ENG 381: Instructions

Revised 3/02/2007.

Summary: create an instructional document which describes a method for performing a useful task. Perform all research, writing, design, revision, and presentation needed to bring the project to completion.

Instructions are one of the most common forms of technical communication. This assignment will provide you with experience creating this critical form, and with methodologies central to its success: evaluating your audience, re-presenting technical information, and usability testing.

Select a task and document how to complete it, from start to finish, presenting relevant information, prioritizing to avoid serious error, handling terminology consistently, and above all educating your readers effectively. You can create instructions or the mixed policy and instruction documents Lannon calls “procedures.” Use a single form (such as a web page) or address one task using several formats customized for different audiences or rhetorical situations (e. g. creating both a quick reference card and a more detailed tutorial). Whatever genre you pick, ensure your instructions are comprehensive and detailed. Use a step by step format, another approach Lannon suggests, or methodologies you feel are best for your target audience.

Usability testing, which is described by Lannon and other sources I will introduce to you, is a core part of this assignment. You must complete a (semi) formal usability test and write a report based upon it. I highly recommend you use other usability metrics as well (such as Quesenbery’s 5Es) to make your instructions as effective as possible.

The final product should be ready to use by your target audience. I expect eight to twelve pages of completed instructions which are polished and professional. (Do not panic. This is a lot less than you think. If you are having a hard time reaching this number, get in touch with me.)

Examples

• How to make a starter culture for homebrewing (audience: established but not expert homebrewers).
• Using network storage at WIU, from home, work, and classroom (audience: English & Journalism faculty).
• Asking a faculty member to write letters of reference (audience: WIU students preparing for graduate school).
• Coordinating a volunteer park cleanup (audience: WIU students who run student organizations).

Milestones

Along the way, you’ll complete these milestones:

Presentation

Present your idea to the class. You’ll have about five minutes. This is an opportunity to get feedback and find sources for testing while practicing your presentation skills. Your presentation should describe your topic, audience, and anticipated format, and explain your reasons for selecting them.

Proposal

Write a formal proposal which describes the instructions you’ll complete. Be detailed: address audience, content, format, methodology, and usability test planning. Address the proposal to me or to the client, real or imagined, who has signoff authority for the project. For example, if you are using work as a model for the project, address your boss, even if you aren’t planning to work directly with her. If you are engaging experiential learning, your proposal should be addressed and delivered to your client. Otherwise, simply address me and use the classroom framework as your rhetorical situation.

Draft

Ideally, a complete draft of your instructions which has been usability tested. If possible, print your instructions with a two-inch margin on one side to facilitate annotation. One-sided printing is also a good idea. If you like, attach a memo to your draft which points out things I should address directly in my review. If you are turning in several components, ensure I can tell them apart easily.

Usability test results

An informal report showing the results of usability testing of your instructions. Again, I’ll provide more details on this on the course web site soon.

Final

The finished instructions, delivered with all drafts, research notes, usability testing reports, and other materials. I suggest using a pocket folder or three ring binder. Avoid plastic sleeves or binding; they make annotation difficult.

Assessment and schedule

Strategies

• Topic: If you have no idea what to work on, get in touch ASAP. I can provide work writing documentation for the English & Journalism web site, for the use of technology in Simpkins Hall, or other things. One advantage: the documents you produce will have a huge pool of available usability testers (my colleagues).
• Experiential learning: if you know of a client who could use some technical communication help, feel free to speak with me about structuring this project in a service-learning or experiential mode.
• Research: As is the case for the semester project, I suggest working with subject material which doesn’t require extensive research on your part. That will enable you to focus on the core skill this assignment addresses: developing usable educational materials. Having said that, you must do whatever research is needed for audience analysis, to ensure you establish the ethos necessary for effective instructional discourse, and to verify the accuracy of your work.
• Target audience: Identify a specific audience and include a target audience statement. At or near the start of your instructions, name the intended audience of your instructions and any specific qualifications they need to use them. See Lannon 22 for an example.
• Graphics: You are encouraged to include relevant graphics such as photos or illustrations, though you should not spend so much time preparing these that you slight the other assignment components or objectives. You can also write specifications for graphics and use “for position only” (FPO) markers.
• Help: as is the case with all assignments in this course, please seek help from me as you complete your instructions.