Session2 pl online_course_26_may2011- final

Write Great Web Content: Plain Language in Action

Session 2: May 26, 2011

©E-WRITE, 2011 - Session 2 2

Course topics for Session 2

• Part 1: Review topics and homework from Session 1

• Part 2: Write content that is appropriate for intended users

• Part 3: In-course assignment: Write a bite, a snack, and a meal

• Part 4: Discuss in-course assignment • Part 5: Session 2 wrap-up• Part 6: Session 2 homework – writing

assignment and reading assignment









Part 1: Review topics and homework from Session 1Session 1 topics:• What is plain language?• How to write task-oriented web content

Session 1 reading homework:• Chapter 2, “People! People! People!”

Session 1 writing homework:• Rewrite a task page at your own site or use

HHS’s “How to Request Information” page


Part 1: Review Session 1 reading homework – Chapter 2, “People! People! People!”

• Find a page or a section in the chapter that was meaningful to you

• What assumptions do you make about your users?

• What facts do you know about them?

• Would you consider developing personas for your users? Have you done this already?


Part 1: Review participants’ homework from Session 1• Andrea Sigritz’s redo of the

HowTo.gov TOS page

• Lucy Walker’s redo of the Texas Council for Developmental Disabilities RFP page

• Diane Slagle’s redo of UCSD’s Student Health Services page’s “Basic Care” content









Part 2: Write content that is appropriate for intended users Discuss:

• Who are your intended users? (Describe by role, group, or title)

• How do they differ from each other?

• How is writing content for them challenging?

• How have you tailored your content to meet your users’ needs?


Case study in writing content that’s appropriate for intended users

http://www.cdc.gov/outbreaknet/reportillness.html


Five guidelines for writing content that’s appropriate for intended users

1. Match the content’s technical complexity to the users’ level.

2. Help users find the content that’s targeted to them.

3. Link to glossary, illustration, screenshot, demo, list of abbreviations, etc.

4. Be the intended users’ advocate when discussing content with your SMEs.

5. Write a bite, a snack, and a meal.


Case study: Content for the general public

http://www.cdc.gov/outbreaknet/report_generalpublic.html


Case study: Content for health departments

http://www.cdc.gov/outbreaknet/report_healthdepartments.html


Case study: Content for healthcare professionals

http://www.cdc.gov/outbreaknet/report_healthcare.html


Match the content’s technical complexity to the users’ level


Help users find the content that’s targeted to them


Help users find the content that’s targeted to them


Link to glossary, illustration, screenshot, demo, list of abbreviations, etc.

• Discuss: Find five ways EIA provides content appropriate for a range of users


Be the intended users’ advocate when discussing content with your SMEs


Write a bite, a snack, and a meal

How content-hungry is the reader?

How much content does the web writer provide?

• Bite Message-oriented heading

• Snack Brief summary, “executive summary”

• Meal


Sample bites, snacks, and meals






These bites and snacks need work


These bites and snacks need work









Part 3: In-course assignment: Write a bite, and a snack for this meal
















Part 5: Session 2 wrap-up

• Questions?

• Web pages to look at again?

• Review the five guidelines for writing content that’s appropriate for intended users?

• Review the bite, snack, and meal approach?









Part 6: Writing and reading homework for Session 2By Tuesday, May 31:• Write a bite and a snack

Read • Chapter 6, “Focusing

on Your Essential Messages”


Resource


Evaluation

Education

Session2 pl online_course_26_may2011- final