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 Detailed Conten ts vii

Avoid excessive use of is/are verb forms • 68

Use active voice for clarity • 69
Word Choice • 71
Style Checklist • 74
Exercises • 74

5 Designing Documents • 85
Understanding the Basics of Document Design • 86
Know what decisions are yours to make • 87
Choose a design that fits your situation • 87
Plan your design from the beginning • 87
Reveal your design to your readers • 90
Keep your design consistent • 90
Designing Effective Pages and Screens • 93
Use blank space to frame and group information • 93
Space the lines of text for easy reading • 96
Adjust the line length to the size of the page or screen • 96
Use a ragged right margin • 96
Position words and illustrations in a complementary
relationship • 97
Helping Readers Locate Information • 98
Use frequent headings • 99
Write descriptive headings • 99
Design distinctive headings • 703
Use page numbers and headers or footers • 706
Document Design Checklist • 108
Exercises • 109

6 Designing illustrations • 112

Creating Illustrations • 112
Tables • 773
Bar and column graphs • 777
Circle graphs • 722
Line graphs • 722
Organization charts • 726
Flow charts • 728
Project schedule charts • 737
viii Detailed Con tents

Diagrams • 733
Photographs • 735
Infographics • 738
Video clips • 740
Designing Illustrations Ethically • 142
Illustration Checklist • 144
Exercises • 145

Part Two: Applications

7 E-rnails, Texts, Memos, and Letters • 151

E-mail and Text Messages • 152
Memos and Letters • 152
Guidelines for Ensuring Quality • 156
Appropriate Tone in E-mails, Texts, Memos, and Letters • 157
Guidelines for Dealing with Tone • 158
Planning and Writing Correspondence • 159
CASE 7 - 1: INFORMATIONAL E-MAIL MESSAGE • 760
CASE 7 - 2: iNSTRUCTIONAL MEMO • 762
CASE 7- 3: LETTER REQUESTING INFORMATION • 764
CASE 7 - 4: UNFAVORABLE NEWS LETTER • 767
CASE 7- 5: CLAIM LETTER • 769
CASE 7 - 6: LETTER OF REPLY • 777
Correspondence Checklist • 174
Exercises • 174

8 Technical Reports • 181

Kinds of Reports • 181
Report Categories- Informal and Formal • 182
Informal Report Heading • 182
Subject line • 783
Reference • 783
Action required • 783
Distribution list • 783
Parts of an Informal Technical Report • 183
Introduction • 783
Summary • 784
 Detailed Contents ix

Discussion • 784
Conclusion • 784
Recommendations • 785
Attachments • 785
Developing Reports • 185
CASE 8-1 • 789
CASE 8-2 • 205
Elements of Formal Reports • 209
Prefatory elements • 209
Abstracts and summaries • 277
Discussion, or body of the report • 274
Collecting and grouping information • 276
CASE 8-3 • 227
Conclusion(s) • 223
Recommendations • 223
Appendices • 223
Letter Reports • 223
Example Report for Study • 229
Writing Collaboratively • 229
The team leader • 230
Requirements of team leaders • 230
Requirements of team members • 237
Report Checklist • 231
Exercises • 232

9 Proposals and Progress Reports • 233

Proposals • 234
Example RFP • 235
The context ofproposal development • 235
Effective argument in proposal development • 238
Standard sections ofproposals • 239
CASE 9-1: RESEARCH PROPOSAL • 244
CASE 9-2: PROJECT PROPOSAL • 250
Progress Reports • 255
Structure ofprogress reports • 255
CASE 9- 3 • 258
CASE 9-4 • 265
x Detailed Contents

Style and Tone of Proposals and Progress Reports • 269

Checklist for Developing Proposals and Progress Reports • 269
Exercises • 272

10 Instructions, Procedures, and Policies • 274

Instructions versus Procedures • 274
Critical Role ofl11Structions and Procedures in the Workplace • 274
Planning Instructions and Procedures • 276
Structure and Organization • 277
Introduction • 277
Theory governing the procedure or instruction • 277
Warnings, cautions, hazards, and notes regarding
safety or quality • 278
Conditions under which the task should be performed • 278
Name of each step • 278
CASE 10- 1: THE GRIGNARD REACTION • 279
CASE 10- 2: ]OB INSTRUCTIONS • 294
CASE 10- 3: INSTRUCTIONAL LETTER • 300
Online Instructions • 303
CASE 10- 4 • 304

Checklist for Developing Instructions/Procedures • 306

Exercises • 307

11 Oral Reports • 309

Understanding the Speaking-Writing Relationship • 310
Analyzing the Audience • 310
Determining the Goal of Your Presentation • 311
Choosing and Shaping Content • 311
Analyzing the Context • 311
Choosing the Organization • 311
Choosing an Appropriate Speaking Style • 313
Choosing Visuals to Enhance Your Purpose and Your Meaning • 313
Planning Your Presentation- Questions You Need to Ask • 326
Audience • 326
Purpose • 326
Context • 326
Content • 326
 Detailed Conten ts xi

Graphics • 326
Style • 326
Speaking to Multicultural Audiences • 327
Designing Each Segment • 327
Choose an interesting title • 327
Develop your presentation around three main divisions • 327
Plan the introduction carefully • 328
Design the body • 328
Design the conclusion • 328
Choosing an Effective Delivery Style • 328
Techniques to Enhance Audience Comprehension • 329
Designing and Presenting the Written Paper • 330
Structuring the written speech • 337
Writing the speech • 337
Practicing the presentation • 332
Checklist for Preparing Oral Reports • 333
Exercises • 335

12 Resumes and Job Applications • 344

The Correspondence of the Job Search • 344
Letter of application • 345
The resume • 348
Follow-up letters • 359
Interviewing • 361
The interview • 367
Negotiation • 363
Before and after the interview • 363
Job Search Checklist • 364
Exercises • 365

APPENDIX A Brief Guide to Grammar, Punctuation, and Usage • 369

APPENDIX B Using Sources oflnformation • 382
APPENDIX C Report for Study and Analysis • 390

Index • 429
 Checklists
------------ ----
Chapter2
Planning and Revision Checklist • 33

Chapter 3
Ethics Decision Checklist • 55

Chapter4
Style Checklist • 74

Chapter 5
Document Design Checklist • 708

Chapter6
Illustration Checklist • 744

Chapter7
Correspondence Ch ecklist • 774

ChapterS
Report Checklist • 237

Chapter9
Checklist for Developing Proposals and Progress Reports • 269

Chapter 10
Checklist for Developing Instructions/Procedures • 306

Chapter 11
Checklist for Preparing Oral Reports • 333

Chapter 12
Job Search Checklist • 364

xii
 Preface
-------------
As we have emphasized throughout the first two editions of Essentials of Tech-
nical Communication, in the workplace, no one wants to read what you write-
seriously. In addition, they will read as little of what you write as they possibly can.
Even if your document will be of value to your readers, unless you make that point
clear at the beginning of your document, it may be tossed.
Your boss or coworkers may not have the necessary background, the time, or
the inclination to wade through your e-mail, memo, or report. We have developed
The Essentials of Technical Communication with this in mind, as a practical intro-
duction to all aspects of effective professional communication- a handbook to
help you get your message across on the job, where time equals money and poorly
crafted documents can have a host of unwelcome consequences.
As teachers of technical writing with more than 50 years of experience between
us, we know that following a few simple guidelines leads to more efficient and ef-
fective communications. In this book we provide the guidelines you need as you
plan, draft, and revise documents. Understanding these guidelines will help you
avoid blank-page terror and enable you to write effectively and quickly- both re-
quirements of employees who write for their jobs.

APPROACH

Our rationale is simple: we believe that the effective writer in a work situation m ust
learn and internalize basic concepts of rhetoric and then apply these in developing
documents. We've filled this brief book with memorable, concise guidelines. Each
chapter in Part One focuses on basic rhetorical principles, and Part Two applies
those principles to the planning and writing of particular types of documents.
A brief book enables instructors to adapt the book to their own uses. Many
teachers want to build on principles by adding their unique approaches. This book
provides the flexibility to allow for that possibility. In addition, many employees
who did not study technical or business writing in college will find this book use-
ful in learning how to write in the workplace.

ORGANIZATION

The book is organized into two parts. Part One (Chapters 1 through 6) lays out
essential communication principles:
+ Chapter 1, "Characteristics of Writing at Work:' describes technical writing, or
writing in the workplace, to show how it differs from academic writing.

xiii
xiv Preface

+ Chapter 2, "Writing for Your Readers;' presents the essential elements of ana-
lyzing readers and then choosing content, format, and style as these meet the
needs of the intended readers. We embed a discussion of the composing pro-
cess in this chapter.
+ Chapter 3, "Writing Ethically;' discusses the ethics of technical documents.
While most professionals have standards of good practice, writers should also
follow principles of communication ethics.
+ Chapter 4, "Achieving a Readable Style;' explains how to write concise, pristine
sentences and paragraphs.
+ Chapter 5, "Designing Documents;' illustrates basic principles for creating ac-
cessible and inviting documents. In a world of too much information, read-
ers often miss or ignore important messages not presented in an easy-to-read
format.
+ Chapter 6, "Designing Illustrations;' provides guidelines for developing effec-
tive visuals. Graphics software creates practically infinite possibilities for visu-
als, but effective use requires an understanding of fundamental graphic design
principles.
Part Two (Chapters 7 through 12) then applies the principles from Part One to the
types of documents most commonly prepared in the workplace:
+ Chapter 7, "E-mails, Texts, Memos, and Letters;' presents the basics of cor-
respondence and demonstrates how to ensure that these routine messages are
clear, readable, and effective.

+ Chapter 8, "Technical Reports;' presents the elements of report development

along with examples, including an annotated abstract. We provide a formal
report in Appendix C and on the book's companion website, www.oup.com/
us/tebeaux. (We also include links to documentation resources on the web-
site. With the emergence of bibliography and citation software we believe ex-
tensive instruction in documentation is no longer needed in the text, though
we do include a brief guide to the most common documentation systems in
Appendix B.)
+ Chapter 9, "Proposals and Progress Reports;' provides guidelines for develop-
ing business proposals and status reports. In this chapter, we use several stu-
dent examples as these respond to real situations in a university setting.
+ Chapter 10, "Instructions, Procedures, and Policies; describes how to develop
clear instructions for a variety of situations.
+ Chapter 11, "Oral Reports;' provides a short guide to developing and then pre-
senting a concise, effective PowerPoint presentation.
+ Chapter 12, "Resumes and Job Applications;' describes how to prepare job ap-
plication documents.
 Preface XV

FEATURES

• Sample Documents: This text, although concise, includes a range of sample

documents covering the essential types and styles you're likely to encounter
in the workplace. Many of these documents are available for download on
the book's companion website, www.oup.com/ us/ tebeaux, along with links
to documentation resources.
• Case Studies: In Chapters 1, 2, 3, 7, 8, 9, and 10, case studies show how different
types of documents function in different situations. These cases contextualize
the documents to give you a sense of how and when the techniques we outline
can and should be applied.
• Checklists: At chapter ends, we have included checklists- lists of questions
you can use to ensure that your professional documents achieve your purpose.
We hope you find that these are a handy reference tool. They are indexed in
the front of the book.
• Exercises: Exercises at the end of each chapter guide practice in the techniques
outlined in the text. Some of the exercises are designed to be done in class
and could be done or discussed in small groups, and others are take-home
assignments.
• Appendices: Three appendices contain a briefguide to grammar, punctuation,
and usage (A); a synopsis of information literacy and three widely used
documentation systems (B); and a sample report (C).
• Companion Website: The book's companion website at www.oup.com/us/
tebeaux offers additional resources for students, including chapter overviews,
self-quizzes, downloadable versions ofthe checklists from the book, helpful links,
annotated document pages, and downloadable sample documents, including
those from the exercises at chapter ends. The site includes an instructor's
manual, featuring downloadable PowerPoint files for use as lecture aids, chapter
objectives, teaching strategies, workshop activities, writing projects, worksheets,
and discussion questions. It also includes revision assignments, multimodal
writing assignments, and multilingual writing assignments.
• Instructor's Manual: The instructor's manual is available in a CD version that
includes a test bank.

NEW TO THIS EDITION

While improving upon our first two editions, we did not change those aspects of
the book that made it popular with professors and students of technical communi-
cation. This new edition maintains the concise and practical nature of the first two.
But we have made several important changes based on the excellent suggestions
from our expert panel of reviewers. We made each change to prepare students ( 1)
to write in an increasingly dynamic, digital age and (2) to write for an increasingly
diverse audience- both in the classroom and in the workplace.
xvi Preface

Changes we've made for the third edition include the following:
• Chapter 1: We've included new material on the need for information security
as the most important difference between writing at school and writing at
work. We caution students about the risks of social media, texting, and e-mail,
all of which in personal and business use carry legal liability.
• Chapter 2: We've added a new case document that incorporates both issues in
e-mail design and audience perspective.
• Chapter 3: We've added case documents to this chapter to encourage analysis of
ethical dilemmas and the professional obligations oftechnical commwticators.
Weve also included the Code of Ethics of the National Society of Professional
Engineers for comparison with the Society for Technical Communication's
Ethical Guidelines.
• Chapter 4: We've added additional examples of common style problems:
excessive "be" verbs and use of "there is, there are" constructions that reduce
the directness of sentences and often increase sentence length. We have
included a short report that includes excessive use of "be" constructions and
other sentence problems. We've also added sample sentences and possible
revisions based on the principles presented in this chapter as well as additional
sentences that exhibit major errors for students to discuss and correct.
• Chapter 5: New here is greater emphasis on the complementary relationship
of words and illustrations.
• Chapter 6: We've added project schedule charts and infographics to the wide
array of illustrations that we examine with annotated examples.
• Chapter 7: We've added a claim letter to the case documents we exantine in
this chapter to reinforce the principle of dear and concise communication
tailored to the audience.
• Chapter 8: We've included three case documents for analysis and discussion
and new examples of informal reports. We've also added a new example of a
student formal report in Appendix C.
• Chapter 9: We've included discussion of online multimedia progress reports.
Appendix C also includes the proposal and progress report for the new final
report on Alzheimer's disease.
• Chapter 10: We've added a new example of lab procedures prepared by
a graduate student as many college lab instructions are hastily prepared
by graduate students who do not think about the needs of undergraduate
students in science lab settings.
• Chapter 11: We have new examples of PowerPoint slides, including a full
slide presentation that exhibits qualities of good PowerPoint presentations
and ineffective slides that demonstrate common errors. Weve also provided a
speech prepared to be read and invited students to improve it.
• Chapter 12: We've updated the examples of resumes and letters of application
while reinforcing key rhetorical principles and the necessity of managing your
professional identity on social networking sites.
 Preface xvii

In all chapters, we offer new and revised exercises. These require students to think
critically about the topics discussed in the chapter.
Finally, the companion website and instructor's resources have been updated
with new examples, exercises, and materials. Of particular note is the revised in-
structor's manual, which contains sections in each chapter on multimodal and
multilingual writing, as well as new links, writing projects, and teaching strategies.
The test bank has been updated as well and offers a revised and expanded selection
of test questions.
 Acknowledgments
------------ ----
We are grateful to the dedicated book publishers of Oxford University Press for
their conscientious efforts to make this book eloquent, elegant, concise, and co-
gent. We continue to thank the reviewers commissioned by Oxford for the first
and second editions of this text: Susan Aylworth, California State University,
Chico; Latonia Bailey, Crowder College; Elizabeth Childs, Auburn University;
Cathy Corr, University of Montana Missoula; Ed Cottrill, University of Mas-
sachusetts Amherst; Richie Crider, University of Maryland; Melody DeMeritt,
California Polytechnic State University; Scott Downing, Kenai Peninsula College,
University of Alaska Anchorage; Leslie Fife, Oklahoma State University; Maureen
Fitzsimmons, Syracuse University; Elizabeth Holtzinger-Jennings, Pennsylvania
State University; Danica Hubbard, College of DuPage; Kendall Kelly, Southwest
Texas State University; Kevin LaGrandeur, New York Institute of Technology; Eliz-
abeth Lopez, Georgia State University; Lisa McClure, Southern Illinois University,
Carbondale; Raynette Meyer, Aiken Technical College; Elizabeth Manske, North-
ern Michigan University; Brenda Moore, New Jersey Institute of Technology; Mar-
guerite Newcomb, University of Texas at San Antonio; Mark Noe, University of
Texas-Pan American; Roxanna Pisiak, Morrisville State College; Liza Potts, Old
Dominion University; Ritu Raju, Houston Community College; Denise Stodola,
Kettering University; Leslie St. Martin, College of the Canyons; Dawn Taylor,
South Texas College; Aaron Toscano, University of North Carolina at Charlotte;
Michelle Weisman, College of the Ozarks; and Linda Young, Oregon Institute
of Technology. And we extend our thanks to those who reviewed for this new
edition: Robert Bleil, College of Coastal Georgia; An Cheng, Oklahoma State Uni-
versity Stillwater; Paul Dombrowski, University of Central Florida; Peter Dorman,
Central Virginia Community College; Doris Fleischer, New Jersey Institute of
Technology; Jennifer Haber, St. Petersburg College; Michael Klein, James Madison
University; Kimberly Miller, Case Western Reserve University; Sally Palmer, South
Dakota School of Mines and Technology; Joshua Prenosil, Creighton University;
Kristen Proehl, Clemson University; Jeff Pruchnic, Wayne State University; Dirk
Remley, Kent State University; Bonnie Startt, Tidewater Community College;
Eleanor Sumpter-Latham, Central Oregon Community College; Tammy Winner,
University of North Alabama; Susan Youngblood, Auburn University; and Pinfan
Zhu, Texas State University.
We also thank the innumerable colleagues and students who have challenged
and inspired us in the teaching of technical communication. And, as always, spe-
cial thanks to Jene and Linda for their love and support.

xviii
PART ONE

Principles
This page intentionally left blank
Characteristics of
Writing at Work
Technical, or business, writing describes writing that occurs in a business or work
setting. University offices, corporations, research centers, hospitals, businesses of
all sizes, even nonprofit organizations produce large quantities of technical writ-
ing, which differs from academic writing in a number of important ways. These
differences mean that you cannot write on the job the way you have written in
school. Writing in school and writing at work differ because the purposes and the
context of each differ. Thus, the products of each contrast sharply.
Technical writing has similarities to any sport you want to pursue: you must
first learn the foundational concepts, then understand how these concepts affect
the sport before you apply the principles as a participant.

I Quick Tips
I
I
I On t he job, keep in mind t hat no one wants to read anything you write.
m
I Most of the time they will not read all of what you write. They w ill read
I because they need to, not because they want to. They wil l read because you
I
I have inform at ion t hey need to t ake act ions o r m ake decisions. They don't
get paid to read: t hey get paid to take act ions and make d ecisions. The
I more t ime they need to read your document, the less productive time t hey
I have. Make sure everything you write is clear, co rrect, necessary, and polite.
I
I And never assume t hat anything you write is conf id ential.
D Mo dern organizatio ns have to keep t heir technical and business writ ing
I sec ure, whether it exists in paper or v irtual form. O rganizations t hat lose
I inform ation to cyber t hieves often face severe consequences.
I
I
I
I
•
3
4 Chapter 1: Characteristics of Writing at Work

WRITING AT WORK VERSUS WRITING AT SCHOOL

Workplace writing requires that you continue to apply what you have learned
about effective paragraph development, correct sentence structure, punctuation,
and usage. As an educated adult, your writing should exemplify correctness. Be-
yond these fundamental principles, business or technical writing will differ from
writing you have done as a student in five important ways.
Writing at work
1. Requires acute awareness of security and legal liability
2. Requires awareness that documents may be read by unknown readers, inside
and outside the organization, for an infinite time
3. Achieves job goals
4. Addresses a variety of readers who have different perspectives from those of
the writer
5. Requires a variety of written documents

Requires acute awareness of security and legal liability. The most fun-
damental characteristic of technical writing rests in the legal liability associated
with workplace information. This liability extends from federal privacy acts, such
as FERPA (Family Educational Rights and Privacy Act), that protect you as a stu-
dent in college to protection of the research and intellectual property of the uni-
versity from cyber thieves.
Chief information officers in educational, business, government, and research
organizations work diligently to protect the privacy of information about their
employees and the knowledge generated by these employees by following both
federal and state privacy laws. Identity and information theft can occur at any
time, despite the best efforts of any chief information officer's staff and security
team. People throughout the world continue to attack computing systems to gain
access to credit card numbers, personal and medical information, and transcripts
of academic work, creative work, and research data- essentially whatever hackers
can access, either for their own use or to sell to crime cartels.
Electronic communication has become a blessing and a curse. Today's work-
place requires extensive technology. Research organizations, hospitals, banks, fi-
nancial organizations, law firms, physicians, even small, locally owned businesses
have to pursue strict security on all information they have about customers, cli-
ents, and patients. Organizations, like architectural firms, computer companies,
engineering companies, and manufacturers, must protect their intellectual prop-
erty from theft. The knowledge they produce for clients becomes the value of
the organization. When you begin a job, you need to learn the security rules and
follow them. For example, you will likely not be allowed to use your company
e-mail for any purpose other than company business. Your company telephones
will likely require the same restrictions. You should never access your personal
blogs or social networking sites from your employer's computer.
 Writing at Work versus Writ ing at School 5

To avoid potential security breaches,

• Remember that any text message you send will not be secure and may be
legally accessed, whether the cell phone you use belongs to you or your
employer. Company e-mail can be viewed by the company webmaster. Once
you begin working for an organization, use caution in what you discuss via
text messages and e-mail.
• Avoid blogs, unless your company uses secure blogs for creating collaborative
reports, for example. Remember that others can see what you have written.
Be sure that your comments exemplify tasteful, helpful, and accurate tone
and content.
• Any electronic communication- texts, e-mails, and social media messages-
can be subject to subpoena. Your Internet provider has to comply with "good
cause" subpoenas. Again, what you say in cyberspace never goes away.
• Avoid using browsers available on company computers to locate information
on any topic not related to your work.
• Use social media carefully. Your company may have a page on one of the
social media sites, but do not use it or respond to it. First, ask the purpose
of the site and the rules for its use by employees. Note: Many students have
been expelled from their universities for inappropriate use of social media. A
business organization, because ofconcerns for information security, will watch
how employees use social media. You can lose your job if your comments on
blogs, wikis, and other forms of social media disparage the organization and
perhaps divulge proprietary information.
• Many organizations, before they hire new employees, will check social media
to see what potential employees have said about themselves. Again, criminals
across the world also check. Divulging confidential information, personal
or professional, can have major consequences for you and organizations for
which you work, have worked, or "'rill work. Because virtual messages never
go away, ask yourself, "If I decided to run for public office in 20 years, would I
want people I don't even know to see what I said about myself today?"
• If you have a personal web page, be sure that what you place on the page makes
a positive statement about you and does not discredit your employer in any way.
• Guard your external storage drives carefully. Never leave one in your computer
when you work in a public place, even for a few minutes. When you purchase a
flash drive, be sure it has been manufactured by a reputable company. Never buy
nonpackaged flash drives. Never use a flash drive given to you as a gift from an
advertiser. You do not know what material, malware, or viruses have been placed
on the drive. Never forget that everything you write can be accessed by others.
Tip: Always write as if someone you do not know might be reading over your
shoulder. And follow all rules your employer stipulates. Accepting and agreeing
to follow rules of confidentiality of company information may be a condition of
employment with that organization. When you interview for a job, ask about the
company's website, all social media sites, and management of those sites.
6 Chapter 1: Characteristics of Writing at Work

In school, your primary obligation is to avoid plagiarism. But what you write at
work can be used against you in lawsuits. Once you sign your name to a report or
letter, your signature makes you responsible for the content. Hostile readers can
use what you say to support claims against you and the organization you represent.
Because we live in an increasingly litigious society, designing documents that will
prevent their misuse should be one of your primary goals.

Requires awareness that documents may be read by unknown readers .

Always anticipate unknown readers who may receive copies of your reports or
e-mail. Ask yourself this important question: "Does my report or e-mail contain
any information that could be misconstrued and affect me or the organization
adversely if unknown readers see my communication?" While academic writing
responds to assignments, applicable only for a specific semester, course, and pro-
fessor, workplace communications have no specific life span. They can be read and
then used in ways you never intended or envisioned.
You cannot underestimate the problem that unknown readers present. Nearly
everything you write for an organization will remain in the organization's archive
indefinitely. Copies of your reports and letters will be placed in files accessible by
readers who may not know anything about you or the situation you discuss in your
document. These documents will often be used in assessing your performance and
in determining your promotion potential. What you say suggests how well you have
done your job. Unknown readers may also use your reports to gain understanding
of a work situation they have inherited with a new job assignment. On the job, what
you write becomes much more than a knowledge indicator for a grade.

Achieves job goals. In school, you write to show your professor that you know
the subject matter and to make a good grade. But in the workplace, writing is the
major way that people achieve their job goals and document their work. Writing
becomes documentation that you have done your work and how you have done it.
How well you write will suggest how well you have done your work. It will become
part of the organization's permanent archives.

Addresses a variety of readers who have different perspectives. In col-

lege, you write your assignments for a single reader, a professor, a specialist in a sub-
ject area. But in a work setting, you can expect to write to readers who have varied
educational and technical backgrounds, readers who have different roles inside and
outside the organization, and readers who may know less about a topic than you do.
Your supervisor, for example, may have majored in a field of study very different
from yours, or your supervisor's responsibilities may have channeled his or her tech-
nical knowledge into other areas. For example, you may report directly to a person
whose educational background has been in physical chemistry or electrical engi-
neering but whose responsibilities may now be in personnel management, database
administration, quality control, or financial analysis. Many technical people earn a
master's degree in business administration to assist them in management roles.
In a work context, these readers will feel no commitment to read what you write
unless your messages help them as they do their own work. They will generally not
Another random document with
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Second route: From Ohaikea,
between Maunakea and
Hualalai. Totaled 112,000 men.
That was of Kau alone.
Third route: From Mahiki,
aggregated 160,000 men. There
were three districts: Puna, Hilo
and Hamakua.
Fourth route: From Kaholeiwai
and extending to Momoualoa;
totaled 96,000 men. Of Kohala
only.
While Kamalalawalu was on the
hill of Hokuula, in Waimea, he
beheld the dust rising above the
stones of Kaniku, the stones
being gradually reddened by the
dirt. On account of the many
men the darkness of the stones
was covered by the dust. And
when Kamalalawalu saw the
men of Kaniku advancing, he
inquired of Kauhiakama: 32
“Where have you traveled on
Hawaii that you failed to observe
the people?” Kauhiakama
answered: “From Kawaihae to
Kaawaloa, in Kona, were the
places I visited, but I
encountered no person.”
Alanui Alua. Ma Ohaikea mai,
mawaena o Maunakea ame
Hualalai. Ehiku lau mano kanaka
ka nui. O Kau wale no ia.
Alanui Akolu. Ma Mahiki. He umi
lau mano kanaka ka nui. Ekolu
Moku, o Puna, o Hilo, o
Hamakua.
Alanui Aha. Ma Kaholeiwai a hiki
i Momoualoa. Eono lau mano
kanaka ka nui. O Kohala wale no
ia.
Ia Kamalalawalu maluna o ka
puu o Hokuula, ma Waimea, ike
aku la ia i ka ea o ka lepo i ke a
o Kaniku, e hele mai ana a ula
ke a i ka lepo. No ka nui loa o na
kanaka, ua nalowale ka uliuli o
ke a i ka lepo. A ike o
Kamalalawalu i na kanaka o
Kaniku e hele mai ana, ninau
aku la ia ia Kauhiakama: “Mahea
kau wahi i hele ai o Hawaii, i ike
ole ai oe i ke kanaka?” I aku o
Kauhiakama: “Mai Kawaihae, a
Kaawaloa i Kona, ka’u wahi i
hele ai, aole nae he kanaka i
loaa ia’u.” I aku o Kamalalawalu
ia Kauhiakama: “Aohe au hale i
ike ai e ku ana?” “He hale no,
Kamalalawalu said to
Kauhiakama: “Did you not see
houses standing?” “There were
houses indeed, but there were
no occupants. There were pigs
running about, and there were
chickens crowing.” Whereupon,
Kumaikeau and Kumakaia
remarked: “You could not find the
occupants at home, for they had
gone upland to till the ground
because it was morning, and
they had gone out fishing. If it
were in the afternoon you went
there, you would have met the
men at home.”
Kamalalawalu, on hearing this,
said to Kauhiakama: “We shall
perish; we can not be saved. I
thought your report was true, but
it is not so. 33 By whom have you
been taught that the house is a
thing that stands without
dwellers. Why! The house is
erected, the men live therein.
Woe betide us that we perish by
your report. Alas! How great is
the love of the wife and the
children who will fail to see this
corpse, or that [I] see them not.”
While Kamalalawalu was
aole nae he kanaka, he puaa e
holo ana, he moa e kani ana.” Ia
wa, olelo mai o Kumaikeau me
Kumakaia: “Aole e loaa ia oe
kanaka i ka hale, ua pii i uka i ka
mahiai, he wa kakahiaka, ua
holo i ka lawaia. Ina he aui la
kau manawa i hele ai, loaa ia oe
na kanaka i ka hale.”
Ma keia lohe ana o
Kamalalawalu, olelo mai la ia
Kauhiakama: “Make kaua, aole e
ola. E kuhi ana au i kau olelo he
oiaio, aole ka! I ike no la oe ia
wai, he mea ku wale ka hale
aohe kanaka. Kai no o ka hale
ku o ke kanaka noho. Aloha
kaua i ka make mamuli o kau
olelo, ehia ka mea aloha o ka
wahine me na keiki, i ka ike ole
mai i keia puu make, a i ka ike
ole aku ia lakou.”
Ia Kamalalawalu e kamailio ana,
speaking, Lonoikamakahiki and
all of Kona arrived. From the
south of Puako to above
Waimea, the men were so
compact that the dirt, stones, the
trees could not be detected
because they were obscured by
the men. Simultaneously,
Pupukea appeared with the Kau,
Mahiki, and Kohala contingents,
and so completely blocked up
Waimea as to allow no space.
When Kamalalawalu met with
Lonoikamakahiki, 34 they
resolved that Makakuikalani and
Pupukea stand first to fight.
Should Pupukea be vanquished
by Makakuikalani, then Hawaii
was conquered; but should
Makakuikalani be defeated by
Pupukea, then Maui was
subdued. These words of theirs
were agreed to by Makakuikalani
and Pupukea. 35
the combat between
pupukea and
makakuikalani.
Immediately Makakuikalani and
Pupukea went forward with their
long spears. While they were
hiki mai la o Lonoikamakahiki
me Kona a pau loa. Makai o
Puako a uka o Waimea ka paa i
na kanaka, aole i ike ia ka lepo,
ka pohaku, a me ka laau, no ka
paa i na kanaka. I loko no oia
wa, hiki mai la o Pupukea me ko
Kau poe kanaka, ko Mahiki, ko
Kohala; Pania iho no o Waimea
paa, aole wahi kaawale. A hui o
Kamalalawalu me
Lonoikamakahiki, olelo iho la
laua o Makakuikalani me
Pupukea ke ku mamua e kaua.
Ina i make o Pupukea ia
Makakuikalani, alaila, pio o
Hawaii; a ina hoi o
Makakuikalani ke make ia
Pupukea, alaila, pio o Maui. Ua
hooholo ia keia mau olelo a laua
e Makakuikalani ame Pupukea.
ke kaua ana o pupukea
me makakuikalani.
Ia wa ku o Makakuikalani me
Pupukea me ka laua mau laau
palau. Ia laua e ku ana, pane
standing, Pupukea’s instructor 36
called out: “O Kalani! [450]Strike
low the stick.” Pupukea replied:
“Whilst in the house, the tutor’s
instruction is finished.” 37
Thereafter, Pupukea struck with
his long spear, falling on and
knocking the teacher down. After
a while, the instructor arose and
said to Pupukea: “You are safe!
Had I been killed, you would
have perished. It is not so; I have
been spared so you are saved.
Wherefore, let the stick stir the
dust.”
While Pupukea was conversing
with the tutor, Makakuikalani
delivered a blow with his long
spear on the neck (which is the
vital spot), and Pupukea fell
down on the ground and
remained inert. 38 Said one to
Makakuikalani: “Your opponent is
not dead. Strike once more.”
Makakuikalani answered: “He is
dead, for it is a blow of the
powerful.” Makakuikalani
implored of Kamalalawalu: “My
ration of food, you give me for
my breast is pierced.” 39
Makakuikalani ate until satisfied,
and the taro food in the calabash
mai ke kumu a Pupukea, penei:
“E Kalani! Haahaa ka laau.” I
mai o [451]Pupukea: “Io i ka hale,
pau ke a’o ana a ke kumu.”
Mahope o laila, hahau o
Pupukea i kana laau palau, pa i
ke kumu, waiho i lalo. A liuliu,
ala mai la ke kumu a olelo mai ia
Pupukea: “Pakele oe! E make
au, make oe. Aole, ola ae nei au,
ola oe. Nolaila e hue lepo ka
laau.”
Ia Pupukea e olelo ana me ke
kumu, hahau o Makakuikalani i
kana laau palau i luna o ka ai o
Pupukea (oia ka aa) a haule iho
la o Pupukea i lalo o ka honua, a
waiho iho la. Olelo mai kekahi ia
Makakuikalani: “A oi make ko
hoapaio, hahau hou ia iho.” I aku
o Makakuikalani: “Ua make, he
laau na’u na ka ui.” Nonoi aku o
Makakuikalani ia Kamalalawalu:
“O kuu wahi ai e haawi mai oe
he umauma naha ko’u.” Ai iho la
o Makakuikalani a maona, pau
ae la ka ai o ka umeke. Lalau iho
la ia i ke po’i a papale i ke poo.
was exhausted. Then he
reached for the container and
covered it on his head. 40
It is proper to speak here about
Makakuikalani. Concerning this
container Makakuikalani had
donned on his head, it was a
wooden calabash, and here is
his boastful remark: “I am
wearing a wooden receptacle; a
long spear may be his; but let
the two clash together as wood.”
When Makakuikalani appeared
before Pupukea, Pupukea arose.
While both were standing,
Pupukea grabbed his long spear
and vehemently struck 41 at
Makakuikalani. At the delivery of
this blow, Makakuikalani sank
down. Said the instructor to
Pupukea: “Lay again your spear
on the antagonist so as to kill.”
Answered Pupukea: 42 “He is
dead, for it was a blow of the
stalwart. The dark spot 43 of
Pupukea is confirmed.”
Upon the death of Makakuikalani
by Pupukea, instantly, Hawaii
slaughtered Maui, 44 whereupon,
the Mauiites retreated towards
E pono e olelo maanei no
Makakuikalani. O keia po’i a
Makakuikalani i papale ai i kona
poo, he po’i ipu laau. E ia kana
olelo kaena: “He po’i laau ka’u e
papale nei, he laau palau auanei
kana na laua ia e kike laau.”
A hiki o Makakuikalani i mua o
Pupukea, ala ae la o Pupukea i
luna. Ia laua e ku ana, lalau iho
la o Pupukea i kana laau palau a
hahau hualepo ae la ia
Makakuikalani. Ma keia hahau
ana, waiho o Makakuikalani i
lalo. I aku ke kumu ia Pupukea:
“E hoomoe hou ko laau palau i
luna o ka hoapaio i make.” I aku
o Pupukea: “Ua make, he laau
na ka ui. Ke hele nei a kukai ka
ila o Pupukea.”
A make o Makakuikalani ia
Pupukea, ia wa, luku o Hawaii ia
Maui. Nolaila, hee mai la o Maui
a ke awa, aohe waa e hoi ai i
the landing, but there were no
canoes wherein to return to
Maui. Therefore they boarded on
Kepoiamalau 45 and were all
swamped and captured. In that
predicament, they were
slaughtered until all the Maui
men were killed.
Maui. Nolaila kau aku la lakou
maluna o Kepoiamalau a pau iho
la i ke piho, a make iho la.
Nolaila, luku iho la lakou a pau
loa na kane o Maui i ka make.

In this battle, Kamalalawalu and Ma keia kaua ana, ua make o

Makakuikalani were slain by Kamalalawalu ame
Lonoikamakahiki and Pupukea, Makakuikalani ia
and Hawaii was victorious in this Lonoikamakahiki ame Pupukea,
strife. [437] a ua lanakila o Hawaii ma keia
kaua ana. [452]

1 This is the famous Lono of Hawaiian

tradition, originator of the Makahiki
or New Year’s sports and processional
tax-gathering festivities. ↑
2 The King’s deputy, to act for him in
all governmental administration; not
as a premier (Kuhina-nui) to confirm
royal acts, or edicts, a position
originating with Kamehameha I. He is
given in the legend of Lonoikamakahiki,
vol. i, of Fornander Collection, p. 322,
as Pupuakea. ↑
3 Referred to frequently as Kama,
“Maui a Kama,” an apt phrase;
contemporary also with Kakuhihewa of
Oahu. ↑
4 It is coincident that two younger
brothers of ruling kings should be
alike famous as warriors, and qualified
to administer their governments,
contemporaneously. ↑
5 The natural preparations by regular
servants of a royal household. ↑
6 Lono was evidently supposed to
have provided himself with
customary qualified attendants to
administer to his needs. His anger at
Pupukea, according to another version,
was for not having the awa ready and
food cooked as ordered, a duty in
which he had had no experience;
hence the unpreparedness. ↑
7 The narrator is relating an incident
on Lono’s return trip from Oahu. ↑
8 This illustrates Pupukea’s
inexperience as a cook.
Nevertheless, his prompt actions in
serving the king won him the admiration
of Kama. ↑
9 The chicken accompaniment to awa
was as a relish, counteracting the
bitterness of the drink. ↑
10 Our, instead of your, is the
complimentary Hawaiian form
indicating mutual or joint interest. ↑
11 A proverb implying insignificance. ↑
12 This mele of return sarcasm likens
stubby, mature Pupukea to the
spherical breadfruit (ulu), first used in
the game of maika (now stone) rolling,
whence its name, that was capable of
covering or clearing the length of the
course, a prepared way on gently
sloping land. Hence a dangerous
opponent. Also, as the prickly leaved
sugar-cane of Kohala that would hurt
the mouth if eaten, so would Pupukea
prove to be. ↑
13 More sarcastic banter between the
deputies, which seems more likely
than between the principals, as given in
preceding volume, page 334. ↑
14 Lost his bearing; the Kona coast line
was unfamiliar; the cliff caves of
Kaawaloa disconcerted him, therefore
he retraced his course northward to
Kawaihae. ↑
15 Lei, wreathed or bedecked;
synonymous with nani, beautiful
Kohala; hence unprepared for warfare,
and designating the men as but dwarfs
(i-ka nuku), was further evidence of
weakness in a contest. ↑
16Judgment on the whole is given from
a wrong impression of the two
misjudged districts hastily crossed, as
shown in the narrative. ↑
17 Opu ame ke poo; head and
stomach; no hai, belonged to others.
The seat of thought with Hawaiians was
the stomach; and to be so misled
indicated that some one else
possessed his mind. ↑
18 This large canoe fleet resembles
that of Umi in his invasion of Maui,
and allowing for exaggeration in both
cases, it indicates the largeness of war
fleets in those days. ↑
19 Ua make, in the sense used here is
more likely stunned, or injured, or
feigning death rather than dead, as
shown in the context. The word make
has many definitions, and the anxiety of
his relatives to have him covered
instead of killed shows hope of possible
rescue or release. ↑
20 Keu, exceeding; over and above; to
excel, maalea loa, very cunning, sly,
crafty, artful; gives the character of
these relatives as having espoused the
cause of Maui’s king to thwart his
designs. ↑
21 Auwe, commonly an expression of
grief or sadness, is here used as an
exclamation of surprise, as at a sudden
discovery; akahi no, etc., as though
relieved from anxiety, the eyelids close,
and the appetite returns. ↑
22 Ua pio, extinguished is the kolohe;
mischief or trouble maker, under
whose oppression destitution
prevailed. ↑
23The house is discovered, no ka,
expression of surprise, as a fit
dwelling place. ↑
24 Ia oe ae nei; flattering Kamalalawalu
that the beneficent change is
through his presence, hence the
comforts of life and assurance of care
for the future, as set forth. ↑
25 Secretion of one’s bones at death
was the subject of greatest solicitude
with Hawaiians, especially the aliis, lest
an enemy secure them and disgrace
his memory by using them for spear-
points or fish-hooks. ↑
26 This sudden reversal of conditions is
as though the speakers had a vision
of a disastrous conflict, unless certain
precautions were taken. ↑
27 Here, under pretext of preventing a
means of escape of Lono’s army,
pictured as fleeing wildly, they plot for
Kamalalawalu’s utter defeat. ↑
28 Another trap for unsuspecting Kama,
whose overconfidence rendered him
an “easy mark” by designing men,
directing him to a place the conditions
of which were just the opposite to what
was represented. ↑
29 Hawaiian custom in warfare was a
prearranged affair, not a surprise
attack; even the place of battle was
usually mutually agreed upon. The
summoning of Lono, was the
declaration of war, probably his first
rude awakening of the Maui king having
broken the peace pact entered into on
Oahu in his recent tour; otherwise he
would not have been so far distant at
the landing of Maui’s forces. ↑
30 Elua (two) lau (four hundred) mano
(4,000), if this is to be taken literally
is, twice four hundred four thousands,
equal to 3,200,000, which is not at all
likely, but may be two wings or bodies
of 400 each, the mano having
reference to that number in multitude.
The writer mentions 32,000, but as
shown above, the figures don’t agree. ↑
31The aggregate of these four
divisions makes an army of 400,000.
No wonder the marching of such a
body of men should raise dust clouds,
and that the sight of them should make
Kama’s heart sink with fear for the
result to him of the conflict. ↑
32 In his surprise he turns to
Kauhiakama to account for this wide
variance from his report. ↑
33 Realizing the situation he has been
led into by incorrect reports through
misjudgment, he lays the responsibility
of defeat, which he foresees, upon his
brother. ↑
34 The kings meet in conference for
mutual arrangement of the battle. ↑
35 The two generals, as champions of
the contending armies, in assuming
to settle the war question between
themselves, had the compact been
kept, would avoid slaughter through the
wide difference in their numbers. ↑
36In other stories, as here, the
instructor accompanies his pupil in
contests, as director or prompter in the
engagement. ↑
37 Pupukea resents his tutor’s dictation
in a forceful manner. ↑
38 A waiho iho la; he simply lay there,
apparently lifeless. Some did not
think him dead (a oi make; a oi, for aole
or aohe), but boastful Makakuikalani
considered him done for. ↑
39 Umauma naha ko’u; means extreme
hunger is mine, therefore he calls for
his portion of food. ↑
40 An act of self-laudation; his remarks
imply it also as protective in case of
attack, as if he had a premonition of
such a possibility, though he
considered his opponent dead. ↑
41 The possible happens, and the
wooden calabash on the head as a
helmet proves his death-trap, for,
according to another version,
Pupukea’s blow drove the bowl down
over his opponent’s eyes, after which
he was easy prey. ↑
42 Again Pupukea resents his tutor’s
instruction in the boastful reply. ↑
43 Ila, a dark skin spot, may in this case
refer to Pupukea’s brown spear
whose repeated (kukai) success is
giving him (ke hele nei) fame. ↑
44 The contest between the generals
then was but preliminary to the battle
which was entered upon savagely, so
that the Maui forces fled to the shore
for a means of escape. But the
dismantling of their canoes forced them
to board them “as is,” only to be sunk
and drowned or killed. ↑
45 Kepoiamalau, literally, the-leaf-
covered-outrigger, signifying the
dismantled canoes under cover of
coconut leaves, or mats; “broken
reeds.” ↑
[Contents]
Legend of Kekuhaupio.
Kekuhaupio, Expert Spearman.
—Oulu, Champion
Slingthrower.—Kalaiopuu-
Kahekili Contest on Maui.—
Kekuhaupio Contends With
Maui’s Men.—His Stand Against
Oulu.
Kekuhaupio was a very famous
warrior, and was moreover a
high chief of Hawaii. He excelled
in courage and in skill. He could
contend against the government 1
and a countless number of men.
Here is Kekuhaupio’s bravery as
herein narrated: The spears
were as bath water 2 for
Kekuhaupio, for he could dodge
the spears, whether four
hundred, or four thousand.
Furthermore, he could escape
being hit by the javelins, spear
points, long spears, or stones
Kaao no Kekuhaupio.
Kekuhaupio, he oo ihe akamai.—
Oulu, kanaka maa kaulana.—Ke
kaua Kalaiopuu-Kahekili ma
Maui.—Paio Kekuhaupio i na poe
o Maui.—Kona kaua ana me
Oulu.
He Koa kaulana loa o
Kekuhaupio a he ’lii nui nohoi no
Hawaii. Aohe ona lua ma ke koa
a ma ke akamai. Ua hiki iaia ke
kaua me ke aupuni okoa ame na
kanaka he lehulehu loa. Eia ko
Kekuhaupio koa i olelo ia
maanei: He wai auau ka ihe no
Kekuhaupio, e hiki iaia ke alo i
na ihe, he lau a he mano. E hiki
no iaia ke alo i na ihe, elau,
pololu, pohaku, iloko o ka
manawa hookahi. Nolaila, ua
makau loa ia o Kekuhaupio e na
’lii a pau loa a me na koa
within the same interval, for
which fact, Kekuhaupio was
much feared by every one of the
chiefs and celebrated warriors of
that period. His prowess even
continued unto the days of
Kalaiopuu 3 and his reign.
Likewise during Kamehameha’s
rule.
of oulu.
Oulu was a famous warrior of
Maui at the time of the reign of
Kahekili, a great king of Maui.
Oulu is very widely known even
to this day on all the islands of
this Hawaii, because of his great
skill in throwing the sling-stone.
The stone of Oulu never missed
man, pig, dog, chicken, or any
bird. If Oulu should cast his
sling-stone, the fire would ignite, 4
and the soil would be furrowed
when the ala fell. Oulu could
contend with a collective body
(that is, a very great number of
men, and corresponds to six lau 5
men and more). He could fight
against a whole army. Since
Oulu was very skillful in casting
the sling-stone, therefore, he
kaulana oia kau. Ua mau kona
koa i loko o ko Kalaiopuu mau la
ame kona aupuni. Pela i ko
Kamehameha noho aupuni ana.
no oulu.
He koa kaulana loa o Oulu no
Maui, i ka wa e noho ana o
Kahekili he ’lii nui no Maui. Ua
kaulana loa o Oulu a hiki i keia
la, ma na mokupuni o Hawaii nei
a puni, no kona akamai loa i ka
maa ana o ka ala. Aole e hala ka
ala a Oulu ke maa i ke kanaka, i
ka puaa, i ka ilio, i ka moa, ame
na manu a pau loa. Ina e maa o
Oulu i ka ala, a ke ahi, awawa ka
lepo ke haule ka ala i lalo. E hiki
ia Oulu ke kaua me ka poe (oia
hoi, he mau kanaka lehulehu
loa, ua like me aono lau kanaka
a oi aku). Ua hiki iaia ke kaua
me ke aupuni okoa. No ko Oulu
akamai loa i ka maa ala, nolaila,
ua makau ia oia e Maui a puni,
ame na ’lii aimoku a pau loa. A
was much dreaded by the whole nolaila, punahele o Oulu ia
of Maui and all the district chiefs. Kahekili a hiki i ka make ana.
For that reason, Oulu was highly
esteemed by Kahekili up to the
time of his death.

relating to the voyage no ka holo ana mai o

of kalaiopuu to maui kalaiopuu i maui e kaua
to fight with kahekili, me kahekili, ke ’lii nui o
the king of maui. maui.

Kalaiopuu sailed from Hawaii Holo mai la o Kalaiopuu mai

and arrived at Maui with his men,
very many in number, and
countless canoes. In this
journey, Kekuhaupio had also
accompanied Kalaiopuu to Maui.
The place where the battle
occurred was at Waikapu, in
Maui. In this struggle,
Kekuhaupio was not in the first
engagement, because he was at
Kalepolepo at that time. Only
Kalaiopuu and the entire forces
of Hawaii entered [454]into the
conflict. In this battle, all the
Hawaii forces and the king,
Kalaiopuu, were defeated.
Hawaii mai a hiki i Maui me kona
mau kanaka he nui loa, ame na
waa pau ole i ka helu. Ma keia
holo ana, o Kekuhaupio kekahi i
holo mai me Kalaiopuu i Maui. O
kahi i kaua ai, ma Waikapu i
Maui. Ma keia kaua ana, aole o
Kekuhaupio i loko o ke kaua
mua ana, nokamea, aia no o
Kekuhaupio ma Kalepolepo
[455]ia wa. O Kalaiopuu ame na
kanaka o Hawaii a pau loa kai
hele i ke kaua. A ma keia kaua
ana, ua hee ko Hawaii poe a pau
loa ame ke ’lii o Kalaiopuu.

At this defeat, Kalaiopuu and all Ma keia hee ana, holo o

his men retired to the plain of Kalaiopuu ame na kanaka a pau
Kamaomao, between Wailuku loa i ke kula o Kamaomao,
and Kalepolepo. On retreating,
they were breathless because
the Maui army gave chase. Their
feet were becoming limp and not
fleet in running; they were utterly
exhausted.
While they were retreating,
Kekuhaupio started out from
Kalepolepo and arrived at the
plain of Kamaomao. On
approaching the plain, Kalaiopuu
met him, whereupon Kekuhaupio
asked him: “What is this?”
Kalaiopuu answered: “We are
defeated.” Kekuhaupio said:
“Stand there to rest while I
combat.”
kekuhaupio’s battle
with the maui men.
At this point, we shall witness the
incomparable bravery of
Kekuhaupio and his not being
killed by the multitude. When
Kekuhaupio had finished
speaking to Kalaiopuu, he
planted himself between the
Hawaii and the Maui forces.
mawaena o Wailuku ame
Kalepolepo. Ma keia holo ana,
ua pau ko lakou aho i ke alualu
ia e ko Maui poe koa. Ua hele a
hoouka pu na wawae, aohe
mama ma ka holo ana, ua hele a
moe okoa.
Ia lakou e holo ana, pii aku la o
Kekuhaupio mai Kalepolepo aku,
a hiki i ke kula o Kamaomao.
Iaia i hiki ai ma ia kula halawai
mai la o Kalaiopuu me ia. Ninau
aku la o Kekuhaupio: “Heaha
keia?” I mai la o Kalaiopuu: “Ua
hee makou.” I aku o
Kekuhaupio: “Ku iho peia e
hoomaha, o wau ke hoouka
aku.”
ko kekuhaupio kaua
ana me na kanaka o
maui.
Maanei e ike ai kakou i ke koa
lua ole o Kekuhaupio ame kona
make ole i ka lehulehu. A pau ka
olelo a Kekuhaupio ia Kalaiopuu,
ku iho la o Kekuhaupio
mawaena o Hawaii ame ko Maui
poe. A hoouka iho la ko Maui ia
Whereupon the Mauiites fought
against Kekuhaupio single-
handed, but they were not
victorious.
In this struggle, Maui’s javelins,
long spears, spear points,
spikes, clubs, and every kind of
pain-inflicting implement were
thrust at Kekuhaupio.
Nevertheless, those things were
merely bathing water, for he was
neither struck, nor hit by the
stone. In this combat of
Kekuhaupio with Maui, the
javelin, spear point, lance, and
stones were stacked up high on
his side, and the Mauiites were
without weapons.
Because they were then without
war implements, they hastened
to the presence of Kahekili and
said: “How strange is this man of
Hawaii! The javelin and all
weapons are as mere bathing
water to him. He is not a man,
but a god. 6 Kalaiopuu and all
Hawaii were defeated by us, and
we gave chase until reaching the
plain of Kamaomao. When we
looked, behold! this brave
warrior was standing. That man
Kekuhaupio hookahi, aole nae
lakou i lanakila.
Ma keia kaua ana, o o ka ihe a
Maui ia Kekuhaupio, ka pololu,
ka elau, ke kuia, ka laau palau,
ame na mea eha a pau loa. Aka,
he wai auau ia mau mea no
Kekuhaupio, aole ia i ku aole i
pa i ka pohaku. Ma keia hoouka
ana a Kekuhaupio me Maui, ua
ku ke ahua o ka ihe, ka elau, ka
pololu ma kona aoao, a me ka
pohaku, a ua nele o Maui i ka
mea kaua ole.
No keia nele o lakou i ka mea
kaua ole, holo aku la lakou a ke
alo o Kahekili, olelo aku la:
“Kupanaha keia kanaka no
Hawaii, he wai auau nona ka ihe
ame na mea eha a pau loa.
Aohe kanaka, he ’kua. Ua hee o
Kalaiopuu ia makou ame ko
Hawaii a pau loa, a e alualu ana
makou a hiki i ke kula o
Kamaomao. I nana aku ko
makou hana, ku mai ana keia
kanaka koa. Oia kanaka hoi ko
was the one that contended
against us; he wavered not, nor
did he dodge. He stood there
perfectly calm and confronted us
with coolness; still he could not
be struck by us.”
the contest between
oulu and kekuhaupio.
Here we shall notice the courage
of Oulu and Kekuhaupio. When
Kahekili heard all the men of
Maui’s report relative to
Kekuhaupio because of his
superior bravery and skill, he
then inquired of Oulu: “How is
that?” Oulu answered: “He is
your god’s.” (Here is the
meaning of Oulu’s remark: His
sling and missile never missed,
when cast at a man, pig, bird or
dog. For which fact, the sling and
the stone were deified in his
estimation.) Whereupon, Oulu
took up his sling and missiles
and went forth to meet
Kekuhaupio.
Whilst they were standing, some
six fathoms being the space
between them, Oulu reached for
makou mea nana i hoouka mai
nei, aole i oni ia, aole hoi i alo ia.
I ku malie wale ia mai no me ka
nana maikai ia mai, a o ka nele
iho la no ia i ke ku ia makou.”
ke kaua ana o oulu me
kekuhaupio.
Maanei kakou e ike ai i ko Oulu
koa ame ko Kekuhaupio. A lohe
o Kahekili i ka olelo a na kanaka
a pau loa o Maui no Kekuhaupio
i ke koa lua ole ame ke akamai,
alaila, ninau ae la o Kahekili ia
Oulu: “Pehea kela?” I mai o
Oulu: “Na ko akua ia.” (Eia ke
ano oia olelo a Oulu: O ka maa
ame ka ala ana, aole e hala ke
maa i ke kanaka, i ka puaa, i ka
manu, i ka ilio. Nolaila, he ’kua
ka maa ame ka ala i kona
manao.) Ia manawa, lalau o
Oulu i ka maa ame na ala a hele
e halawai me Kekuhaupio.
Ia laua e ku ana, he mau anana
eono ke kowa mawaena o laua a
elua, lalau iho la o Oulu i ka ala
his stone and placed it in the
sling. On casting the first shot,
the wind blew furiously, fire
ignited, and the dirt where it fell
was deeply furrowed. It sped
with tremendous force and fell
under the feet of Kekuhaupio.
The reason for [456]this escape of
Kekuhaupio was his skill in
evading. As he raised his foot,
that was the time the place
where he had been standing
became a deep furrow, and the
spot was permeated with heat,
as if it were a fire. Oulu’s first
stone having missed
Kekuhaupio, Oulu reached for
another, and placed it in the
sling, that being the second. He
then shot at Kekuhaupio. At this
missile of Oulu’s, fear and dread
entered Kekuhaupio. Wherefore,
Kekuhaupio offered that pebble
to the god, Lono. This is the
manner in which he petitioned
the god, Lono:
O Lono eh! O Lono eh!
Yours is Oulu’s stone,
Take you the unerring aim,
The force of the sling stone.
Turn it hither, thither; let it miss.
Have compassion on the priest,
a hookomo iho la i loko o ka
maa.
I ka maa ana i ka ala mua, hio
ka makani, a ke ahi, kahawai ka
lepo i haule ai. Lele aku la ia me
ka ikaika loa a haule malalo o na
kapuai o Kekuhaupio. O ke
kumu [457]o keia pakele ana o
Kekuhaupio o kona akamai i ka
alo ana. Iaia i kai ai i kona
kapuai o ka manawa ia i lilo ai
kona wahi i hehi ai, i awawa. A
ua puni ua wahi la i ka wela me
he ahi la. A hala ka ala mua a
Oulu ia Kekuhaupio, lalau hou
iho la o Oulu i ka ala, a ho-o
iloko o ka maa, o ka lua ia.
Alaila, maa hou o Oulu ia
Kekuhaupio. Ma keia ala a Oulu,
komo mai ka makau ame ka
weliweli ia Kekuhaupio. Nolaila,
haawi o Kekuhaupio ia ala na ke
’kua na Lono. Penei ke kaumaha
ana a Kekuhaupio i ke ’kua ia
Lono.
E Lono e! E Lono e!
Nau ka ala a Oulu,
E lawe oe i ka pololei,
I ka ikaika, i ka maa,
E uli ma o, ma o, e hala,
E nana i ke kahuna,
On the great warrior of the east. I ke koa nui o ka hikina,
Let me live! Let me live! E ola au! E ola au!
The prayer is heard! Amen! ’Tis Lele wale! Amama! Ua noa.
released!

Whilst Kekuhaupio was Ia Kekuhaupio e kaumaha ana i

entreating his god Lono, Oulu’s
stone came flying; Kekuhaupio
dodged and it went astray. Two
of Oulu’s stones had wandered
off. Then, Oulu took another
stone and placed it in the sling.
Whereupon, Kekuhaupio
besought Oulu, saying: “That is
my stone.” 7 Oulu consented. It
was his third and last stone. In
this contest of theirs,
Kekuhaupio was victorious over
Oulu; 8 and on account of the
defeat of Oulu on that occasion,
Hawaii was successful that day.
[453]
ke ’kua ona ia Lono, lele mai la
ka ala a Oulu, alo ae la o
Kekuhaupio, hala. Alua ala a
Oulu i hala. Alaila, lalau hou o
Oulu i ka ala a hookomo i ka
maa. Ia wa, nonoi o Kekuhaupio
ia Oulu “Na’u ia ala.” “Ae” mai o
Oulu. O ke kolu ia o na ala a
Oulu, o ka pau no ia. Ma keia
kaua ana a laua, ua lanakila o
Kekuhaupio maluna o Oulu, a no
keia pio ana o Oulu ia la, ua
lanakila o Hawaii ia la. [458]

1 Aupuni okoa, which in modern

usage signifies entire kingdom or
government, more likely refers to the
division or district, ruled over by king or
chief; the contest and many men,
implies added forces from other
sections, i.e., he was able to cope with
the army of a district even though
increased by numerous allies. ↑
2 Wai auau, bath or bathing water.
This phrase in a spear contest—or