Systematic Approach to Writing

1. Systematic Approach to Writing Prepared by : Savithri S Mani

2. Stages?

3. Pre-writing • Audience Analysis • Purpose • Report / Inform • Entertain • Motivate • Persuade • Content Selection • Content Sequencing • Media

4. Profile Your Readers

5. What? • Information relating to the readers which are relevant for the design and writing of the document • Some Factors: • Who are they? • How many of them? • Their occupations? • Their Resources? • Academic Background / Experience? • Interest in reading • Voluntary – High motivation and high level of interest • Compulsory – needs to be motivated • Circumstances – problem solving

6. What? • Gender • Time / Timing • Other demographic factors • Language, culture, religion, social practices • Geographical location • Reading style • Special Needs

7. If Paying for document Shortage of Time Low Motivation Language Problem Experienced Then Reduce Cost Make Material Brief Highlight Benefits Use key words, glossary etc. Take Advantage by case study etc. Why?

8. How • Based on experience • Brainstorming with colleagues • You, the primary author • Technical / Contents experts – Secondary author • Your supervisor or the approving authority – Gatekeeper • Reader – One of the main stakeholders • Sample survey • Through Questionnaire • By meeting in Person • Talking over phone • Being in constant touch

9. CONTENT MAPPING Could Should Must

10. Content Mapping • Analysis • Synthesis • Benefits • Shows Contents of document at a Glance • Compact in Format • Helps in Developing Ideas • Basis of Reviewing • Helps in Briefing authoring team • Helps in Planning and Structuring

11. CONTENT SEQUENCING

12. Sequencing • Random topics – when it wouldn’t matter in which order learners tackled your topics. One doesn’t necessarily depend on another • Chronological – where it makes sense to discuss topics in the order in which they happen over time • Place to Place – When you start by talking about one place and then move on to discuss adjacent places, e.g. sections in a store

13. Sequencing • Concentric circles – where each topic or idea you talk about includes all the previous topics you have talked about • Casual sequence – following a chain of cause and effect from first cause to final effect • Structural logic – where certain ideas or skills must be tackled earlier in order for later ones to make sense • Spiral sequence – In which you keep revisting ideas looked at earlier, but in greater depth each time • Backward Chaining – Where you have a chain of task and it makes sense to teach the last one first, then the second to last, and so on.

14. Ways to Communicate • Verbal • Oral • Written • Non-Verbal • Gestures • Body Language

15. Smell Touch Visual Audio Taste

16. When does the communication become effective? • Depends on the RECEIVERS’ : • Interest • Need • Ability • Perceptions • Idea • Situation • Mood

17. Interest, Time and Circumstances

18. When the Receiver has an Open Mind

19. Background knowledge and information

20. Ideas or Perceptions

21. Ability

22. Prepare • Establish a positive mindset • Structure your document • Balance your presentation • Opening • Main part • Closing • Prepare • Format

23. Balance Your Preparation

24. What is a good document?

25. What Makes a Good Package • Title and the introduction gives an overview of the objectives or outcomes or competencies likely to be achieved after reading this document. • If it is an academic / training material, introduction gives learner a clear idea of what is expected, including any necessary pre-test or hints on studying. • Sequencing of the material is clear and logical. • Readers / Learners are required to be active in a variety of ways, and to relate the material to their own experience (not just read text and tick boxes, or press keys to move from screen to screen in a computer-based programme.) • Readers / Learners can easily gauge progress (through self-assessment questions, activities, and final assessment). • Assessment measures all the objectives or competencies specified at the beginning of the package.

26. What Makes a Good Package • There are a variety of assessment activities (not just multi-choice or straight recall). • Feedback to all forms of assessment is positive and helpful. • Pace and tone are appropriate to the target group (with material being appropriate divided into units that can be absorbed at a sitting, difficult concepts being “unpacked”, clear and with suitable explanations • Illustrations and examples are free of race and gender stereotypes. • Reading level is appropriate. • Style is lively without being over-friendly. • The layout contributes to understanding of the material, with clear headings, good typeface, helpful signposting and diagrams, good use of white space to avoid overcrowding and of colour if appropriate.

27. What makes a good package • There is enough space in the workbook for learners to write responses. • Any multi-media material is well integrated (so that, for instance, there are activities associated with a video rather than it’s providing light relief – or prestige!) • Guidance for trainers / tutors is adequate. • The package looks as if it will provide a worthwhile learning experience, even to someone working in far-from-ideal conditions.