Difference between revisions of "Instructions"
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− | ===Guideline 1: Select the Correct Technical Level=== | + | ====Guideline 1: Select the Correct Technical Level==== |
Know your audience! You'll want to write your instructions in such a way that your least technical readers can understand them. Use language that all readers can understand, defining terms beforehand as needed. | Know your audience! You'll want to write your instructions in such a way that your least technical readers can understand them. Use language that all readers can understand, defining terms beforehand as needed. | ||
− | ===Guideline 2: Provide Introductory Information=== | + | ====Guideline 2: Provide Introductory Information==== |
Providing proper introductory information is key. Instructions should follow the ABC format (Abstract/Body/Conclusion). | Providing proper introductory information is key. Instructions should follow the ABC format (Abstract/Body/Conclusion). | ||
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− | ===Guideline 3: Use Numbered Lists in the Body=== | + | ====Guideline 3: Use Numbered Lists in the Body==== |
Instructions are much easier to read as lists of steps, rather than longer paragraphs. Keep in mind that readers may frequently switch their attention between your instructions and the actual task. Using numbered lists, readers can always know what step they're at. | Instructions are much easier to read as lists of steps, rather than longer paragraphs. Keep in mind that readers may frequently switch their attention between your instructions and the actual task. Using numbered lists, readers can always know what step they're at. | ||
− | ===Guideline 4: Group Steps under Task Headings=== | + | ====Guideline 4: Group Steps under Task Headings==== |
It is a good idea to group steps into logical, labeled stages, rather than using one long list with no groupings. This will help the reader both follow and better understand the process. | It is a good idea to group steps into logical, labeled stages, rather than using one long list with no groupings. This will help the reader both follow and better understand the process. | ||
− | ===Guideline 5: Place One Action in a Step=== | + | ====Guideline 5: Place One Action in a Step==== |
For exactly the same reasons that you shouldn't put several steps in a lengthy paragraph, you should also avoid putting multiple actions in one step. Unless two actions are to be done at the same time, each step should have no more than one action. Readers shouldn't have to read through lengthy steps to figure out which part of the step they're in. | For exactly the same reasons that you shouldn't put several steps in a lengthy paragraph, you should also avoid putting multiple actions in one step. Unless two actions are to be done at the same time, each step should have no more than one action. Readers shouldn't have to read through lengthy steps to figure out which part of the step they're in. | ||
− | ===Guideline 6: Lead off Each Action Step with a Verb=== | + | ====Guideline 6: Lead off Each Action Step with a Verb==== |
Starting a step with a verb lets the reader immediately know what action is required in the step. | Starting a step with a verb lets the reader immediately know what action is required in the step. | ||
− | ===Guideline 7: Remove Extra Information from the Step=== | + | ====Guideline 7: Remove Extra Information from the Step==== |
To avoid lengthy steps, separate the action from any extra information, and keep the action at the beginning of the step. It is common to include extra information in a "note" right after the action. ''Note: This note is demonstrating the use of a note.'' | To avoid lengthy steps, separate the action from any extra information, and keep the action at the beginning of the step. It is common to include extra information in a "note" right after the action. ''Note: This note is demonstrating the use of a note.'' | ||
− | ===Guideline 8: Use Bullets or Letters for Emphasis=== | + | ====Guideline 8: Use Bullets or Letters for Emphasis==== |
To emphasize certain information or to make longer steps more readable, use bullets or lettered lists. (Numbered lists should be avoided if your steps are already using numbers.) You should be seeing an important trend by now: instructions should be as easy as possible to read at a glance. | To emphasize certain information or to make longer steps more readable, use bullets or lettered lists. (Numbered lists should be avoided if your steps are already using numbers.) You should be seeing an important trend by now: instructions should be as easy as possible to read at a glance. | ||
− | ===Guideline 9: Emphasize Cautions, Warnings, and Dangers=== | + | ====Guideline 9: Emphasize Cautions, Warnings, and Dangers==== |
+ | Highlighting risks is an important obligation. The following three terms (in increasing order of seriousness) are commonly used to denote risks: | ||
+ | * Caution | ||
+ | * Warning | ||
+ | * Danger | ||
+ | You may choose to put cautions, warnings, and dangers immediately before the instructions; this is best when the risks are associated with the entire procedure. | ||
+ | Another option is to placing the warnings inside the instructions, along with the steps they apply to. It is best to put the warning '''before''' the actual action. | ||
− | ===Guideline 10: Keep a Simple Style=== | + | ====Guideline 10: Keep a Simple Style==== |
Text! | Text! | ||
− | ===Guideline 11: Use Graphics=== | + | ====Guideline 11: Use Graphics==== |
Text! | Text! | ||
− | ===Guideline 12: Test Your Instructions=== | + | ====Guideline 12: Test Your Instructions==== |
Text! | Text! | ||
Revision as of 17:26, 9 April 2008
Introduction
The intro text.
Contents
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...by studentsdshjfhdskjfshd!
Guidelines for InstructionsThe text covers several guidelines for writing good instructions. Here we will emphasize how each guideline can assist the reader and avoid frustration.
Guideline 1: Select the Correct Technical LevelKnow your audience! You'll want to write your instructions in such a way that your least technical readers can understand them. Use language that all readers can understand, defining terms beforehand as needed.
Guideline 2: Provide Introductory InformationProviding proper introductory information is key. Instructions should follow the ABC format (Abstract/Body/Conclusion). An introduction should include:
Other introductory information that may help readers:
Guideline 3: Use Numbered Lists in the BodyInstructions are much easier to read as lists of steps, rather than longer paragraphs. Keep in mind that readers may frequently switch their attention between your instructions and the actual task. Using numbered lists, readers can always know what step they're at.
Guideline 4: Group Steps under Task HeadingsIt is a good idea to group steps into logical, labeled stages, rather than using one long list with no groupings. This will help the reader both follow and better understand the process.
Guideline 5: Place One Action in a StepFor exactly the same reasons that you shouldn't put several steps in a lengthy paragraph, you should also avoid putting multiple actions in one step. Unless two actions are to be done at the same time, each step should have no more than one action. Readers shouldn't have to read through lengthy steps to figure out which part of the step they're in.
Guideline 6: Lead off Each Action Step with a VerbStarting a step with a verb lets the reader immediately know what action is required in the step.
Guideline 7: Remove Extra Information from the StepTo avoid lengthy steps, separate the action from any extra information, and keep the action at the beginning of the step. It is common to include extra information in a "note" right after the action. Note: This note is demonstrating the use of a note.
Guideline 8: Use Bullets or Letters for EmphasisTo emphasize certain information or to make longer steps more readable, use bullets or lettered lists. (Numbered lists should be avoided if your steps are already using numbers.) You should be seeing an important trend by now: instructions should be as easy as possible to read at a glance.
Guideline 9: Emphasize Cautions, Warnings, and DangersHighlighting risks is an important obligation. The following three terms (in increasing order of seriousness) are commonly used to denote risks:
You may choose to put cautions, warnings, and dangers immediately before the instructions; this is best when the risks are associated with the entire procedure. Another option is to placing the warnings inside the instructions, along with the steps they apply to. It is best to put the warning before the actual action.
Guideline 10: Keep a Simple StyleText! Guideline 11: Use GraphicsText! Guideline 12: Test Your InstructionsText! Example InstructionsBelow are example instructions that employ nearly all of the guidelines. Below the instruction, we'll outline how each of the guidelines were effectively used, and demonstrate pitfalls of not using them.
To make a Blizzard, follow the instructions below. Making a Blizzard involves first putting ice cream and toppings in a cup, and then blending them together using a blending machine.
Filling the cup:
Blending:
Serving:
Clean-up:
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