"I wrote my report on the BART train."
This statement could get you into trouble. We know what you mean: You were on BART when you wrote your report. However, it actually says that you wrote the report on the BART train, as in graffiti. Misplaced and dangling modifiers say what you don't mean. Make sure prepositional phrases line up properly, and you don't write the way you speak.
NOT this: "I wrote my report on the BART train."
THIS: "I wrote my report while riding BART."
Friday, December 28, 2007
Tuesday, December 18, 2007
Tips for writing instructions
Instructions help people do something that accomplishes a specific result: set up a computer, bake a chocolate cake, change the oil in a car, put together an armoire.
In some cases, the person needs to master a process so that he/she can perform it independently of the instructions: reboot the computer when it crashes, send and receive email, take photographs with a 35 mm camera.
- Target instructions for the other person’s level of expertise. If you’re not sure how much they know, assume they know little.
· Use learning aids such as graphs, charts, tip sheets, quick steps, etc.
· Match the person’s preferred way of learning. Some people learn by watching, looking at diagrams, or training videos. They are visually oriented. Others prefer to listen to instructions and repeat them back. They are more auditory. Finally, some people need to perform the activity in order to learn it. They are probably kinesthetic.
· Test your instructions by asking the person to repeat what you told them or actually perform the activity.
When writing instructions:
· Break instructions into short, simple steps.
· Use imperative voice – start all sentences with a verb.
· Make sure sentences are concise and clear.
· Use “If” to denote something that may or may not occur; “when” to denote something that should occur. For example: “If the dial moves into the red zone, stop” and “When the dial moves into the red zone, stop.”
In some cases, the person needs to master a process so that he/she can perform it independently of the instructions: reboot the computer when it crashes, send and receive email, take photographs with a 35 mm camera.
- Target instructions for the other person’s level of expertise. If you’re not sure how much they know, assume they know little.
· Use learning aids such as graphs, charts, tip sheets, quick steps, etc.
· Match the person’s preferred way of learning. Some people learn by watching, looking at diagrams, or training videos. They are visually oriented. Others prefer to listen to instructions and repeat them back. They are more auditory. Finally, some people need to perform the activity in order to learn it. They are probably kinesthetic.
· Test your instructions by asking the person to repeat what you told them or actually perform the activity.
When writing instructions:
· Break instructions into short, simple steps.
· Use imperative voice – start all sentences with a verb.
· Make sure sentences are concise and clear.
· Use “If” to denote something that may or may not occur; “when” to denote something that should occur. For example: “If the dial moves into the red zone, stop” and “When the dial moves into the red zone, stop.”
Tuesday, December 4, 2007
Those three dot dot dots
Ellipses
· Indicate a missing portion of a quote that does not end a sentence; use three dots:
“It was the best of times; it was the worst of times...” begins Tale of Two Cities.”
· Indicate a missing portion of a quote that ends a sentence; use three dots plus
a period: “Tale of Two Cities begins with “It was the best of times; it was the worst of times....”
· Indicate an unfinished or unwritten thought: “Follow the steps in order -- 1, 2, 3, 4, 5 ....
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