While starting the Instructions Project, I realized what an important role technical instructions play in our lives. Stop signs, the signs telling you which window to pull up to at the drive through are just a few examples of how we don't even notice most instructions in our lives. However, what if you have never worked a fire extiguisher before and needed to? What if you actually needed to know how to put on the oxygen masks on a plane? These are dramatic examples of how concise, easy to follow instructions are extremely important to us.
For the purposes of this project, however, we are working somewhere in between. Each of the readings gave valuble insight on things to remember. Chapter 19 talks about the basic structure of the instructions, but the most interesting part to me is the incorporation of similies, metaphores and analogies. By comparing one thing to another, it makes the instructions easier for the reader to understand. Chapter 20 talkes more about how to specifically address your audience. In the Employment Project we learned about how important it is to take into account the different audiences that our documents are targeted toward. This is perhaps most important when writing instructions. Chapter 20 talks about thinking of the readers' five W's. By asking yourself questions from the reader's point of view, the instructions writer can gain a good perspective on how knowledgeble the audience is and what the best way to address them is.
The instructor blog #4 addresses this issue in more detail. The blog focuses on creating user-focused instructions that are easy to follow and walk the line between including important details and making the reader think they are an idiot. As someone who has tried to put an entertainment center together by looking at the instructions that consisted of only four pictures, I am looking forward to learning how to write effective directions. Although I haven't quite decided what I am going to write my instructions about, all the readings will help me focus on the audience, use quality graphics and use the correct format.
Test Instructions
Yeah I also think that similes, metaphors, and analogies are the smartest thing that a writer can use in instructions, especially when the writer is considering the novice reader. When using similes, metaphors, and analogies the reading can relate enough to understand the instructions. These items can also be used to keep the reader interested. You are right about there being instructions everywhere. There were even instructions to write this reading response and instructions when taking a test. The worst thing at Purdue is taking a test and getting to a problem with terrible instructions. The teacher always says “Well you should know that” or “I cannot answer that question”. This is very similar in reading hardware directions because once you get frustrated the project or in this case a test, could be ruined.
Teachers
Going on with proper instructions from teachers, for all my classes, in my major MET, I generally understand what instructions for concepts that are given. This is where I am more experienced with technical terms. Then, going to a general studies class or an elective, like COM, SOC, or any other non engineering study; I have a difficult time understanding exactly what the teacher is trying to relay. Here I am a novice, not always understanding the technical terms given, giving me an unclear understanding of what to do or the function of technical terms.
Zebulon Rouse
Understanding teachers
I have had experience with these problems too. In my neural systems class, rather than having one teacher, they bring in the "experts" from each area to teach us. We essentially end up with a different instructor every day with a different style of teaching and all of the pieces of the puzzle just don't fit together. Our exams consist of a compilation of questions written by each professor on their topic. But when we take the exam, those instructors aren't there to answer our questions. There is nothing worse than facing a 20 point essay question with instructions that seem like complete babble. The same goes for any other instructions you may be reading in a haste. If the reader needs answers now, but the instructions are incomprehensible, they will most likely get very frustrated and give up on the product altogether.
OK, let's put the information into practice
You provide good summary in your second paragraph, but I would like to see more about how the content in those readings informs our understanding of practical examples (such as the ones you mention in your first paragraph) and how it might shape our own process of producing technical instructions. You get at this a bit at the end when you mention audience, graphics, and format, but it would be more helpful if we discuss specifics. Even if you don't know what topic you want to cover right now, you can mention existing examples and how this week's readings help understand them.
Amen about teachers
I think the example about teachers is obviously well recieved among us all. It is really hard to act when you are unclear of what to do. But how does this effect what we are doing in class with this project. As I am getting closer to finding my topic for instructions, I have found that I am focusing on which audience I will approach. I wonder which audiences are the most important for the instructions that we have all struggled with? Are those writters hounded by lawyers to make sure that their instructions eliminate the possibility for a lawsuit, or are they actually being written by the lawyers themselves? either way, writters need to first ask themselves what their audience needs, then write within the legal boundaries set up for them.
Mike Sheridan
Readings applied to practical examples
I think that the readings all support real-life examples of good and bad instructions. In the case of fire extinguishers, the one in my house uses very clean, clear diagrams to simply explain how to operate it. I tested it myself (having never actually used one before) and it took me five seconds to glance at the instructions and feel like I could have used the fire extinguisher without looking at the instructions again. Clearly these were written and tested continually (like it is suggested in chapter 19) to perfect them before being used as instructions. This is how I plan to write my instructions in this project. Taking a simple task and making it accessable to someone with no experience.
Mike Sheridan