding of “audience” as at once we must consider two types in the writing process:
- Your audience (the reader/viewer): The audience you are addressing in your capacity as a communicator and for whom you are creating a communication
- LLM-constructed audiences: The LLM will construct content for two audiences: your intended audience (the reader or viewer) and you as the end user of the technology. The LLM will construct your audience based on your description of the situation, context, and purpose. The information you include in your prompt allows the LLM to focus content that will address the needs you describe in the prompt. You, the end user, also becomes an audience in the writing process. As discussed in Chapter 1.3, the LLM makes assumptions about you, your needs, and your context based on the information you give it as well as, in the case of LLMs with memory, based on previous interactions.
When sufficiently prompted, LLMs are becoming quite adept at producing content that satisfies our purpose. However, interactions with LLMs reveal that they often can be said to have a “mind of their own” in that they, for example, tend to do the following to mislead the user:
- Assume they have given you the information you need and use a tone indicating completion
- Limit their output to only what you appear to already know
- Use a confident tone to make statements that are evidently false (a form of persuasion)
For these reasons among others, we must keep the human at the forefront of the process, which is why this chapter is entitled Human-Centred Writing. Remember that LLMs and other genAI applications are content generators; we humans, when working with text, are the writers. We shape and revise the output that the machine has produced for our purpose. More importantly, we are responsible for any output we transfer into our documents. We therefore must stay in control of the process when we direct the machine regardless of how the LLM behaves.
Knowledge Check
Professional Tone
With direction, LLMs can produce text that suits any range of contexts: colloquial, conversational, informal and formal. While output for early versions of LLMs was distinctively devoid of sentiment or emotion, the LLMs have evolved when it comes to tone and now are adept at producing output that suits a range of contexts. They are very effective at generating text that have the professional tone that is a convention of business communication.
“Tone” refers to the attitude that a document conveys towards the topic and/or the reader. You have likely read something that sounded angry, or optimistic, or humourous, or cynical, or enthusiastic. These words characterize the tone. Business communication tends to display a friendly yet neutral/objective tone.
Tone is created through word choice (diction), word order (syntax), sentence construction, and viewpoint. Consider a piece of academic writing that you may have read. It creates a formal tone through its use of specialized terminology, sophisticated vocabulary, complex sentence structures, and third-person voice. This style suits the genre because it is directed at experts and scholars in the field and seeks to convey complex information densely and objectively, with an emphasis on reason, logic, and evidence.
Now consider a piece of business writing that you may have read. The tone may be slightly less formal but not colloquial; rather, it is conversational in tone. The language is direct and plain, and the sentences are shorter and more straightforward. It may make use of the second person (“you”). This style suits business writing because it is directed at colleagues, management, or clients who are seeking information clearly and quickly and who may need to take action on it.
The following example offers some text you can use as part of your prompt in order to ask for a professional tone.
Asking the LLM to Use a Professional Tone
Simply include the following in your prompt (you may substitute any business area for the one mentioned below):
Prompt: . . . Use a professional tone suitable for the logistics and transportation industry. The vocabulary must be appropriate for an audience that is [familiar/not familiar] with the subject area. The tone must be friendly, information-focused, and fact-based.
When working with AI-generated output, it is important to ensure that the content you transfer to your documents has the style and tone that suits your context and purpose. You must keep the reader in mind as you edit the text so that they feel respected and that their needs are being met. Your responsibility then, as the writer, is to carefully edit the output to ensure that the vocabulary and syntax work together to create a friendly and professional tone.
https://www.youtube.com/watch?v=XXnRM1WJ_Ac
(We Grow People, 2021)
Knowledge Checks
Writing Constructively
When directed to use a professional tone, LLMs will successfully produce output that mimics the style of writing that is expected within business environments. Nevertheless, as the writer you have the responsibility to review and revise that output to ensure that the vocabulary and tone meet the needs of the audience and context. You must edit the output so that it closely aligns with the situational constraints and sentiment of the moment.
Striking the appropriate tone involves understanding your purpose, context, and audience. It also involves an understanding that workplaces are often hierarchical and that cooperation and teamwork are required. Therefore, it is important to consider how you want your reader to feel, and what may make your reader feel that way. Your goal is to communicate constructively, which means using positive phrasing to convey your message to your reader. Table 3.1.1 illustrates the differences between destructive/negative and constructive/positive feelings the reader may experience as a result of the tone used in a document.
| Negative | Constructive |
|---|---|
| misunderstood | understood |
| outraged | conciliatory |
| disgusted | pleased |
| guilty | capable |
| belittled | empowered |
| patronized | respected |
| defensive | proud |
| chastised | valued |
| humiliated | honoured |
| excluded | a sense of belonging |
| resentment | contentment |
Considering how your reader may feel after reading your document is an important part of revision. Did your tone come across like you hoped it would? Could it be misconstrued? You can upload your document to an LLM to request feedback on tone, specifying the approach you are taking. Or your can ask a colleague to review your document before sending it off to its intended audience.
Asking a LLM to Review for a Positive Tone
LLMs are conveniently at our disposal, so asking them to offer suggestions on how we can improve our writing for tone can be done routinely. Here’s an example on how to do it:
- Upload or paste the text into the LLM
- Include the following in your prompt (modify to suit your situation):
Prompt: . . . Read through the text provided. The reader of this text [may/may not] be pleased with the news, so suggest ways that the message can be positive, constructive, and kind despite the fact that I must [refuse, postpone. . .] the request.
When communicating information that is unpleasant, such as delivering bad news or rejecting a request, doing so constructively is even more important. Regardless of the message, how can you ensure you are communicating constructively?
- Adopt an adult-to-adult approach: That is to say, avoid talking down to your reader in a patronizing tone, and likewise avoid sounding petulant or unwilling to take responsibility. Aim to communicate respectfully, responsibly, confidently, and cooperatively — as one responsible adult to another.
- Be courteous: Focus on the reader as much as possible. Use “you” unless it results in blaming (one effective use of passive verbs is to avoid assigning blame: e.g., “Mistakes were made.”). Use traditionally accepted forms of courtesy and politeness. Use gender-neutral phrasing and plural forms, unless you are referring to a specific person and you know their gender.
- Focus on the positive: Emphasize what you can do rather than what you can’t. Try to avoid negative wording and phrasing (no, not, never, none, isn’t, can’t, don’t, etc.). Focus on what can be improved.
- Be genuine: Apologize if you have made a mistake. Take responsibility and promise to do better. Be authentic in your expression. Avoid sounding like marketing material (ad-speak). Make reasonable claims that can be backed with evidence.
Consider the following perspectives and note how the reader-centred approach makes effective use of the “you-approach”:
| Writer-Centred (I, we) | Reader-Centred (you) |
|---|---|
| If I can answer any questions, I’ll be happy to do so. | If you have any questions, please ask. |
| We shipped the order this morning. | Your order was shipped this morning. |
| I’m happy to report that … | You’ll be glad to know that … |
| Negative Phrasing | Constructive Phrasing |
|---|---|
| We cannot process your claim because the necessary forms have not been completed | Your claim can be processed as soon as we receive the necessary forms |
| We do not take phone calls after 3 p.m. on Fridays | You try … |
| We closed your case because we never received the information requested in our letter of April … |
To sum up, whether you are creating information solo or with the assistance of a LLM, it is your responsibility to ensure that it is conveyed in such a way as to promote good will and respect. You can do this by ensuring that the writing itself contains the vocabulary and syntax that creates a friendly and business-like tone.
Knowledge Check
EXERCISE 3.1.2 Revise an email for appropriate tone
A colleague has asked you to review his email before sending it. What revisions to content, tone, and style would you suggest?
From: Jake Burns
To: J. Parsons, Project Co-ordinator
Date: 12 December 20XX
Subject: Two Problems
Hi Ms. T
Say, we may need to increase the budget on this project by $12,000. Sam screwed up when he calculated project costs. Now we don’t have enough budgeted to add the additional 3 new hires. I know you don’t know what all that means, but trust me. WE NEED THOSE NEW HIRES!!!
Also, I would like to talk about getting my office moved closer to the rest of our department. All the running back and forth is disturbing other employees. I am so far away from everyone that I figure I must need to change deodorant or something. ; )
JB
EXERCISE 3.1.3 Revise for constructive tone
How do you think the following memo will make the recipients feel? How would you revise the following memo to more constructively address the problem?
From: Ann Onymous
To: All Employees
Date: Feb. 3, 20XX
Subject: Littering
For some time now, smoking has been strictly prohibited within five metres of the Main Building entrance. Do NOT smoke anywhere near the doors!
Some of you still insist on smoking and have been doing so inside this area. As a result, the areas near the rear exit and around the picnic tables are constantly littered with smoking-related debris (filter tips, half-smoked cigarettes, empty lighters, etc.), creating an eyesore and making more work for my staff, who have to keep cleaning up this mess.
Starting Monday, sand buckets will be provided outside the rear doors and in the picnic area. Use them!
For further reading, see “Communication in the workplace: What can NC State students expect?” a study based on the responses of over 1000 professionals from various fields, including engineering, on how important business, technical and scientific communication is to their work.
This work is included with permission and is licensed under a Creative Commons Attribution 4.0 International License.
References
OpenEducation Resources. (2018). Foundation of communication – Audience analysis [Video]. Youtube. https://www.youtube.com/watch?v=APJCWgOtnKo
We Grow People. (2021). How to create a purposeful tone in your writing [Video]. Youtube. https://www.youtube.com/watch?v=XXnRM1WJ_Ac