Write clearly: take your web writing to the next level
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The document outlines a workshop focused on improving web writing skills, emphasizing the importance of understanding the context and users for which content is created. Key techniques include selecting concise messaging, editing for clarity, and structuring information logically to enhance usability. The workshop encourages participants to engage with the material through exercises and testing to identify and address writing challenges.
Write clearly: take your web writing to the next level
- 1. How to take your writing for the web to the next level
- 2. This workshop has one inspiration and three sets of source materials The writing challenges that we encounter, through work or in professional life Ginny Redish‟s book http://slideshare.net/cjforms http://editingthatworks.com
- 3. Introductions • Your name and role • Your aims for today‟s workshop 3
- 4. Introductions – part 2. Getting started on writing • Write a 20-word explanation of the piece of writing you chose for today – Why you chose it – What you aim to achieve with it 4
- 5. Part A: From writing to great writing 1. Understand context of use 9. Rest it then test it Agenda Part B: Edit for the web 2. Choose what to say 3. Slash everything else 4. Edit sentences 5. Put into logical order 6. Demolish walls of words 7. Choose links 8. Check it‟s consistent 9. Rest it then test it 5
- 6. Let‟s share some stories • You use web sites that others have developed. – When did you last go to the web? – Why did you go to the web? – What were you trying to do or what were you looking for? • Share your story with your neighbour 6 Ginny Redish. This comes from her presentation: http://www.slideshare.net/GinnyRedish/writing-web-content-that-works
- 7. Think about different types of reading • Think of 10 things you have read today – Web, electronic, paper, at home, at work, somewhere else • Did you read to learn or read to use? – Read to learn = focus, read continuously, retain – Read to use = skim, scan, pick • What type of reading did you do in your web story? 7
- 8. Great web writing lets us… Act Understand what we find Find what we need 8 Inspiration: Ginny Redish‟s definition of usability Images: shutterstock.com
- 9. Part A: From writing to great writing 1. Understand context of use 9. Rest it then test it Agenda Part B: Edit for the web 2. Choose what to say 3. Slash everything else 4. Edit sentences 5. Put into logical order 6. Demolish walls of words 7. Choose links 8. Check it‟s consistent 9. Rest it then test it 9
- 10. 10 Illustrations by Francis Rowland
- 11. 1. Understand context of use • Who are you writing for? • Why will they use what you create? • When and where? • How will they use it? • What are you trying to achieve? 11 Picture credits: Flickr @chelmsfordpubliclibrary
- 12. 1. Understand context of use • Who are you writing for? – Choose a photograph of someone you are writing for – Write the story of who that person is • Why, when and where will the users use what you create? – Add that to your story 12
- 13. “Usability testing” = get someone to use it, while you watch Picture credit: infodesign.com.au 13
- 14. Try some testing • Decide on – Who is the user and – Who will watch • If you are the user – Please use this document – As you work with it, please identify any problems – At the end, explain the key messages of the document • If you will watch – Write notes – You will report back on the key messages to the group 14
- 15. 2. Choose what to say 15
- 16. 2. Choose what to say • Decide on the key message of this text • Apply a (temporary) heading to each paragraph • Remove any paragraphs that don‟t help • Put the best bit first – Think „bite, snack, meal‟ 16
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- 18. Science doesn‟t have to be verbose 18
- 19. Science doesn‟t have to be verbose 19
- 20. 3. Slash everything else • Slash by half, slash by half again • Use short paragraphs and short sentences • Try deleting the first paragraph or sentence Picture credit: John Sankey 20
- 21. 3. Slash everything else • Don‟t rewrite the text just yet • Decide whether to cut any paragraph • Decide which order the paragraphs should go in • Decide whether to cut any sentence, or part of a sentence – Think „bite, snack, meal‟ (again) 21
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- 23. 4. Edit sentences • Be active • Use action verbs, not nouns that hide verbs • Be positive • Use personal pronouns or name the actors 23 Picture credit: Flickr Canadian Film Centre
- 24. 4. Edit sentences • Identify which of these sentences are in passive voice • Edit these sentences to: – Turn passive sentence to active ones – Name the actors – Make the text seem more approachable • (Bonus task: decide if the text is in the right order) 24
- 25. Part A: From writing to great writing 1. Understand context of use 9. Rest it then test it Agenda Part B: Edit for the web 2. Choose what to say 3. Slash everything else 4. Edit sentences 5. Put into logical order 6. Demolish walls of words 7. Choose links 8. Check it‟s consistent 9. Rest it then test it 25
- 26. A short exercise based on Dixon, 1987 • Dixon, P. 1987. "The Processing of Organizational and Component Step Information in Written Directions" Journal of Memory and Language, 26, pp24-35, Academic Press, Inc. 26
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- 28. 5. Put into logical order • IF before THEN • List conditions separately • First things first, second things second • Try writing like a recipe Picture credit: Flickr _Raúl_ 28
- 29. 5. Put into logical order • This document has several chunks • Organise them into logical order: – First things first – Second things second – Think „bite, snack, meal‟ (again) 29
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- 31. 6. Demolish walls of words • Use bulleted lists for items or choices • Use numbered lists and imperatives for instructions • Use tables for "if, then" or "to do that, do this" sentences • Use highlighting techniques, but don't overuse them • Use visuals when they help Picture credit: Flickr G A R N E T 31
- 32. 6. Demolish walls of words • Here is a chunk of a document • Split it up 32
- 33. Example from Will Stahl-Timmins Stahl-Timmins, W., Pahl, S., Depledge, M., and Lilley, A. (2012) Seeing is believing: the comparative effects of textual vs visual presentation of the health impacts of climate change on attitudes and behavioural intentions of the UK general public 33 Information Design Conference, Greenwich
- 34. Example from Will Stahl-Timmins, Information Design Conference 2012 34
- 35. Part A: From writing to great writing 1. Understand context of use 9. Rest it then test it Agenda Part B: Edit for the web 2. Choose what to say 3. Slash everything else 4. Edit sentences 5. Put into logical order 6. Demolish walls of words 7. Choose links 8. Check it‟s consistent 9. Rest it then test it 35
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- 37. 7. Meaningful links • Give a reward for each click • Write meaningful links • Position important links higher Picture credit: Flickr jek in the box 37
- 38. 7. Choose links • Review the list of links on this page • Rewrite them so that: – You would know whether you want to click it – You give a reward for each click 38
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- 40. 8. Check it‟s consistent • Launch and land on the same name • Call each concept by one name • Use different names for different concepts Francis Rowland told me about this picture. 40 We haven‟t been able to find its origin. If you know it, please let me know.
- 41. 8. Check it‟s consistent • Review the links on this page to see whether they have the correct titles. – Do any of them need better titles? – If so, write the new title • (Harder challenge: rewrite the page) 41
- 42. Biologists know that these different types of strand both represent DNA. Non-biologists are confused Example from Marek Kultys Kultys, M. (2012) Two heads are better than one: a first-hand report on a collaborative approach to information design and sciences 42 Information Design Conference, Greenwich
- 43. Marek‟s simplified diagram shows similar strands Example from Marek Kultys Kultys, M. (2012) 43 Two heads are better than one: a first-hand report on a collaborative approach to information design and sciences Information Design Conference, Greenwich
- 44. Source: Marek Kultys www.marekkultys.com 44
- 45. Marek‟s simplified diagram is very successful. 45
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- 47. 9. Rest it and test it • Rest: leave it alone for a few hours, then review. • Test: try it out on someone, preferably a real user. Picture credit: infodesign.com.au 47
- 48. Try some testing • Decide on – Who is the user and – Who will watch • If you are the user – Please use this document – As you work with it, please identify any problems – At the end, explain the key messages of the document • If you will watch – Write notes – You will report back on the key messages to the group 48