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Writing (and editing) for the web Caroline Jarrett shorter version
This course is based on http://www.editingthatworks.com
Introductions <ul><li>Your name and role </li></ul><ul><li>The piece of writing you chose for today </li></ul><ul><ul><li>...
Agenda Part 1: Choose your focus 1. Understand context of use Part 2: Edit for the web 2. Choose what to say 3. Slash ever...
Francis Rowland drew the pictures
1. Understand context of use <ul><li>Who are you writing for? </li></ul><ul><ul><li>Choose a photograph of someone you are...
“ Scan, select and move on” or “Grab and go” <ul><li>Two pages to think about </li></ul>
2. Choose what to say
2. Choose what to say <ul><li>Write headings for each paragraph in this text </li></ul><ul><li>Remove any paragraphs that ...
3. Slash everything else <ul><li>This description is quite short but… </li></ul><ul><li>Please organise it to make it shor...
4. Edit sentences <ul><li>Academic and scientific writing are full of passives </li></ul><ul><li>Try writing these sentenc...
Agenda Part 1: Choose your focus 1. Understand context of use Part 2: Edit for the web 2. Choose what to say 3. Slash ever...
A short exercise based on Dixon, 1987 <ul><li>Dixon, P. 1987. &quot;The Processing of Organizational and Component Step In...
5. Put into logical order <ul><li>This document has several chunks </li></ul><ul><li>Organise them into logical order: </l...
6. Demolish walls of words <ul><li>This document is in big paragraphs </li></ul><ul><li>Split them up using these two tech...
Agenda Part 1: Choose your focus 1. Understand context of use Part 2: Edit for the web 2. Choose what to say 3. Slash ever...
7. Choose links <ul><li>Review the list of links on this page </li></ul><ul><li>Rewrite them so that you would know whethe...
8. Check for consistency
9. Rest it and test it – part 1 <ul><li>In pairs: </li></ul><ul><ul><li>Decide on who is the facilitator and who is the te...
Caroline Jarrett twitter @cjforms [email_address]
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Writing and editing - shorter version

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One-day course on writing and editing for the web, based on www.editingthatworks.com. This is a shorter version; visit the web site for the main teaching points.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

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  • CHI 2010 Caroline Jarrett     
  • CHI 2010 Caroline Jarrett     
  • Transcript of "Writing and editing - shorter version"

    1. 1. Writing (and editing) for the web Caroline Jarrett shorter version
    2. 2. This course is based on http://www.editingthatworks.com
    3. 3. Introductions <ul><li>Your name and role </li></ul><ul><li>The piece of writing you chose for today </li></ul><ul><ul><li>Why you chose it </li></ul></ul><ul><ul><li>What you aim to achieve with it </li></ul></ul>
    4. 4. Agenda Part 1: Choose your focus 1. Understand context of use Part 2: Edit for the web 2. Choose what to say 3. Slash everything else 4. Edit sentences 5. Put into logical order 6. Demolish walls of words 7. Choose links 8. Check consistency 9. Rest it then test it
    5. 5. Francis Rowland drew the pictures
    6. 6. 1. Understand context of use <ul><li>Who are you writing for? </li></ul><ul><ul><li>Choose a photograph of someone you are writing for </li></ul></ul><ul><ul><li>Write the story of who that person is </li></ul></ul><ul><li>Where, when and why will the users use what you create? </li></ul><ul><ul><li>Add that to your story </li></ul></ul>
    7. 7. “ Scan, select and move on” or “Grab and go” <ul><li>Two pages to think about </li></ul>
    8. 8. 2. Choose what to say
    9. 9. 2. Choose what to say <ul><li>Write headings for each paragraph in this text </li></ul><ul><li>Remove any paragraphs that don’t help </li></ul>
    10. 10.
    11. 11. 3. Slash everything else <ul><li>This description is quite short but… </li></ul><ul><li>Please organise it to make it shorter and clearer </li></ul>
    12. 12.
    13. 13. 4. Edit sentences <ul><li>Academic and scientific writing are full of passives </li></ul><ul><li>Try writing these sentences in active voice </li></ul>
    14. 14. Agenda Part 1: Choose your focus 1. Understand context of use Part 2: Edit for the web 2. Choose what to say 3. Slash everything else 4. Edit sentences 5. Put into logical order 6. Demolish walls of words 7. Choose links 8. Check consistency 9. Rest it then test it
    15. 15. A short exercise based on Dixon, 1987 <ul><li>Dixon, P. 1987. &quot;The Processing of Organizational and Component Step Information in Written Directions&quot; Journal of Memory and Language, 26, pp24-35, Academic Press, Inc. </li></ul>
    16. 16.
    17. 17. 5. Put into logical order <ul><li>This document has several chunks </li></ul><ul><li>Organise them into logical order: </li></ul><ul><ul><li>First things first </li></ul></ul><ul><ul><li>Second things second </li></ul></ul>
    18. 18.
    19. 19. 6. Demolish walls of words <ul><li>This document is in big paragraphs </li></ul><ul><li>Split them up using these two techniques: </li></ul><ul><ul><li>‘ Apply headings’ and </li></ul></ul><ul><ul><li>‘ Demolish walls of words’ </li></ul></ul>
    20. 20. Agenda Part 1: Choose your focus 1. Understand context of use Part 2: Edit for the web 2. Choose what to say 3. Slash everything else 4. Edit sentences 5. Put into logical order 6. Demolish walls of words 7. Choose links 8. Check consistency 9. Rest it then test it
    21. 21.
    22. 22. 7. Choose links <ul><li>Review the list of links on this page </li></ul><ul><li>Rewrite them so that you would know whether you want to click it </li></ul>
    23. 23. 8. Check for consistency
    24. 24.
    25. 25. 9. Rest it and test it – part 1 <ul><li>In pairs: </li></ul><ul><ul><li>Decide on who is the facilitator and who is the test participant </li></ul></ul><ul><li>Test participant: </li></ul><ul><ul><li>Please read this document </li></ul></ul><ul><ul><li>As you read, identify any parts that are unclear </li></ul></ul><ul><ul><li>At the end, explain the key messages of the document to the facilitator </li></ul></ul><ul><li>Facilitator: </li></ul><ul><ul><li>Write notes </li></ul></ul><ul><ul><li>You will report back on the key messages to the group </li></ul></ul>
    26. 26. Caroline Jarrett twitter @cjforms [email_address]
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