References:
Anderson, Paul V. Technical Communication: A Reader-Centered Approach. 6th ed. Boston: Thomson-Wadsworth, 2007.
XXXXXXX-Sheehan, XXXXXXX. XXXXXXXXX XXXXXXXXXXXXX XXXXX. New York: Pearson-Longman, 2005.
XXX XXXXXXXXX:
https://XXX.XXXXXX.edu/owl/XXXXXXXXXXXXXXXXXXXXXXXX/professional_technical_writing/memos/XXXXXXXXXXX.XXXX
XXXXX://www.XXXXXXXXXXXXX.com/XXXXXX-plan-XXXXXXXXX
XXXXX://www.XXXXXXXXXXXXXXXX.XXX/XXXXXXX/lesson-XXXXXXXX/
XXXXXX of Audience:
The XXXX XXXXXX of audience are:
X. XXXXXXXXXX: XXX supervisor is XXX gatekeeper as he/she controls XXXXXXX XXX message XX XX XX XXXX XX the XXXXXXX audience or not. XXX XXXXX higher authorities like the XXXXXXXXX in charge may also XXX as XXXXXXXXXX.
X. XXXXXXX XXXXXXXX: XXXXXXXXXX XXX XXXXXXX members of the XXXXXXXXXXX institution are the XXXXXXX XXXXXXXX XX XXXX are the XXXX who XXXX XXXXXXX XXX lesson plan and XXXX XXXXXX its XXXXXXXXXXXXXX. XX will be XXXXXX for them to XXXX their teaching activities. They will give recommendations XX XXXXXXX the lesson plan.
X. Secondary XXXXXXXX: The Supervisor or XXX head XX the departments are the XXXXXXXXX audience. XXXX XXX the XXXX XXX will be asked XX XXXX XXXXXXXX on XXX lesson XXXX and XXX XXX XXX XXX XXXXXXX XX the XXXXXX XXXX.
X. Auxiliary audience: XXX XXXXXX teaching XXXXX who XXX XX a part XX XXX circulation of the XXXX on XXXXXX plans but may not XX directly involved in the XXXXXXXX XXXXXXX XXX preparation of XXX XXXXXX plans XXX XXX auxiliary audience.
5. XXXXXXXX audience: XXX XXXXXXXX council and Board members XXX XXX watchdog audience. XXXX XXXX XXXXXXX act directly in the XXXXX activity XX XXXXXXXXX XXXXXX XXXX nor XXXX they stop XXX message. XXXXXXX, they XXXX read the memo XXXX XXX circulated XXX also evaluate it XXX XXXXXX XXXXXXX.
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