Purpose
This component introduces some of the professional,
ethical, and legal considerations inherent in interpretive
writing.
Objectives
Upon completion of this component, learners will be
able to:
Describe
the public domain implications of writing for the
government;
Explain
the need to work within agency mission and policy
boundaries;
Describe
copyright law and citation guidelines for incorporating
non-original work into a product;
Describe
the implications of bias and libel in interpretive
writing.
Approach
As an interpretive writer, you need to write independently
and with conviction, incorporating tenets of successful
interpretation. Professionalism in interpretive writing
requires continual practice, critical self review, constant
awareness of bias, and an understanding of legal constraints.
Writing for the government entails additional responsibilities:
incorporation of agency policies and regulations, and
an understanding of the difference between personal
opinion and agency position.
Writing for an agency requires accepting various levels
of revision and constructive criticism. Moving away
from an emotional attachment to your writing during
the editing stage allows for growth and improvement.
This component presents some of the basic elements
of professionalism in interpretive writing, and encourages
you to explore them in greater depth by talking with
others and consulting the module's references.
Content
Outline I.
Public domain, agency constraints, and copyright
A. Writing done on the job does not belong to you
1. Government publications are part of the public
domain. (Volunteer and paid authors need to understand
that they are producing government publications.)
2. You are speaking not as an individual but as
a representative of the agency. (You must work within
mission parameters and other boundaries placed on
you by the agency.)
3. You may, or may not, receive credit for authorship.
B. The work of others does not belong to you (or
the government)
1. Plagiarism is illegal and unethical;
2. Restrictions exist on the use of copyrighted
materials; proper citation and/or permission are
required to use copyright-protected text, music,
or images.
II.
Other Considerations
A. Libel--Laws protect individuals and institutions
from having erroneous and unfair statements written
about them;
B. Bias--Stereotypical and discriminatory language
and treatment must be recognized and eliminated.
C. Multiple points of view--Writing must be assessed
with regard to inclusion (multiple perspectives) and
balance.
The Chicago Manual of Style: Fourteenth Edition. University
of Chicago Press: Chicago, IL, 1993. An excellent resource
book for professional writers and editors. Contains
specific information on proper citation, copyright law,
and fair use.
The Associated Press Stylebook and Libel Manual. French,
Christopher W., ed. Addison-Wesley: Reading, MA, 1987.
Many nagging mechanical questions are answered here,
and there is an entire section on punctuation, in addition
to information on libel.
Guidelines for Bias-free Writing. Schwartz, Marilyn.
Indiana University Press: Bloomington, IN, 1995.
Suggested
Developmental Activities
1. Find publications and exhibit text produced more
than ten years ago. Analyze them in terms of bias, point
of view, inclusion, balance, and agency position.
2. Consult a cooperating association manager or a library
for current materials on copyright law. If you have
access to the Internet, search there for background
information on copyright law and restrictions. (See
"Resources" for address).
3. Select a range of interpretive materials. Assess
them from the point of view of the opposite gender or
another ethnic group. Determine the effectiveness of
these products from this new point of view.
