After reading "Instructions" in Technical Communication Today, Instructor Blog: Instructions, and "Readers and Contexts of Use" in Technical Communication Today, respond to these works in a comment of approximately 300 words. You might discuss the material in "Instructions" that covers shaping instruction sets to assist specific audiences in the performance of a particular task. Or, you might focus on the material in "Readers and Contexts of Use" about different types of audiences (primary, secondary, tertiary, gatekeeper) and how they might process a particular instruction set. You might also consider the ethics of viewing users in terms of their needs, values, and expectations, as touched upon in Instructor Blog: Instructions. Make sure that you point to specific parts of the readings in your response, and discuss concrete examples of instruction sets you have encountered to support your statements.
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Reading response #3
After reading the three works it was obvious how they all pertain to one another, but the one that stood out to me was the "Readers and Context of Use." I found it easier to understand and follow along with because of the amount of examples given. At first, I had a hard time differentiating between the four different types of readers, but as I read through the examples I began to grasp the concept.
The chapter states that a writer should always identify their readers first before beginning to write. By acknowledging who the readers are it helps determine what is needed in the material and what has little importance. Once the writer figures out who their audience is, they order them from most important to least important. The most important reader is the primary reader and the least important is the tertiary reader, but even before the primary reader can read the material the gatekeeper must proofread and approve of the document. The reason the primary reader is most important is because they are the people that are the “action takers.” These people are the ones who are reading the material out of necessity. Second in importance is the secondary readers because they are the people that will help advise the primary readers because the secondary readers tend to have more knowledge on the subject. The tertiary reader is the third most important because they have interest in the subject the writer is writing on and are may also be evaluating the work the writer does.
For example, if there were directions or procedures to be written about how to treat the “Swine Flu,” each type of reader would interpret the document differently. The writer must first realize who its primary readers are and write on their level. The writer would most likely write very basic and general ideas on how to prevent and/or treat the flu. The primary reader would most undoubtedly have questions on the subject and refer to the secondary reader, someone that can break it down even more and maybe have even more insight on what to do. Since the “Swine Flu” has become such a big issue it is likely that a local newspaper will have gotten a hold of the work and will do an article about the ways this material helped or that ways that it hurt. As stated before, the gatekeeper would have read over and approved of the “Swine Flu” prevention paper before anyone from the public was able to read it.
It may seem like a simple concept, but for me it took a while to truly understand the difference of the readers until I read this chapter. It definitely helped me piece it together.
Reading Response #3
After reading “Instructions,” and “Readers and Contexts of Use,” I decided to focus on the latter because it helped me to see and understand the different types of audiences and how a set of instructions is used by each.
On page three, the reading instructed that to build a reader profile for your set of instructions, “ask yourself the Five W and H questions about your reader,” to me this is a good place to start the process of documenting a set of instructions. The reading continues with important points we discussed previously in class, for example, readers are reading a technical document not for fun but because they need helpful information. They do not want to have to search the text for the information they need, only provide information that they need to know. And also, include graphics so that the text isn’t so intimidating (3). These are crucial points, last class we saw examples of what to do and not to do in our in class activity, the instructions that didn’t include graphics seemed to be overwhelming.
I didn’t realize the layers of readers who might use a set of instructions. The Writer Center Analysis Chart and explanation on pages 4 and 5 is very helpful because it provides a visual aid and detailed explanation as to what type of readers will look at your work. The primary reader is the action taker, and to whom instructions are directed. The primary readers might turn to an expert for advice; the advice giver is the secondary reader. The tertiary readers are evaluators of the document because they have interest in its content. A supervisor is the final type of reader, because they are who look over the document before it gets to the primary reader. A well written document considers the needs of each type of reader (5). I agree with this last sentence, by thinking about each reader the instructions will be more beneficial.
I learned that readers make decisions based on needs, values, and attitudes as discussed on pages 8 and 9. I didn’t immediately think of the Internet as a tool for finding information about the reader, but page 10, showed how to profile your reader with a search engine like Google. Page 12 and 13 offered good tips to remember when drafting a document, to be persuasive, highlight important info, and design the document keeping in mind where it will be used. I learned how to adjust a document to cross cultural needs on pages 18-22, by looking at content, organization, style, and design. Page 22 discussed how to overcome possible cross-cultural issues, by listening to readers expectations, using universal words of politeness like ‘please,’ and ‘thank you,’ and using the Internet to find out about a cultures do’s and don’ts. I honestly do not know if I would have thought to consider international readers, so this part of the reading was beneficial to read.
With it being hurricane season I have definitely encountered instructions on safety procedures; some with bullets of text that points out important survival steps, and others on the news with a reporter going through safety and evacuations instructions with visual aids. The visual aids made the instuctions more beneficial because they made me actually see the possible danger and made it a reality.
Reading Response #3
After reading all of the assigned texts, I began to understand how they were all interrelated. "Instructions" discusses tips and advice for how to write effective instructions targeted to different audiences. The "Instructor Blog" on "Instruction" encourages the writer to keep the audience's interests in mind. This means keeping the instructions, simple, coherent, and to the point without making the reader feel ignorant for not knowing how to complete the task at hand. Finally, "Readers and Contexts of Use" stresses the importance of the different types of audiences/readers, as well as the different types of cultural, ethical, and communication issues.
"Instructions" outlines the basic features that a set of instructions should include. A specific title, background information, list of parts, tools, other requirements, ordered steps, safety information, as well as a conclusion are all the elements that make up an effective set of instructions. However, many people might find it easy to write an accurate set of instructions, using common sense and basing them off of effective examples of instructions they have used before. I found "Readers and Contexts of Use" to consist of more informative information. First, it addresses the different types of readers: primary, secondary, tertiary, and gatekeepers. This reminds the writer that the document will be viewed by more than one reader, and therefore effects more than one type of audience. More specifically, I found the tips on cultural communication differences to be interesting. Certain hand gestures and greetings that are socially acceptable in the United States can actually be offensive in other countries. This is good to know not only when communicating internationally through written documents, but also so one won't make a mistake in a social situation.
Each of the readings bring about important points in considering the audience first and foremost when constructing and presenting professional documents.
Reading Response 3
After reading the three articles, the thing that definitely stuck out to me was the fact that instructions should be made to fit an audience or the person reading the instructions. There were so many times that I was completely confused by certain instructions or directions, especially when cooking something and the three articles definitely helped me to better analyze instructions and understand how to write them myself.
The instructor’s blog and “Instructions” in Technical Communication Today stood out the most for me because it broke down the task of analyzing instructions really well. Both articles pointed out that one of the main faults of instructions today is that they are not designed to fit a specific audience. Before I took the class and read the articles, I was under the impression that instructions were for a “general audience” and not made to suit different groups of people. I think the way the “Instructions” in Technical Communication Today broke down the readers into distinctive groups like primary, secondary, tertiary, and gatekeeper was really helpful. I also liked how they suggested putting yourself in the readers place when writing the instructions.
On page 20, in the “Instructions” In Technical Commutation Today, I thought the way they set up the example image was really interesting and helpful. I feel like images are something that has to be done correctly, otherwise it can leave viewers even more confused about the task they are trying to complete.
I thought it was really interesting how the “Instructions” in Technical Communication Today, page 10, assessed the problem of writing instructions cross culturally. In today’s diverse society it’s important to allow the instructions to help people from all different backgrounds. The article also touched on making the instructions more conservative, as people from different background have different morals and opinions, especially when choosing the images for your instructions.
The article also states how much precision should go into things like the instructions title and the importance of identifying the time it should take for completion.
response 3
After reading all three of the given text I can certainly see how extremely relevant each one is to the next. I found the “Technological Communication Today” article to be particularly captivating. The way the article highlighted how incredibly cautious one must be when writing instructions due to cultural differences was somewhat of a wakeup call.
Before I read these articles I would have certainly considered leaving out certain things in a set of instructions due to the fact that I personally saw those items as unnecessary. The articles pointed out that not everyone’s idea of “common sense” is the same as the next persons. I understand now that even if a particular item seems silly or not needed with the set of instructions I’m writing I should include it anyways because it’s better safe than sorry. This line of thought was reinforced within the writings, when they said that experienced readers can skim the instructions and skip parts they don’t need.
The subtleties of instructions are so much more clear to me now. I never thought about things such as a peace sign being offensive in other cultures or a beer company slogan translating to “I have diarrhea”. I saw the neutrality that one had to maintain in a set of instructions as making them boring, but this worry was put to bed at the end of the “Technological Communication Today” article. It was explained that you could make even instructions exciting while making sure to not offend anyone.
These intricate articles about communicating clear and inoffensive instructions to all different types of people has made me very excited to write instructions for various audiences. There are many more factors to weigh when considering your audience than I ever thought and I look forward to learning how to deal with assorted groups of people.
Audience
In the "Identifying Your Readers" section of the "Readers and Contexts of Use" article, there is detailed explantation to why every audience member must be taken into consideration when really any type of professional text is being produced. Of course in this situation, people have the target--or primary--audience in mind; yet, what other groups are sure to gander at their work most likely will not sink in. The example the article brings up, U.S. Secretary of State Donald Rumsfeld's memo to military officials among others concerning terrorism, was certainly well-thought out toward his primary audience; there is just one problem: much of the memo's content seems extreme to anyone outside this audience, even contradicting. As the article states, this was in fact proven when the media, a tertiary audience, got ahold of a copy, causing controversy because the U.S. Administration mentioned a very different approach to the American public. These circumstances instantly come across as farfetched, but these things occur-- often. Prevention is key; never take any chances, always analyze all possible audiences.
Of the many audiences to look over when writing a formal statement, and after they are found, the author must also view the subject from their perspective to know how to write for them. The articles goes into three important audience characteristics to discover about each audience: Their needs, their values, and their attitudes. Needs should be easily acknowledged for the primary audience, after all, this is part of why they are being contacted, but what about the secondary, tertiary, and gatekeeper audiences? Not so easy now, since those audiences will also be effected by one another. Also, what do the readers each value? Whenever discovered, the values must shine from the expression. Attitudes of the audience must be analyzed; how will they react to it? In what way do you set the tone for that specific piece?
In order to construct a good piece of writing on a professional level, everything about the reader must be predicted; for example, who they are--at all levels, what their needs are, and their values, and their attitudes. The reader's perspective has to be analyzed, after noticing who they are, to find these characteristics. The audience is a very important aspect of professional writing.
3 Reads
After doing each of the readings, I have discovered what appears to be three basic guidelines to follow when writing any type of instructions. First, they should be easy to understand. For instance, in the instructor blog on instructions, the friend who bought her dog crate might have had a better time if there had been more explanation and perhaps a few diagrams to explain how the bars are supposed to bend, instead of leaving her with one unexplanatory picture. Secondly, the instructions should be accessible; whether thats in the form of charts and graphs, bullet points, pictures and graphics, or colored points, any set of instructions should never appear daunting to the reader. For example, on page 591 of Technical Communication Today, the reading states that, "People often assume that technical documentation should be dry and boring. But instructions can be - and sometimes should be - written in a more interesting style." The reading also points out that the instructions should reflect the "enthusiasm" of the consumer when opening their toy, television, or other new product (591). I believe this is extremely important. Why would a young teen open up the instruction booklet to their new halo system when its covered in gray blocked text and almost no creative or enticing pictures? Of course, cost must also be taken into factor, and perhaps manufactures don't want to spend a lot of money pn fancy print and color trying to teach consumers on how to use their products. However, I believe a compromise must be made in order to make the products more user-friendly. And finally, when writing instructions for any product, you must consider who your audience is. I found it really interesting that the reading "Readers and Context of Use" brought up the point that, for instance if you are writing in an online format, perhaps not all reading will be of the same culture as you. Furthermore, you don't ever have to please just one audience. The above reading does a good job of profiling different groups of readers: primary, seconday, tertiary, and gatekeeper. It then states that you should never "assume that your readers have the same needs, values, and attitudes as you do. When writing a set of instructions, such as how to install a new halo system, you have to consider your readers' education level, their reading proficiencies, and a reader's familiarity with your subject. All three readings are interrelated and none can be ignored. Your instructions must flow, must cater to audiences of several different backgrounds and educational levels, and people should want to read them!
Reading Response 3
Reading the assigned texts provided a better understand of the various components in effective instructions and the various elements of your audience. Each article exposed different information regarding instructions that I previously overlooked. “Readers and the Context of Use” was perhaps the most helpful for me because it simplified how to understand and approach your reader.
Understanding your reader is perhaps the most important thing you can acquire from this article. By understanding who your reader is you are able to appeal to them. By asking the various questions listed about who you are writing to you are able to understand what they expect to hear in your writing. This will help to keep your writing clear and concise and will eliminate any information that your reader does not need to hear.
I was initially confused about the four types of readers, however this article clarified each different type and how they are related. It made very clear how each different type examined and critiqued your work. The various tables, illustrations, and definitions made it very easy to understand and directly relate various situations. The reader analysis chart and context charts provided very clear methods of organization when considering your readers. By utilizing these tables you are able to consider a wide scope of information about your reader in a very organized manner.
I also found the cultural differences in context very interesting. I would have never considered how the context of my work should relate to a particular cultural region. The differences in how your presentation and writing style varies from different cultures are extremely important, particularly if you were involved in any international business. For example, if you were to present something in China that came off as persuasive, you would likely offend your reader and lose business and credibility.
3rd Reading Response
It’s always surprising to read about something you’re confident you couldn’t possibly need to know anymore more about. By this I mean, there are certain things we consider needing no more explanation, the world of instructions for instance. However, it takes reading a chapter like “Instructions” to honestly show us both what we do know, and more importantly, what we don’t. For starters, the idea of the necessity to plan instructions is a foreign idea to me. However, when you consider when, and where the instructions will be used, as well has by whom the need for pre-planning becomes evident.
New concepts were abound after the reading of this article. For instance, though it is common knowledge that instructions are often written in foreign languages for use overseas, I had never considered the need for basic English to be easily translated. When writing instructions about something we’re comfortable with, its easy to use technical and specific wordings however its important to consider foreign languages translations. Words that are most easily translated are those we find in basic English. To take into consideration foreign users shows both an ability to be worldly, and an understanding of the importance of user diversity.
It takes reading pieces like this one to understand the importance of learning. We continue to learn, about things we are already comfortable with, and things we know nothing about. Even something as simple as explaining a few steps to a project is a complex and difficult process that takes both research and thought. When we are attempting to teach someone how to do something, we are imparting them with knowledge they desire to use. We are providing them with an opportunity to learn, and that is the most important gift of all.
Reading Response 3
These three readings showed me how precise and almost scientific instructions or communication can be. Designing a plan in accordance to these readings will be very impersonal but indeed very professional. It seems to be almost a trade off.
I enjoyed the chapter on “Readers and Contexts of Use.” The chapter left no area of communication in a professional setting uncovered. Take, for example, the memo from Donald Rumsfeld. We can look at this memo and see very clearly the way it was interpreted by the four different levels of readers. The memo is address to the primary readers and is merely a train of thought and questions that he wants to pass on to them before their “meeting on Saturday or Sunday.” Secondary readers of this memo will be political scientists who are searching through data and resources trying best to analyze the questions at hand so as to allow the primary readers to take action. The bold title, preceding the memo states that the document does not consider tertiary readers. Since we are reading the memo and it was leaked out by the press to the general public, one could make a case that we, the public, are tertiary readers in that we are constantly evaluating the actions of or governing body. As for a gatekeeper, since Donald Rumsfeld was the Secretary of Defense, maybe a group of clerks or political scientists reviewed his memo, but no immediate supervisor was needed to look over his work.
So through this example I can see the specific groups that my communication will affect. In making my communication I can next think of exactly the situation I am communicating in. Through profiling my readers I can know exactly what to expect. What will my readers need, exactly, for them to take action? What do they value the most so I can place an emphasis on this value? Most importantly, what are my reader’s attitudes toward me, the company, or the communication itself? From there a writer will think of the physical, economic, political and ethical context that their communication will be read in. If thought through carefully then the communication will surely be a success.
The idea that every single possible detail of the communication has a term and a definition is amazing to me. What once was a subconscious effort by me in all of my writings is now spelled out on the page before me to be followed like instructions. It is literally a science.
Reading Response 3
The instructor blog points out very pertinent issues in the instruction writing process that I otherwise would never have been aware of in such detail. “Problem One” was especially interesting. It does seem true that the “general audience” is a myth, and tailoring directions for a specific skill set is important. However, the catch is, that you will always still have mixed audiences. This means one really must analyze their audience and take many things into account, such as what they already know, what they need to know, and what information would be superfluous. Also safety warnings must be taken into consideration. Another slightly obvious yet still important tip that I found in the blog is the omission of “you” in the instructions. This really does make everything read smoother.
“Readers and context of use” presented a new idea to me which I was not familiar with, the “Writer-Centered Analysis Chart”. Included are the terms primary, secondary, tertiary, and gatekeeper. I was not aware of their meaning in its context until I read the article, so it was informative. And while I was aware of most of the search engine tips, one that I didn’t know about was the inclusion of the “+” sign and “-” sign to include or discard pages with the words which follow.
The differences in style between documents written for different audiences are nicely compared in the article as well. When the authors compare the CDC releases, they do a good job of noting the differences clearly and presenting them so a direct comparison can be made. The readability of the general public document really stands out. Headings, images, and examples are all clearly presented so that a reader could quickly scan the document and still get information out of it. The other document however is much more detailed, and there are no bold words or quick tips for the uninformed reader to reach out and grab.
Comment on Instructor Blog
All of the articles were connected in one way or another, but I have chosen to analyze the ethics incorporated in the Instructor Blog. The story about Ryan, a clueless consumer (when it comes time to change the oil), explains how “slack” the instructions were for multiple reasons. They referred to parts of the car, like the drain plug, without any explanation or graphic as to where/what it was. The creator did not realize that since he knew what the car parts were, that everyone else in the world didn’t—hints why they are looking at the instructions in the first place. If there had simply been a graphic or even a short exert on what exactly he needed to do and touch on the car, it would have made a happier client and much less hectic chore.
Also, in the story about Anna’s experience with the fabric dog crate, the instructions made it look like a piece of cake—but in reality it was a tedious and time consuming job. Would she have still chosen to buy this kit if she had known how difficult it would have really been? Even though she finally got it together after putting a sufficient amount of time into it, she probably felt disgusted with the instructions and how much of an exaggeration they were. Now, will she ever refer to the instruction manual again? Although they are simply instructions, not even the product that was intentionally purchased, it is still bad customer service to include a manual that only frustrates the consumer.
The third problem mentioned in the blog of what NOT TO DO when creating our instructions and “how to’s” are not to make it too plain or flashy. Find that happy median between mind-boggling fonts, fluorescent colors, flashing swirls, etc. (“technical jargan”) and the same old same old default settings (Times New Roman, black, number 12). The instructions should be eye-catching and interesting (like the talking cartoon washing machine that was given as a prime example), but not so overboard that it hurts to read them. Make them fun/funny/entertaining, but don’t take it to the extremes. The creator should be themselves when designing, what would you like to read if you opened a package that came with instructions? Don’t make it out to be like the consumer is unintelligent, but definitely explain everything out and keep in mind that they probably don’t know about the subject as much as you do.
Another few pointers I picked up were not to use the 2nd person “you” throughout the process. If I drop the “you” at the beginning of each phrase, it still works and sounds much more professional. Also, every set of instructions should come with a list of safety warnings and hazards...Just to be safe!
Reading Response 3
When I think of instructions, I think about a frustrating set of commands coming with things such as entertainment centers, or even software that seem to become unusable after unsuccessful attempts to follow them. It always seemed to me that instructions couldn't be but so difficult to construct, and in the "Instructions" chapter in Technical Communication Today, I learned why so many instructions lack basic understanding.
Although it may seem basic, putting together instructions is more than just trying to explain something to someone on paper. On page 568, the basic organization of instructions is broken down into the components needed to make them coherent. Although most instructions have troubleshooting sections, it occurred to me that many instructions lack some basic organization, such as an introduction and background, and even a list of necessary tools and parts needed. In more depth, it talks about how the context of your step by step instructions may evolve to suit your audience, which is something else that hadn't crossed my mind before reading this chapter. It also talks about how helpful a visual aid, being a video or even just a picture, can help tremendously with the success following a set of instructions. This may be common sense, but it is something that is routinely left out or possibly misleading if it is available.
Another interesting concept of creating an organized and suitable set of instructions is the ability use style in your introduction and even the step by step commands. On page 591, the text reads "There are ways, especially with consumer products, that you can use style to reflect reader's attitudes as they use your instructions." Before reading this chapter, it had never occurred to me that a set of instructions could be anything other than monotonous and straight to the point. The text uses the example that if someone is reading instructions on how to operate their new telescope, the instructions should reflect their enthusiasm and excitement about having the ability to see into space. Setting a tone for a set of instructions is of utmost importance, because if the reader is down or frustrated when they begin to use them, there is a much higher risk of the reader being unsuccessful or giving up on them. Alternatively, if a reader is excited about the instructions, they are much more likely to comprehend the steps. This section in the text also hits on the fact that more and more companies are seeing their instructions as their main connection with the consumer. This makes perfect sense, seeing as when a reader uses instructions for a product, they are directly communicating with the company. If a set of instructions uses the proper tone and comprehendable rhetoric, it could establish a connection with the consumer.
Reading Response #3
In "Instructions" in Technical Communication Today, the chapter list the important steps needed to make instruction. It talks about the planning stage of instructions where the author addresses the who, what, when, where, why, and how of the instructions process. This allows the author to narrow down the subject whom he is writing for, purpose for which he is writing, the material included in the piece, the locations the instructions will be used, when it is appropriate to use the instructions, and how the instructions will be carried out. Once the author has established this basic information, it is much easier to construct the instructions. After doing some background research on the subject, the author can then organize and draft his instructions. "Instructions" in Technical Communication Today explains that the 5 W's and "how," along with research on the subject, is crucial in the instructions process. But what it doesn't touch as thoroughly on is the type of readers you will encounter. "Readers and Context of Use" does an excellent job of explaining this part of the instructions process.
This chapter explains that there is a writer-centered analysis chart that shows the levels of readers who will use your instructions. It starts at the bottom with the writer, then flows outward beginning with primary, then secondary, and finally tertiary readers. The article describes primary readers as "The people for whom your document is addressed." These are the people who will be performing the instructions you created. They have encountered a situation that they are not familiar with and need outside outside assistance. Secondary readers are people who, according to the chapter "advise the primary readers." These people are normally well informed on your instructions and are there to help the primary reader with the task. Also, there are tertiary readers who are basically evaluators of how the instructions are carried out and what the finished product looks like. These people can be a boss, a reporter, or even competing companies. They serve the purpose of judging the person carrying out the instructions, and as a writer you have a responsibility to provide them with appropriate and accurate information. Finally, there is a group of readers not mentioned earlier. They are called gatekeepers and they look over the finished product before it is send to the primary reader.
Each reader will be looking for different information, so the author needs to anticipate the needs of all levels of readers. The author needs to make sure the instructions will get approved by the gatekeeper, understood by the primary reader and the secondary reader, so ultimately it can be evaluated by the tertiary reader. After reading both "Instructions" in Technical Communication Today and "Readers and Contexts os Use," the author will be prepared to craft his instructions.
Instructions Response
The three documents "Instructions", "Readers and Contexts of Use" and the Instructions blog are detailed pieces that direct the reader towards making effective and audience-minded instructions. The "Instructions" piece starts out with a basic structure of any good set of instructions. This structure includes a precise title, introduction, parts list, etc. However the article goes into much further detail as well. It suggests that you should ask yourself questions when writing up instructions. One good example of the questions is "who might use these instructions?". This is a pivotal part of constructing well-made instructions. You have to consider the audience. These audiences include much more than your primary readers, which are the people who will actually use the instructions to meet some goal. There are the secondary readers who might be advising or assisting the primary readers. There are tertiary readers who use instructions to assess the quality of a product or task. Someone who was conducting quality assurance would be a tertiary reader. And finally there are also gatekeeper readers. These are supervisors that ensure that your instructions are acceptible before they're ever sent out. If you can please all of these types of readers at once you've created a good set of instructions. The instructor's blog also touches quite a bit on the importance of knowing your audience. I found the lines "no writing is ever for anybody" and "The general audience is a myth" to be very interesting. This really points to the fact that you need to get into the viewpoint of your audience when making good instructions. You can't assume that the people using the instruction's have very much or any experience with the subject. If they were already experts, they wouldn't need instructions. However it's possible at the same to have instructions that are too detailed for some audiences. Take for example playing a game like God of War. By the end of the game you're probably more or less an expert at the game. But if you start over or play the sequel, you still have to play through the simplistic tutorial-like beginnings. This is unavoidable. The game makers have to include this section of the game for beginners. Fortunately in the case of God of War, the creators work the tutorial into actual gameplay. Though it is still too simplistic for experts, it makes it less tedious that the process is made to teach the player as they play the beginning. This is done instead of having a seperate tutorial section altogether.