The other day I ran across some notes I took at a workshop I attended when I worked for the NC State Department of Public Instruction. I do not recall the name of the workshop, but it was about writing successful reports and memos. The concepts were research-based (writing that people understand more fully and more quickly) and pertained to how information is arranged on paper — producing messages that it communicate themselves more effectively. I used many of these concepts when I use to present sessions and teach workshop on web design.
Write in short paragraphs separated by lots of white space.
Short paragraphs are easier to read and understand. In addition, a report or e-mail message with shorter separated paragraphs look less intimidating, improving the chances of their being read.
Any list of items that accedes two, should be bulleted.
When lists are embedded in a paragraph, the reader has usually read two or three of the items before they know that it is a list. They may, then, have to re-read the information so that they can process it as a list. A bulleted list signals to the reader, graphically, that this is a list and you need to think about this information as a list.
If there is a reason why the first item in the list is the first item, and the second follows it, then precede items with numbers. Basically, what you can convey to the reader, at first glance, saves time and increases understanding.
Headings and subheadings should hang out over the paragraphs that follow.
One of the issues that these recommendations address is the fact that we have so much to read these days. We’re drowning in information. Much of the time we scan the information looking for that which is valuable — the answer to our question. When headings and subheadings are bolded and hanging at a margin of their own, with content indented over, they make better scanning targets. It is much easier for the reader to find the section of the document that is most relevant to their needs — saving time.
If an idea can be effectively conveyed with an image, then it should be conveyed with an image.
A picture is worth a thousand words. Well the math may not be that precise, but pictures communicate. Our brains are wired for images, not symbolic shapes. There is much that can only be efficiently communicated with letters, words, and sentences. But if an idea can be conveyed with an image, then an image is probably the most efficient way to do it. The same goes for graphs, tables, and diagrams.
If I were writing a manifesto for 21st century teaching and learning, one of the items would be, “The 21st Century classroom does not teach writing — it teaches communication.” This goes for the writing that students do. It also goes for the writing that teachers do. Some of the study guides that my children use to bring home for preparing for their tests were little more than alphabet soup. That’s a bit of an exaggeration. But when information is laid out for scanning, for mental organization, for efficient reading and comprehension, then goals are more easily attained, even test scores.
2¢ Worth!
Image Citation:
Swift, Tom. “And What shall I Write.” Tomswift46’s Photostream. 15 Feb 2005. 6 Sep 2007 <http://flickr.com/photos/tomswift/4837657/>.
Timely post,
I’m designing my presentation for K12 online on design and was thinking about writing and what good design in writing should look like…..this will be great resource. Thanks for saving those notes!
While there is useful information and advice in this posting, I am disturbed by the writer’s lack of attention to the standard of English one would expect from an educator.
“Any list of items that accedes two, should be bulleted.”
Exceeds, right? And there are other less obvious errors in the text. Pointing them out — and doubtless explaining them to those who aren’t well versed in things grammatical — would make me seem even more of a fuss-budget than I already appear.
Is it too much to ask that those who are guiding our young learners (or our young teachers) take care to avoid the kind of sloppiness we are trying to discourage?