Thus, the Developmental Research Method was adopted. The study sample was selected as a purposed cluster one of two classes sections.
Session One Ask students to talk about their experiences reading and using different types of written texts.
Discuss the differences between the genres of different types of writing: Use the questions such as the following to guide the discussion: How are these different? How do these genres speak to different audiences? How do these types of writing work toward different purposes?
Ask students to focus on technical writing as a genre and to brainstorm the different kinds of written instructions they have seen or used in the past. Record their responses on the board or an overhead transparency.
Then ask students to discuss what was effective and ineffective about those instructions, again recording their answers on the board or on an overhead transparency. What were they using the instructions for? How helpful were they? What were the best parts of the instructions?
What parts were difficult or hard to use? What did they do if they had trouble using the instructions? Arrange the class in groups of two to four students each, and give each group a set of instructions from those that you gathered.
If the class meets in a computer classroom, share the links to instructions included in the Resources section. Pass out copies of the Analyzing Technical Instructionsand ask students to analyze their instructions and record their observations on the handout. When students complete their analysis, bring the class together and have each group report on their set of instructions.
On a sheet of chart paper, make a list of the top five effective and top five ineffective things students noticed about the instructions. Hang this paper on the wall in the classroom for reference during the next three class sessions.
Ask students to bring one common household item to the next class session. Explain that students will write their own instructions for the item, so they should bring items that do not already have written instructions.
Brainstorm and discuss with students what would make good items and what would be too complex.
Encourage them to bring items that are not overly complex but not too simple either. Examples may include a stapler, clock, paper punch, flashlight, mechanical pencil, etc.
For example, how to use a stapler and how to replace staples when cartridge is empty. Encourage students to be creative in their choices. Gather some extra items from the classroom or your home before the next session so you have options for students who forget to bring items.
Session Two Review the top five effective and ineffective things about technical instructions from previous session with the class. Spend more time with this topic, asking students to create a rubric determining what makes technical documents effective or ineffective.
Use the Sample Technical Instructions Rubric as a model or starting point for the task. Ask students to take out their household item, and spend five minutes freewriting about why they chose that item and how difficult it may or may not be to write instructions for it.
Arrange students in pairs, and ask them to share the item they brought and their thoughts from the freewriting.
Once interviews are complete, have students begin drafting their instructions. Give them large pieces of white paper for them to design, or mock up, their rough drafts.The Journal of Technical Writing and Communication strives to meet the diverse communication needs of industry, management, government, and academia For over forty years, the Journal of Technical Writing and Communication has served as a major professional and scholarly Journal for.
techcomm Technical Communication Society for Technical Communication APPLIED RESEARCH Testing Visual-based Modules for Teaching Writing MIKE Mike. "Using design principles to teach technical communication." Journal of business and Chad Fitz. "Gestalt theory and instructional design." Journal of technical writing .
Her teaching and research interests include e-learning, instructional design, virtual teams, learning analytics, technical communication theory, and financial content analysis. Previously, she was Programme Director for the Graduate Certificate in Technical Writing and MA in Technical Communication and E-Learning regardbouddhiste.comry: Higher Education.
In considering what learning theories might contribute to the process we will address aspects from gestalt, cognitive, and constructivist theories that can provide a framework for screen design that has theoretical underpinnings. Technical Communication, the Society for Technical Communication’s journal, publishes articles about the practical application of technical communication theory and serves as a common arena for discussion by practitioners.
Design Theory. Gestalt Principles of Perception. Site Design. Page Design.
MultiMedia. Teacher Resources Gestalt theory and instructional design. Journal of Technical Writing and Communication.