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Beyond Blah Blah at EdUI 2009

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Beyond Blah Blah: Creating Great Content for the Web. ...

Beyond Blah Blah: Creating Great Content for the Web.

The workshop covers 6 main topics:
1. Give them what they want – practical tools to figure out the top goals of your audiences.
2. Use words that smell like goals – an introduction to information “scent” and how to write links and organize pages so that people can find their way to their goals.
3. Write visually – how to structure content and lay out pages so to support scanning, understanding and retention.
4. Show don't tell – don't just tell readers what you want them to believe, give them evidence and let them come to their own conclusions.
5. Not everyone thinks like you – writing for the four archetypal temperaments.
6. Say something they’ll remember – how to get past the “blah blah filter” in your brain to reach the imagination, ultimately motivating action.

Participants immediately put lessons into practice through group exercises and projects.

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    Beyond Blah Blah at EdUI 2009 Beyond Blah Blah at EdUI 2009 Presentation Transcript

    • CREATING GREAT CONTENT Beyond Blah Blah FOR THE WEB
    • Goals for Today PHOTO BY
    • Goals for Today Learn practical tips for creating web content that works. PHOTO BY
    • Goals for Today Learn practical tips for creating web content that works. Address questions you have about web content. PHOTO BY
    • Goals for Today Learn practical tips for creating web content that works. Address questions you have about web content. Have fun. PHOTO BY
    • Commonalities
    • Commonalities In 3 minutes and 3 seconds, write down as many things that your group has in common that are not immediately visible or obvious.
    • Commonalities In 3 minutes and 3 seconds, write down as many things that your group has in common that are not immediately visible or obvious.
    • A couple of things before we start
    • A couple of things before we start Copies of the slides will be sent out after the workshop in PDF format and posted to SlideShare.net
    • A couple of things before we start Copies of the slides will be sent out after the workshop in PDF format and posted to SlideShare.net Credit where credit is due
    • A couple of things before we start Copies of the slides will be sent out after the workshop in PDF format and posted to SlideShare.net Credit where credit is due Ask questions anytime.
    • A couple of things before we start Copies of the slides will be sent out after the workshop in PDF format and posted to SlideShare.net Credit where credit is due Ask questions anytime. Please silence your cell phone.
    • A couple of things before we start Copies of the slides will be sent out after the workshop in PDF format and posted to SlideShare.net Credit where credit is due Ask questions anytime. Please silence your cell phone. Don’t wait for a break.
    • A couple of things before we start Copies of the slides will be sent out after the workshop in PDF format and posted to SlideShare.net Credit where credit is due Ask questions anytime. Please silence your cell phone. Don’t wait for a break. Evaluation forms.
    • A couple of things before we start Copies of the slides will be sent out after the workshop in PDF format and posted to SlideShare.net Credit where credit is due Ask questions anytime. Please silence your cell phone. Don’t wait for a break. Evaluation forms. I’m @davidpoteet on Twitter.
    • What is Blah Blah? PHOTO BY JASON SCRAGZ
    • Written for whom?
    • Written for whom? It is an enjoyable task to conduct a tour of __________ Academy, though it presents a number of challenges: How can a tour guide convey the essence of our mission, which resides in people, programs, outreach, and inclusivity, when the physical properties of our land and educational spaces paint such an indelible first impression? How can we precisely describe the land itself, particularly to someone not from our state, as this land is simultaneously the school's history, its destiny, and its connection to our home in the Southwest, not to mention an ideal place to learn and to build a community with students and families?
    • What is Blah Blah?
    • What is Blah Blah? I can’t remember it for more than 5 minutes.
    • What is Blah Blah? I can’t remember it for more than 5 minutes. It makes no lasting impact on me.
    • What is Blah Blah? I can’t remember it for more than 5 minutes. It makes no lasting impact on me. It never engages my imagination or emotion.
    • “Words are the most effective weapons of death in man's arsenal, but they can also be powerful tools of life. They may be the only ones. Today I am convinced that the only thing that saved those 1,268 people in my hotel was words. Not the liquor, not the money, not the U.N., just ordinary words directed against the darkness.” – Paul Rusesabagina
    • 6 Tips for Using “Ordinary Words” for Lasting Impact
    • Tip #1: Give them what they want.
    • “People come to your web site RUNNING” – Gerry McGovern
    • What are your audience’s key goals?
    • What are your audience’s key goals? Decide what is really important.
    • What are your audience’s key goals? Decide what is really important. Take away choices where I don’t need them.
    • What are your audience’s key goals? Decide what is really important. Take away choices where I don’t need them. Make choices clear & distinct.
    • How do you know what they’re looking for?
    • How do you know what they’re looking for? Listen to them.
    • How do you know what they’re looking for? Listen to them. Interviews & focus groups
    • How do you know what they’re looking for? Listen to them. Interviews & focus groups Social media sites, blogs, forums
    • How do you know what they’re looking for? Listen to them. Interviews & focus groups Social media sites, blogs, forums Search logs
    • How do you know what they’re looking for? Listen to them. Interviews & focus groups Social media sites, blogs, forums Search logs Mental Models
    • How do you know what they’re looking for? Listen to them. Interviews & focus groups Social media sites, blogs, forums Search logs Mental Models Carewords Survey
    • How do you know what they’re looking for? Listen to them. Interviews & focus groups Social media sites, blogs, forums Search logs Mental Models Carewords Survey KJ Session
    • Mental Models READ MORE // http://www.rosenfeldmedia.com/ books/mental-models/
    • Mental Models Methodology developed by Indi Young and Adaptive Path READ MORE // http://www.rosenfeldmedia.com/ books/mental-models/
    • Mental Models Methodology developed by Indi Young and Adaptive Path Used to see the whole story of someone’s experience, from the user’s perspective READ MORE // http://www.rosenfeldmedia.com/ books/mental-models/
    • Mental Models Methodology developed by Indi Young and Adaptive Path Used to see the whole story of someone’s experience, from the user’s perspective Helps identify best structure and key features of a product READ MORE // http://www.rosenfeldmedia.com/ books/mental-models/
    • The Mental Model Process 1. Conduct one-on-one interviews with 4-8 people from each audience 2. Analyze interviews to extract tasks 3. Group related tasks into Task Groups 4. Group Task Groups into broad Goals 5. Derive top level architecture from Goals and Task Groups 6. Match existing content or product features to Mental Model 7. Identify high-value content or features that are lacking
    • Overall Goals Task Groups Tasks Content missing! Content Slotting – match content and features from your site to mental model
    • “ You see because I’m not in the UK I can’t take a walk around Imperial & appreciate the architecture or meet the professors or take the inside scoop from any of the students there. It’s a different case with me, I’m on a different continent. So, I can’t connect with people on face. And even interacting through the phone is kind of impractical. So internet is the only medium I can gather more information ” apart from, say, the British Council Library. So the website is the only source of information for me in that regard.
    • “ I’m proactively going out and looking for somebody in a certain discipline... ” actually searching for someone with some expertise at the moment doesn’t really work.
    • “ On the website it was mentioned that apart from having the core courses then also electives. It’s not like if you’ve taken Computer Engineering than you can’t have a course on social sciences. The wide gamut of courses & the ” flexibility & the inter-disciplinary approach, I think all these click for me… a lot.
    • ANALYZING TRANSCRIPTS .doc uate A ergrad nt Und Curre …? e and just sat and thought t year it just ted th all day and didn’t do very tion 1s was ’s invi that’s definitely changed much but, I assure you, nscrip g or and he . With something called the RAE, are you familiar iew tra recrui tin eum with the RAE? Interv here e Mus they Scienc ollege Were to the rial C IV1 Okay. ming e Impe No. as co . use th IV e I w ents you ey se ud s that A Research Assessment Exercise No, th puting st reason and this is a governm A om main having performance metrics for universities for their research ent incentive for rial C e the department didn’t come Impe hat ar top last time and so the so actually my ht. W upset so he’s been putting head of department was Oh rig college to get the top ratings a lot of pressure on and very there’s a lot of pressure IV in web site? in the RAE. tes. for no ain? d with IV2 And to get the top ratings Just gs ag tes an at is it a combination of publicati A e thin yo ur no emails th on ons and… e sam king ple the ing A For th s of chec am wha t’s go That’s right, that’s exactly right. The number of students r ex time, all sorts of things. IV in termr than, fo in about graduated on hool he u Yes. d to sc ything ot of clue yo A relate an nd IV2 So does that in turn, do lly it’s is there would ki you think, puts requirem Basica ork and ts that attract students, to attract funding? ents on the website to IV co ursew out even at’s it. your t sent ab c? . Th A Yes. The key thing really, et send you ge campus ts they can put something in place I think, is attracting good e even that somehow attracts good students so if we on th ainly something that I wouldn’t students; funding is it’s m necessarily think would Well of necessarily on the website be so important, I can’t think from a funding council looking A el l. wouldn’t think they would as w necessarily be heavily intereste at the website, I O kay. etables d… IV k tim chec IV2 For funding coming from I use it to urses? industry as well as from… for co A mean A Yes, that’s true. You Okay. IV yes. IV2 urses, So what rtinent we’re thinking is, For co research going on, the science is there a need to relate better between at’s pe A ion th ing on allow generally and the enginee well. rmat t’sneeds and eck industry to find that science go ring, to industry Okay. rs as r info ha of ch easier? pape ing fo about w you kind IV exam y look ls at A past inatel t the emai r ways th Yes, basically. If you want to just be able to come and And edom ge he find the people, and it’s immediately A u’re pr hen you e any ot ld not just useful I guess for So yo en w e ther academou inht be nt it w ics college might want to be able to easily industry, just other Okay. ies and th that. Ar e fro there mig find who else is doing IV m on th work similar to me in other departments so it or ur stud gs fro ebsite resting research themes that you needs something that is for yo link to thin on? rial w inte can click on and I believe obvious you’ ll go ing th e Impe at looks that hidden somewhere all? at the moment but it’s not there is something like hat’s I go to t here th te. you on theat r you front page. So yes, I would back something that jumps out out w when even ebsi age fo that certainly. at etimesme sort of d to the w homep IV2 Som late as a ve so Just one more thing on what A ally ha t it’s not re peria l site good students? How do you’ve just said. How would norm out bu the Im you know they’re good at you attract that stage? Is it implying a flyer u have there that you’re not attractin g enough good students Do yo that? ? Is that why you say Okay. ters. compu IV e lab on th ters. IV1 Remember you’re anonym Only compu IV2 ous! A e lab Yes, I should have said that. on th Okay, IV home. Not at A
    • ANALYZING TRANSCRIPTS .doc uate A ergrad nt Und Curre …? e and just sat and thought t year it just ted th all day and didn’t do very tion 1s was ’s invi that’s definitely changed much but, I assure you, nscrip g or and he . With something called the RAE, are you familiar iew tra recrui tin eum with the RAE? Interv here e Mus they Scienc ollege Were to the rial C IV1 Okay. ming e Impe No. as co . use th IV e I w ents you ey se ud s that A Research Assessment Exercise No, th puting st reason and this is a governm A om main having performance metrics for universities for their research ent incentive for rial C e the department didn’t come Impe hat ar top last time and so the so actually my ht. W upset so he’s been putting head of department was Oh rig college to get the top ratings a lot of pressure on and very there’s a lot of pressure IV in web site? in the RAE. tes. for no ain? d with IV2 And to get the top ratings Just gs ag tes an at is it a combination of publicati A e thin yo ur no emails th on ons and… e sam king ple the ing A For th s of chec am wha t’s go That’s right, that’s exactly right. The number of students r ex time, all sorts of things. IV in termr than, fo in about graduated on hool he u Yes. d to sc ything ot of clue yo A relate an nd IV2 So does that in turn, do lly it’s is there would ki you think, puts requirem Basica ork and ts that attract students, to attract funding? ents on the website to IV co ursew out even at’s it. your t sent ab c? . Th A Yes. The key thing really, et send you ge campus ts they can put something in place I think, is attracting good e even that somehow attracts good students so if we on th ainly something that I wouldn’t students; funding is it’s m necessarily think would Well of necessarily on the website be so important, I can’t think from a funding council looking A el l. wouldn’t think they would as w necessarily be heavily intereste at the website, I O kay. etables d… IV k tim chec IV2 For funding coming from I use it to urses? industry as well as from… for co A mean A Yes, that’s true. You Okay. IV yes. IV2 urses, So what rtinent we’re thinking is, For co research going on, the science is there a need to relate better between at’s pe A ion th ing on allow generally and the enginee well. rmat t’sneeds and eck industry to find that science go ring, to industry Okay. rs as r info ha of ch easier? pape ing fo about w you kind IV exam y look ls at A past inatel t the emai r ways th Yes, basically. If you want to just be able to come and And edom ge he find the people, and it’s immediately A u’re pr hen you e any ot ld not just useful I guess for So yo en w e ther academou inht be nt it w ics college might want to be able to easily industry, just other Okay. ies and th that. Ar e fro there mig find who else is doing IV m on th work similar to me in other departments so it or ur stud gs fro ebsite resting research themes that you needs something that is for yo link to thin on? rial w inte can click on and I believe obvious you’ ll go ing th e Impe at looks that hidden somewhere all? at the moment but it’s not there is something like hat’s I go to t here th te. you on theat r you front page. So yes, I would back something that jumps out out w when even ebsi age fo that certainly. at etimesme sort of d to the w homep IV2 Som late as a ve so Just one more thing on what A ally ha t it’s not re peria l site good students? How do you’ve just said. How would norm out bu the Im you know they’re good at you attract that stage? Is it implying a flyer u have there that you’re not attractin g enough good students Do yo that? ? Is that why you say Okay. ters. compu IV e lab on th ters. IV1 Remember you’re anonym Only compu IV2 ous! A e lab Yes, I should have said that. on th Okay, IV home. Not at A
    • MENTAL MODELS
    • MENTAL MODELS
    • MENTAL MODELS
    • imperial college london – collaborative wireframing Photo by JD Vogt
    • imperial college london – collaborative wireframing Photo by JD Vogt
    • Top questions for prospective students
    • Top questions for prospective students What can I study? (Do you have a major in _______?)
    • Top questions for prospective students What can I study? (Do you have a major in _______?) How much will it cost?
    • Top questions for prospective students What can I study? (Do you have a major in _______?) How much will it cost? How good is this school/program?
    • Top questions for prospective students What can I study? (Do you have a major in _______?) How much will it cost? How good is this school/program? What will my life be like?
    • Top questions for prospective students What can I study? (Do you have a major in _______?) How much will it cost? How good is this school/program? What will my life be like? Academic
    • Top questions for prospective students What can I study? (Do you have a major in _______?) How much will it cost? How good is this school/program? What will my life be like? Academic Social
    • Top questions for prospective students What can I study? (Do you have a major in _______?) How much will it cost? How good is this school/program? What will my life be like? Academic Social Sense of place - both campus and community
    • Top questions for prospective students What can I study? (Do you have a major in _______?) How much will it cost? How good is this school/program? What will my life be like? Academic Social Sense of place - both campus and community What opportunities will I have after I graduate?
    • Carewords Survey READ MORE // http://www.gerrymcgovern.com
    • Carewords Survey Uncover the words your readers READ MORE // http://www.gerrymcgovern.com
    • Carewords Survey Uncover the words your readers care about READ MORE // http://www.gerrymcgovern.com
    • Carewords Survey Uncover the words your readers care about search for READ MORE // http://www.gerrymcgovern.com
    • Carewords Survey Uncover the words your readers care about search for WILL CLICK ON READ MORE // http://www.gerrymcgovern.com
    • Carewords Survey Uncover the words your readers care about search for WILL CLICK ON Developed by Gerry McGovern READ MORE // http://www.gerrymcgovern.com
    • CAREWORDS SURVEY
    • iclrs carewords analysis.oo3 CAREWORDS SURVEY Imperial College London Research Support - Carewords Analysis Weight Full Economic Costing (FEC) 1566 Full Economic Costing (FEC) 279 Full Economic Costing (FEC) 230 FEC 49 Costing and pricing 191 Adapting the FEC for different sponsors 156 Grant costing 143 InfoEd 136 Calculating direct costs 118 Exchange rates and budgets 112 Exchange rates and budgets 64 Foreign exchange rates and budgets 48 Stipend rates, HR Costing 107 PhD Students - stipend rates 44 HR Costing 35 Salary Scales 28 Research proposal costing 95 Facilities and charge out rates 85 InfoEd Guidance 60 Questions about InfoEd 53 Pricing 31 Preparing Funding Proposals (wording?) 1064 Funders' guidance and rules for application 190 Funders' guidance and rules for application 87 Rules about different sponsors 57 Problems encountered with different funding agencies 46 Checking an application before submission 143 Je-S (Research Councils UK - Joint Electronic Submission) 137
    • Research proposal costing 95 Facilities and charge out rates 85 InfoEd Guidance 60 Questions about InfoEd CAREWORDS 53 SURVEY Pricing 31 Preparing Funding Proposals (wording?) 1064 Funders' guidance and rules for application 190 Funders' guidance and rules for application 87 Rules about different sponsors 57 Problems encountered with different funding agencies 46 Checking an application before submission 143 Je-S (Research Councils UK - Joint Electronic Submission) 137 Internal approval and authorisation process 87 College information to include in proposals 86 Examples of successful proposals 74 Submitting grants 66 Successful funding applications (examples) 63 Terms and conditions of grants 61 Creating an application for research funding 60 Interdepartmental submissions 52 Application submission to research funders 45 Calls of funding 654 Calls of funding 172 Calls of funding 113 Funding calls 59 Funding Opportunities 156 European Funding (CEC FP6 and FP7) - funding opportunities, regulations and 89 policies Grants 66 Research grants 59 FP7 55 Receive funding opportunities via email 42 Funding agencies 15 Managing Projects (wording?) 381
    • CAREWORDS SURVEY
    • KJ Method Technique for gaining rapid group consensus Inventor Jiro Kawakita Can be used for strategic planning, problem solving, brainstorming and yes, information architecture
    • Let’s Try It
    • Choose a site from one of your group members
    • KJ - Step 1 Make a list of your key audiences (together)
    • KJ - Step 2 Answer individually on your sticky notes with a marker: What would someone come to your web site to FIND or DO? FIND – looking for certain information, answering a question DO – accomplish some task, use some sort of application
    • KJ - Step 3 Put all your sticky notes on the wall. Without talking, read each others notes. When you see two things that go together, move them next to each other. If they say EXACTLY THE SAME THING put them on top of each other.
    • KJ - Step 4 Discuss the groups and name them. Don’t worry about getting the names exactly right, you can work on that later. Look for any orphans – find a place for them or make them a group of one.
    • KJ - Step 5 Use your dot stickers to vote on the notes or groups you think are most important to your audiences. You can put more than one dot on the same note. A dot on an individual note counts as a vote for the whole group too.
    • Using KJ for Information Architecture Start by identifying and prioritizing your audiences. Find participants from those audiences. OR people who know their needs well and can role play. Consider doing both and comparing the results.
    • KJ Method
    • KJ Method 1. Gather 4-7 people for ~1 hour
    • KJ Method 1. Gather 4-7 people for ~1 hour 2. Start with focus question
    • KJ Method 1. Gather 4-7 people for ~1 hour 2. Start with focus question 3. Put opinions (or data) onto Sticky Notes
    • KJ Method 1. Gather 4-7 people for ~1 hour 2. Start with focus question 3. Put opinions (or data) onto Sticky Notes ‣ one answer per note
    • KJ Method 1. Gather 4-7 people for ~1 hour 2. Start with focus question 3. Put opinions (or data) onto Sticky Notes ‣ one answer per note ‣ use a fat-tipped marker
    • KJ Method 1. Gather 4-7 people for ~1 hour 2. Start with focus question 3. Put opinions (or data) onto Sticky Notes ‣ one answer per note ‣ use a fat-tipped marker 4. Put Sticky Notes on the wall
    • KJ Method 1. Gather 4-7 people for ~1 hour 2. Start with focus question 3. Put opinions (or data) onto Sticky Notes ‣ one answer per note ‣ use a fat-tipped marker 4. Put Sticky Notes on the wall 5. Group similar items (without talking)
    • KJ Method 1. Gather 4-7 people for ~1 hour 2. Start with focus question 3. Put opinions (or data) onto Sticky Notes ‣ one answer per note ‣ use a fat-tipped marker 4. Put Sticky Notes on the wall 5. Group similar items (without talking) 6. Discuss & Name the groups
    • KJ: Focus Question for Information Architecture
    • KJ: Focus Question for Information Architecture What would someone come to your web site to FIND or DO?
    • KJ: Focus Question for Information Architecture What would someone come to your web site to FIND or DO? FIND – looking for certain information, answering a question
    • KJ: Focus Question for Information Architecture What would someone come to your web site to FIND or DO? FIND – looking for certain information, answering a question DO – accomplish some task, use some sort of application
    • Finding holes - VT Financial Aid’s KJ
    • Finding holes - VT Financial Aid’s KJ
    • VT FINANCIAL AID KJ EXAMPLE
    • VT FINANCIAL AID KJ EXAMPLE
    • Organization-oriented or Goal-oriented?
    • Bottom-Up Instead of Top-Down Site Structure Task Question TaskQuestion Question Task Question Comment Comment Goal Task Motivation
    • Bottom-Up Instead of Top-Down Don’t start with the buckets at the top and fill them. Site Structure Task Question TaskQuestion Question Task Question Comment Comment Goal Task Motivation
    • Bottom-Up Instead of Top-Down Don’t start with the buckets at the top and fill them. Start with one bucket of all the tasks, questions and motivations of your audiences. Site Structure Task Question TaskQuestion Question Task Question Comment Comment Goal Task Motivation
    • Bottom-Up Instead of Top-Down Don’t start with the buckets at the top and fill them. Start with one bucket of all the tasks, questions and motivations of your audiences. See what patterns emerge. Site Structure Task Question TaskQuestion Question Task Question Comment Comment Goal Task Motivation
    • Tip # 2: Use words that smell like goals.
    • SQUIDOO EYE-TRACKING STUDY http://www.youtube.com/watch?v=ilq9qeyVjT0
    • SQUIDOO EYE-TRACKING STUDY http://www.youtube.com/watch?v=ilq9qeyVjT0
    • Readers are like bees READ MORE // Designing for the Scent of Information, a white paper from User Interface PHOTO BY INGRID TAYLAR Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/
    • Readers are like bees Information Scent Theory READ MORE // Designing for the Scent of Information, a white paper from User Interface PHOTO BY INGRID TAYLAR Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/
    • Readers are like bees Information Scent Theory People hunt for information like bees seeking nectar or hounds on the trail of a fox. READ MORE // Designing for the Scent of Information, a white paper from User Interface PHOTO BY INGRID TAYLAR Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/
    • Readers are like bees Information Scent Theory People hunt for information like bees seeking nectar or hounds on the trail of a fox. “Scent” or “Trigger” words READ MORE // Designing for the Scent of Information, a white paper from User Interface PHOTO BY INGRID TAYLAR Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/
    • Readers are like bees Information Scent Theory People hunt for information like bees seeking nectar or hounds on the trail of a fox. “Scent” or “Trigger” words What words would be in someone’s mind if they were pursuing a particular goal? READ MORE // Designing for the Scent of Information, a white paper from User Interface PHOTO BY INGRID TAYLAR Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/
    • Sometimes they even add their own
    • What they DON’T do PHOTO BY LOUISE DOCKER
    • What they DON’T do Read left to right, top to bottom. PHOTO BY LOUISE DOCKER
    • What they DON’T do Read left to right, top to bottom. Look at all the options and choose the best one. PHOTO BY LOUISE DOCKER
    • What they DON’T do Read left to right, top to bottom. Look at all the options and choose the best one. PHOTO BY LOUISE DOCKER
    • What they DON’T do Read left to right, top to bottom. Look at all the options and choose the best one. Instead, they SCAN and SATISFICE. PHOTO BY LOUISE DOCKER
    • Write for scent
    • Write for scent Each link needs to have strong scent for the content that lies beyond it.
    • Write for scent Each link needs to have strong scent for the content that lies beyond it. 5-7 word links are optimal.
    • Write for scent Each link needs to have strong scent for the content that lies beyond it. 5-7 word links are optimal. Users expect each click to lead to information that is more specific.
    • Write for scent Each link needs to have strong scent for the content that lies beyond it. 5-7 word links are optimal. Users expect each click to lead to information that is more specific. When users click on trigger words, they expect to see those words on the next page.
    • Write for scent Each link needs to have strong scent for the content that lies beyond it. 5-7 word links are optimal. Users expect each click to lead to information that is more specific. When users click on trigger words, they expect to see those words on the next page. Don’t let clever kill clear. Trigger words need to be readily understandable.
    • Write for scent Each link needs to have strong scent for the content that lies beyond it. 5-7 word links are optimal. Users expect each click to lead to information that is more specific. When users click on trigger words, they expect to see those words on the next page. Don’t let clever kill clear. Trigger words need to be readily understandable. Users go to search only when they can’t find their trigger words on a page.
    • Write for scent Each link needs to have strong scent for the content that lies beyond it. 5-7 word links are optimal. Users expect each click to lead to information that is more specific. When users click on trigger words, they expect to see those words on the next page. Don’t let clever kill clear. Trigger words need to be readily understandable. Users go to search only when they can’t find their trigger words on a page. Use search logs to find trigger words!
    • DIFFERENT PAGES AT DIFFERENT LEVELS Home Scan, select Scan, select & move on & move on Scan & get Scan & get information information Give or verify information
    • DIFFERENT PAGES AT DIFFERENT LEVELS Am I in the right place? Home Are you credible? Where can I go from here? Scan, select Scan, select & move on & move on Scan & get Scan & get information information Give or verify information
    • DIFFERENT PAGES AT DIFFERENT LEVELS Am I in the right place? Home Are you credible? Where can I go from here? Help me make a Scan, select Scan, select choice and keep & move on & move on moving! Scan & get Scan & get information information Give or verify information
    • DIFFERENT PAGES AT DIFFERENT LEVELS Am I in the right place? Home Are you credible? Where can I go from here? Help me make a Scan, select Scan, select choice and keep & move on & move on moving! Now I’ll read! Scan & get Scan & get (if it’s good) information information Give or verify information
    • DIFFERENT PAGES AT DIFFERENT LEVELS Am I in the right place? Home Are you credible? Where can I go from here? Help me make a Scan, select Scan, select choice and keep & move on & move on moving! Now I’ll read! Scan & get Scan & get (if it’s good) information information Give or verify information Don’t expect me to read and fill out forms.
    • THE TYPICAL CMS TEMPLATE HEADER NAV NAV BODY
    • THE TYPICAL CMS TEMPLATE HEADER NAV Sweet NAV BODY
    • MID-LEVEL PAGES NEED TO BE... HEADER NAV NAV NAVIGATION Clear succinct choices (links or buttons) A little detail with links where needed (7-10 words) to help transparency, scent If you have more than 6 or 7 total choices, group related choices under a heading that describes the group.
    • Tip # 3: Write “visually.”
    • Do they ever read? – Source: Poynter Institute EyeTrack 2007 Study
    • Do they ever read? Yes, when they get to the content they’re looking for. – Source: Poynter Institute EyeTrack 2007 Study
    • Do they ever read? Yes, when they get to the content they’re looking for. % of story text read by format: – Source: Poynter Institute EyeTrack 2007 Study
    • Do they ever read? Yes, when they get to the content they’re looking for. % of story text read by format: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
    • Do they ever read? Yes, when they get to the content they’re looking for. % of story text read by format: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
    • Do they ever read? Yes, when they get to the content they’re looking for. % of story text read by format: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
    • Do they ever read? Yes, when they get to the content they’re looking for. % of story text read by format: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
    • Do they ever read? – Source: Poynter Institute EyeTrack 2007 Study
    • Do they ever read? % of stories selected read to completion: – Source: Poynter Institute EyeTrack 2007 Study
    • Do they ever read? % of stories selected read to completion: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
    • Do they ever read? % of stories selected read to completion: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
    • Do they ever read? % of stories selected read to completion: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
    • Do they ever read? % of stories selected read to completion: Online Tabloid Broadsheet 0 25 50 75 100 – Source: Poynter Institute EyeTrack 2007 Study
    • Less is more?
    • Less is more? New York Times A/B test of an online restaurant guide
    • Less is more? New York Times A/B test of an online restaurant guide What differences do you see?
    • Less is more? READ MORE // Eyetracking points the way to effective news article design http://www.ojr.org/ojr/stories/ 070312ruel/
    • Less is more? Heat map shows eye fixation length READ MORE // Eyetracking points the way to effective news article design http://www.ojr.org/ojr/stories/ 070312ruel/
    • Less is more? Heat map shows eye fixation length Which do you think worked better? READ MORE // Eyetracking points the way to effective news article design http://www.ojr.org/ojr/stories/ 070312ruel/
    • Less is more? Heat map shows eye fixation length Which do you think worked better? Readers spent half the time READ MORE // Eyetracking points the way to effective news article design http://www.ojr.org/ojr/stories/ 070312ruel/
    • Less is more? Heat map shows eye fixation length Which do you think worked better? Readers spent half the time Remembered 34% more READ MORE // Eyetracking points the way to effective news article design http://www.ojr.org/ojr/stories/ 070312ruel/
    • Write visually
    • Write visually
    • Write visually Shorter sentences and short paragraphs
    • Write visually Shorter sentences and short paragraphs In most cases not more than 50 words per paragraph
    • Write visually Shorter sentences and short paragraphs In most cases not more than 50 words per paragraph Forget English class! A one sentence paragraph is OK.
    • Write visually Shorter sentences and short paragraphs In most cases not more than 50 words per paragraph Forget English class! A one sentence paragraph is OK. So are fragments.
    • Write visually Shorter sentences and short paragraphs In most cases not more than 50 words per paragraph Forget English class! A one sentence paragraph is OK. So are fragments. Lots of headings & subheads support scanning
    • Get out of Prose Mode
    • Get out of Prose Mode Prose mode = long paragraphs of text
    • Get out of Prose Mode Prose mode = long paragraphs of text You can still get people to read prose if it is
    • Get out of Prose Mode Prose mode = long paragraphs of text You can still get people to read prose if it is Engaging
    • Get out of Prose Mode Prose mode = long paragraphs of text You can still get people to read prose if it is Engaging Relevant - in the right place and related to what user wants
    • Get out of Prose Mode Prose mode = long paragraphs of text You can still get people to read prose if it is Engaging Relevant - in the right place and related to what user wants Appears shorter - short paragraphs with space between each
    • LAYER THE INFORMATION
    • Using Images
    • Using Images Use pictures that mean something in context
    • Using Images Use pictures that mean something in context Use icons if meaningful
    • Writing visually
    • Writing visually Meet users’ expectations for visual formats, for example:
    • Writing visually Meet users’ expectations for visual formats, for example: Addresses
    • Writing visually Meet users’ expectations for visual formats, for example: Addresses Opening hours
    • Writing visually Meet users’ expectations for visual formats, for example: Addresses Opening hours Game scores
    • Writing visually
    • Writing visually Use lists
    • Writing visually Use lists Bulleted lists for items or choices
    • Writing visually Use lists Bulleted lists for items or choices Numbered lists for instructions
    • Writing visually Use lists Bulleted lists for items or choices Numbered lists for instructions Use tables
    • Writing visually Use lists Bulleted lists for items or choices Numbered lists for instructions Use tables When you have numbers to compare
    • Writing visually Use lists Bulleted lists for items or choices Numbered lists for instructions Use tables When you have numbers to compare For “if, then” or “to do this, do this” sentences
    • Writing visually Use lists Bulleted lists for items or choices Numbered lists for instructions Use tables When you have numbers to compare For “if, then” or “to do this, do this” sentences Assume users scan left column first
    • List disguised as a paragraph
    • List disguised as a paragraph The department houses first-rate instruments and facilities for modern chemical research. Department Instrumentation includes two high-field multinuclear NMR spectrometers (Bruker AVANCE 300 and AM 300), a JEOL scanning electron microscope with EDS capabilities, Nicolet and Mattson FTIR's, Hewlett Packard GC-MS and Bruker MALDI-TOF mass spectrometers, AA, AES, ICP, diode array UV-Vis and fluorescence spectrometers, several Digital Instruments scanning probe microscopes (STM, AFM), a wide variety of pulsed and CW laser systems for analytical and physical measurement, a variety of potentiostats for electrochemistry, and UHV surface analysis equipment (Auger, HREELS). The department also maintains a variety of HPLC's, capillary GC's, as well as a walk- in cold room, an in-house stockroom, professionally staffed electronics and machine shops, and a student machine shop. Additional instrumentation, such as three NMR spectrometers (400 MHz, 500 MHz and soon a 600 MHz), are available at the nearby Tufts Medical School, and a variety of instruments for the preparation and characterization of materials are available on campus at the Engineering School.
    • List disguised as a paragraph The department houses first-rate instruments and facilities for modern chemical research, including: • 2 high-field multinuclear NMR spectrometers (Bruker AVANCE 300 and AM 300) • A JEOL scanning electron microscope with EDS capabilities • Nicolet and Mattson FTIR's • Hewlett Packard GC-MS and Bruker MALDI-TOF mass spectrometers • AA, AES, ICP, diode array UV-Vis and fluorescence spectrometers • Several Digital Instruments scanning probe microscopes (STM, AFM) • A wide variety of pulsed and CW laser systems for analytical and physical measurement • A variety of potentiostats for electrochemistry • UHV surface analysis equipment (Auger, HREELS) • The department also maintains a variety of HPLC's, capillary GC's, as well as a walk-in cold room, an in-house stockroom, professionally staffed electronics and machine
    • Current page on ssa.gov
    • I’ve moved. Do I need to let you know? In this case The answer Do this is You now receive either Yes • Call 1-800-772-1213 ___ Social Security benefits A representative will take the information or and change our records. ___ Supplemental Security Income (SSI) • Change your address or phone number online. • Go to your local Social Security field office. Find your local field office. You do NOT receive any benefits or income No Nothing. from us. We do not keep your address on file. If we need your address in the future, we will use the one that the Internal Revenue Service (IRS) has on file for you. If you have moved, the IRS will update its records next time you file a tax return. – Ginny Redish’s proposed redesign www.redish.net
    • Tip # 4: Show don’t tell.
    • Show, Don’t Tell
    • Show, Don’t Tell “If you want the truth to prevail, you must cause people to realize the truth. This requires much more skill than is required to simply tell it.” – Roy Williams in The Wizard of Ads
    • Show, Don’t Tell “If you want the truth to prevail, you must cause people to realize the truth. This requires much more skill than is required to simply tell it.” – Roy Williams in The Wizard of Ads Give sensory details and substantive facts.
    • Show, Don’t Tell “If you want the truth to prevail, you must cause people to realize the truth. This requires much more skill than is required to simply tell it.” – Roy Williams in The Wizard of Ads Give sensory details and substantive facts. Let them come to their own conclusions.
    • Show, Don’t Tell “If you want the truth to prevail, you must cause people to realize the truth. This requires much more skill than is required to simply tell it.” – Roy Williams in The Wizard of Ads Give sensory details and substantive facts. Let them come to their own conclusions. They’ll realize it with far greater conviction.
    • Show, Don’t Tell Tell me about your study abroad program The Spoleto Study Abroad Summer Session is an intensive interdisciplinary program focusing on the arts and humanities for high school students, ages 15-19, interested in instrumental or vocal music, visual arts, photography, creative writing or drama. Students are given the opportunity to explore their academic and artistic interests through exposure to an integrated style of learning in a unique European setting. The mission of the program is to provide a challenging and innovative experience for students who have the desire to expand their knowledge while immersed in a diverse and vibrant culture.
    • Show, Don’t Tell Tell me about your study abroad program The Spoleto Study Abroad Summer Session is an intensive interdisciplinary program focusing on the arts and humanities for high school students, ages 15-19, interested in instrumental or vocal music, visual arts, photography, creative writing or drama. Students are given the opportunity to explore their academic and artistic interests through exposure to an integrated style of learning in a unique European setting. The mission of the program is to provide a challenging and innovative experience for students who have the desire to expand their knowledge while immersed in a diverse and vibrant culture.
    • Poster Project Part 1 Spoleto Study Abroad 2007 ARTS AND HUMANITIES PROGRAM Summer Session I: June 21 - July 15 Session II: July 19 - August 12 Vocal & Instrumental Music, Vocal Music, Creative Writing Visual Arts and Photography Visual Arts and Drama Type of program: Vocal and Instrumental music, visual arts, photography, drama and creative writing programs Participants: Coeducational, ages 15-19 Program dates: June 21-July 15 & July 19 - August 12 Program Directors: Jill and Lorenzo Muti, Co-Directors LOCATION The Spoleto Valley is an ideal starting point for students interested in an in-depth exploration of the visual and historical heritage of Italy. Cities like Assisi, Siena or Orvieto, all filled with incredible artistic treasures, are easily reached by car or train, and major centers like Rome or Florence are less than two hours away. Trevi and Spoleto are emblematic of central Italy, both historically and artistically. BACKGROUND AND PHILOSOPHY The Spoleto Study Abroad Summer Session is an intensive interdisciplinary program focusing on the arts and humanities for high school students, ages 15-19, interested in instrumental or vocal music, visual arts, photography, creative writing or drama. Our students are given the opportunity to explore their academic and artistic interests Photo credit: Bernardino Sperandio through exposure to an integrated style of learning in a unique European setting. The mission of the program is to provide a collaborative community of artists and scholars gathered to explore deeply the rich Creative Writing Through an intensive curriculum, students develop cultural heritage of central Italy while fostering individual artistic, writing skills while learning more advanced techniques of language and intellectual and personal growth. expression. Students participate in selected exercises designed to strengthen specific elements of writing. Journaling, a cornerstone of the PROGRAM OFFERINGS course, serves as a foundation for an exploration of poetry, prose, prose- Music Students are immersed in a wealth of musical offerings poems and lyrics. Contributions from class are published in a literary emphasizing artistic and technical growth. The program offers private magazine as the final project of the program. lessons with leading musicians in the field, chamber music sessions and orchestral and vocal experiences. Several concerts are given Photography Students will study a selection of historic and throughout the session, both in Spoleto and in neighboring towns. contemporary photographers, while developing a personal style of their own. The course will focus on a variety of photographic techniques, Visual Arts Students explore the philosophical, intellectual and such as portraiture, landscape, night photography, documentary mechanical aspects of art through art history, studio classes and hands- photography and hand-coloring Polaroid dye transfers. Final projects on field trips. Courses include instruction and practice in drawing, are exhibited at the photography show. painting and two-dimensional design. The theoretical aspects of the course are then illustrated with visits to and examinations of works of art Drama Students explore acting through Stanislavsky's time-tested found throughout the town and the region. Final projects are exhibited fundamentals: given circumstances, objectives, beats, and actions. at the art show. Classes provide an overview of his system with practical exercises in observation, sensory awareness, and physical centering, which are explored in monologues and scenes. The final project is an hour-long performance that is specifically chosen to suit the talents of drama students. DAILY SCHEDULE Classes are scheduled four days a week and follow a typical Italian pace of life. 8:00 am Breakfast 9:00 am - 1:00 pm Classes 1:15 pm Lunch 2:30 pm - 5:00 pm Free time/applied lessons 5:00 pm Studio workshops and rehearsals 8:00 pm Dinner
    • Poster Project Part 1 Spoleto Study Abroad 2007 ARTS AND HUMANITIES PROGRAM On your own... Summer Session I: June 21 - July 15 Session II: July 19 - August 12 Vocal & Instrumental Music, Vocal Music, Creative Writing Visual Arts and Photography Visual Arts and Drama Type of program: Vocal and Instrumental music, visual arts, photography, drama and creative writing programs Participants: Coeducational, ages 15-19 Program dates: June 21-July 15 & July 19 - August 12 Program Directors: Jill and Lorenzo Muti, Co-Directors LOCATION The Spoleto Valley is an ideal starting point for students interested in an in-depth exploration of the visual and historical heritage of Italy. Cities like Assisi, Siena or Orvieto, all filled with incredible artistic treasures, are easily reached by car or train, and major centers like Rome or Florence are less than two hours away. Trevi and Spoleto are emblematic of central Italy, both historically and artistically. BACKGROUND AND PHILOSOPHY The Spoleto Study Abroad Summer Session is an intensive interdisciplinary program focusing on the arts and humanities for high school students, ages 15-19, interested in instrumental or vocal music, visual arts, photography, creative writing or drama. Our students are given the opportunity to explore their academic and artistic interests Photo credit: Bernardino Sperandio through exposure to an integrated style of learning in a unique European setting. The mission of the program is to provide a collaborative community of artists and scholars gathered to explore deeply the rich Creative Writing Through an intensive curriculum, students develop cultural heritage of central Italy while fostering individual artistic, writing skills while learning more advanced techniques of language and intellectual and personal growth. expression. Students participate in selected exercises designed to strengthen specific elements of writing. Journaling, a cornerstone of the PROGRAM OFFERINGS course, serves as a foundation for an exploration of poetry, prose, prose- Music Students are immersed in a wealth of musical offerings poems and lyrics. Contributions from class are published in a literary emphasizing artistic and technical growth. The program offers private magazine as the final project of the program. lessons with leading musicians in the field, chamber music sessions and orchestral and vocal experiences. Several concerts are given Photography Students will study a selection of historic and throughout the session, both in Spoleto and in neighboring towns. contemporary photographers, while developing a personal style of their own. The course will focus on a variety of photographic techniques, Visual Arts Students explore the philosophical, intellectual and such as portraiture, landscape, night photography, documentary mechanical aspects of art through art history, studio classes and hands- photography and hand-coloring Polaroid dye transfers. Final projects on field trips. Courses include instruction and practice in drawing, are exhibited at the photography show. painting and two-dimensional design. The theoretical aspects of the course are then illustrated with visits to and examinations of works of art Drama Students explore acting through Stanislavsky's time-tested found throughout the town and the region. Final projects are exhibited fundamentals: given circumstances, objectives, beats, and actions. at the art show. Classes provide an overview of his system with practical exercises in observation, sensory awareness, and physical centering, which are explored in monologues and scenes. The final project is an hour-long performance that is specifically chosen to suit the talents of drama students. DAILY SCHEDULE Classes are scheduled four days a week and follow a typical Italian pace of life. 8:00 am Breakfast 9:00 am - 1:00 pm Classes 1:15 pm Lunch 2:30 pm - 5:00 pm Free time/applied lessons 5:00 pm Studio workshops and rehearsals 8:00 pm Dinner
    • Poster Project Part 1 Spoleto Study Abroad 2007 ARTS AND HUMANITIES PROGRAM On your own... Summer Session I: June 21 - July 15 Session II: July 19 - August 12 Vocal & Instrumental Music, Vocal Music, Creative Writing Visual Arts and Photography Visual Arts and Drama Read through the content. Type of program: Vocal and Instrumental music, visual arts, photography, drama and creative writing programs Participants: Coeducational, ages 15-19 Program dates: June 21-July 15 & July 19 - August 12 Program Directors: Jill and Lorenzo Muti, Co-Directors LOCATION The Spoleto Valley is an ideal starting point for students interested in an in-depth exploration of the visual and historical heritage of Italy. Cities like Assisi, Siena or Orvieto, all filled with incredible artistic treasures, are easily reached by car or train, and major centers like Rome or Florence are less than two hours away. Trevi and Spoleto are emblematic of central Italy, both historically and artistically. BACKGROUND AND PHILOSOPHY The Spoleto Study Abroad Summer Session is an intensive interdisciplinary program focusing on the arts and humanities for high school students, ages 15-19, interested in instrumental or vocal music, visual arts, photography, creative writing or drama. Our students are given the opportunity to explore their academic and artistic interests Photo credit: Bernardino Sperandio through exposure to an integrated style of learning in a unique European setting. The mission of the program is to provide a collaborative community of artists and scholars gathered to explore deeply the rich Creative Writing Through an intensive curriculum, students develop cultural heritage of central Italy while fostering individual artistic, writing skills while learning more advanced techniques of language and intellectual and personal growth. expression. Students participate in selected exercises designed to strengthen specific elements of writing. Journaling, a cornerstone of the PROGRAM OFFERINGS course, serves as a foundation for an exploration of poetry, prose, prose- Music Students are immersed in a wealth of musical offerings poems and lyrics. Contributions from class are published in a literary emphasizing artistic and technical growth. The program offers private magazine as the final project of the program. lessons with leading musicians in the field, chamber music sessions and orchestral and vocal experiences. Several concerts are given Photography Students will study a selection of historic and throughout the session, both in Spoleto and in neighboring towns. contemporary photographers, while developing a personal style of their own. The course will focus on a variety of photographic techniques, Visual Arts Students explore the philosophical, intellectual and such as portraiture, landscape, night photography, documentary mechanical aspects of art through art history, studio classes and hands- photography and hand-coloring Polaroid dye transfers. Final projects on field trips. Courses include instruction and practice in drawing, are exhibited at the photography show. painting and two-dimensional design. The theoretical aspects of the course are then illustrated with visits to and examinations of works of art Drama Students explore acting through Stanislavsky's time-tested found throughout the town and the region. Final projects are exhibited fundamentals: given circumstances, objectives, beats, and actions. at the art show. Classes provide an overview of his system with practical exercises in observation, sensory awareness, and physical centering, which are explored in monologues and scenes. The final project is an hour-long performance that is specifically chosen to suit the talents of drama students. DAILY SCHEDULE Classes are scheduled four days a week and follow a typical Italian pace of life. 8:00 am Breakfast 9:00 am - 1:00 pm Classes 1:15 pm Lunch 2:30 pm - 5:00 pm Free time/applied lessons 5:00 pm Studio workshops and rehearsals 8:00 pm Dinner
    • Poster Project Part 1 Spoleto Study Abroad 2007 ARTS AND HUMANITIES PROGRAM On your own... Summer Session I: June 21 - July 15 Session II: July 19 - August 12 Vocal & Instrumental Music, Vocal Music, Creative Writing Visual Arts and Photography Visual Arts and Drama Read through the content. Type of program: Vocal and Instrumental music, visual arts, photography, drama and creative writing programs Participants: Coeducational, ages 15-19 Program dates: June 21-July 15 & July 19 - August 12 Highlight or circle things you Program Directors: Jill and Lorenzo Muti, Co-Directors LOCATION The Spoleto Valley is an ideal starting point for students interested in an in-depth exploration of the visual and historical heritage of Italy. Cities like Assisi, Siena or Orvieto, all filled with incredible artistic treasures, would include. are easily reached by car or train, and major centers like Rome or Florence are less than two hours away. Trevi and Spoleto are emblematic of central Italy, both historically and artistically. BACKGROUND AND PHILOSOPHY The Spoleto Study Abroad Summer Session is an intensive interdisciplinary program focusing on the arts and humanities for high school students, ages 15-19, interested in instrumental or vocal music, visual arts, photography, creative writing or drama. Our students are given the opportunity to explore their academic and artistic interests Photo credit: Bernardino Sperandio through exposure to an integrated style of learning in a unique European setting. The mission of the program is to provide a collaborative community of artists and scholars gathered to explore deeply the rich Creative Writing Through an intensive curriculum, students develop cultural heritage of central Italy while fostering individual artistic, writing skills while learning more advanced techniques of language and intellectual and personal growth. expression. Students participate in selected exercises designed to strengthen specific elements of writing. Journaling, a cornerstone of the PROGRAM OFFERINGS course, serves as a foundation for an exploration of poetry, prose, prose- Music Students are immersed in a wealth of musical offerings poems and lyrics. Contributions from class are published in a literary emphasizing artistic and technical growth. The program offers private magazine as the final project of the program. lessons with leading musicians in the field, chamber music sessions and orchestral and vocal experiences. Several concerts are given Photography Students will study a selection of historic and throughout the session, both in Spoleto and in neighboring towns. contemporary photographers, while developing a personal style of their own. The course will focus on a variety of photographic techniques, Visual Arts Students explore the philosophical, intellectual and such as portraiture, landscape, night photography, documentary mechanical aspects of art through art history, studio classes and hands- photography and hand-coloring Polaroid dye transfers. Final projects on field trips. Courses include instruction and practice in drawing, are exhibited at the photography show. painting and two-dimensional design. The theoretical aspects of the course are then illustrated with visits to and examinations of works of art Drama Students explore acting through Stanislavsky's time-tested found throughout the town and the region. Final projects are exhibited fundamentals: given circumstances, objectives, beats, and actions. at the art show. Classes provide an overview of his system with practical exercises in observation, sensory awareness, and physical centering, which are explored in monologues and scenes. The final project is an hour-long performance that is specifically chosen to suit the talents of drama students. DAILY SCHEDULE Classes are scheduled four days a week and follow a typical Italian pace of life. 8:00 am Breakfast 9:00 am - 1:00 pm Classes 1:15 pm Lunch 2:30 pm - 5:00 pm Free time/applied lessons 5:00 pm Studio workshops and rehearsals 8:00 pm Dinner
    • Poster Project Part 1 Spoleto Study Abroad 2007 ARTS AND HUMANITIES PROGRAM On your own... Summer Session I: June 21 - July 15 Session II: July 19 - August 12 Vocal & Instrumental Music, Vocal Music, Creative Writing Visual Arts and Photography Visual Arts and Drama Read through the content. Type of program: Vocal and Instrumental music, visual arts, photography, drama and creative writing programs Participants: Coeducational, ages 15-19 Program dates: June 21-July 15 & July 19 - August 12 Highlight or circle things you Program Directors: Jill and Lorenzo Muti, Co-Directors LOCATION The Spoleto Valley is an ideal starting point for students interested in an in-depth exploration of the visual and historical heritage of Italy. Cities like Assisi, Siena or Orvieto, all filled with incredible artistic treasures, would include. are easily reached by car or train, and major centers like Rome or Florence are less than two hours away. Trevi and Spoleto are emblematic of central Italy, both historically and artistically. BACKGROUND AND PHILOSOPHY The Spoleto Study Abroad Summer Session is an intensive interdisciplinary program focusing on the arts and humanities for high school students, ages 15-19, interested in instrumental or vocal music, What other content would be visual arts, photography, creative writing or drama. Our students are given the opportunity to explore their academic and artistic interests Photo credit: Bernardino Sperandio through exposure to an integrated style of learning in a unique European setting. The mission of the program is to provide a collaborative community of artists and scholars gathered to explore deeply the rich Creative Writing Through an intensive curriculum, students develop cultural heritage of central Italy while fostering individual artistic, writing skills while learning more advanced techniques of language and helpful? intellectual and personal growth. expression. Students participate in selected exercises designed to strengthen specific elements of writing. Journaling, a cornerstone of the PROGRAM OFFERINGS course, serves as a foundation for an exploration of poetry, prose, prose- Music Students are immersed in a wealth of musical offerings poems and lyrics. Contributions from class are published in a literary emphasizing artistic and technical growth. The program offers private magazine as the final project of the program. lessons with leading musicians in the field, chamber music sessions and (Remember - Show, Don’t orchestral and vocal experiences. Several concerts are given Photography Students will study a selection of historic and throughout the session, both in Spoleto and in neighboring towns. contemporary photographers, while developing a personal style of their own. The course will focus on a variety of photographic techniques, Visual Arts Students explore the philosophical, intellectual and such as portraiture, landscape, night photography, documentary mechanical aspects of art through art history, studio classes and hands- photography and hand-coloring Polaroid dye transfers. Final projects Tell) on field trips. Courses include instruction and practice in drawing, are exhibited at the photography show. painting and two-dimensional design. The theoretical aspects of the course are then illustrated with visits to and examinations of works of art Drama Students explore acting through Stanislavsky's time-tested found throughout the town and the region. Final projects are exhibited fundamentals: given circumstances, objectives, beats, and actions. at the art show. Classes provide an overview of his system with practical exercises in observation, sensory awareness, and physical centering, which are explored in monologues and scenes. The final project is an hour-long performance that is specifically chosen to suit the talents of drama students. DAILY SCHEDULE Classes are scheduled four days a week and follow a typical Italian pace of life. 8:00 am Breakfast 9:00 am - 1:00 pm Classes 1:15 pm Lunch 2:30 pm - 5:00 pm Free time/applied lessons 5:00 pm Studio workshops and rehearsals 8:00 pm Dinner
    • Design Consequences 1. Take 7 minutes to sketch out the home page screen for the Spoleto Study Abroad
    • Design Consequences 1. Take 7 minutes to sketch out a screen. 2. After 7 minutes, pass your screen to the person on your left. 3. Now pick something on that screen and sketch the screen you see after you click.
    • Tip # 5: Not everyone thinks like you. Writing for the Temperaments
    • http://www.youtube.com/watch?v=DkOHsjZKBB0
    • http://www.youtube.com/watch?v=DkOHsjZKBB0
    • Myers-Briggs Type Indicator LEFT BRAIN Right Brain Extroversion Introversion Sensing iNtuition Thinking Feeling Judging Perceiving
    • The Four Temperaments Guardian (SJ) Idealist (NF) [M 43%, F 50%] [M 14%, F 17%] Artisan (SP) Rational (NT) [M 21%, F 22%] [M 22%, F 11%]
    • The Four Temperaments Guardian (SJ) Idealist (NF) [M 43%, F 50%] [M 14%, F 17%] Artisan (SP) Rational (NT) [M 21%, F 22%] [M 22%, F 11%]
    • The Four Temperaments Guardian (SJ) Idealist (NF) [M 43%, F 50%] [M 14%, F 17%] Artisan (SP) Rational (NT) [M 21%, F 22%] [M 22%, F 11%]
    • The Four Temperaments Guardian (SJ) Idealist (NF) [M 43%, F 50%] [M 14%, F 17%] Artisan (SP) Rational (NT) [M 21%, F 22%] [M 22%, F 11%]
    • The Four Temperaments Guardian (SJ) Idealist (NF) [M 43%, F 50%] [M 14%, F 17%] Artisan (SP) Rational (NT) [M 21%, F 22%] [M 22%, F 11%]
    • The Four Temperaments Guardian (SJ) Idealist (NF) [M 43%, F 50%] [M 14%, F 17%] Artisan (SP) Rational (NT) [M 21%, F 22%] [M 22%, F 11%]
    • Temperaments & Buying Behavior Methodical (SJ) Humanistic (NF) Spontaneous (SP) Competitive (NT) – Labels taken from Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Methodical (SJ) asks: – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Methodical (SJ) asks: What are the details? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Methodical (SJ) asks: What are the details? What’s the fine print? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Methodical (SJ) asks: What are the details? What’s the fine print? How does this work? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Methodical (SJ) asks: What are the details? What’s the fine print? How does this work? What’s the process you use? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Methodical (SJ) asks: What are the details? What’s the fine print? How does this work? What’s the process you use? Can you take me through this step-by-step? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Methodical (SJ) asks: What are the details? What’s the fine print? How does this work? What’s the process you use? Can you take me through this step-by-step? How can I plan ahead? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Methodical (SJ) asks: What are the details? What’s the fine print? How does this work? What’s the process you use? Can you take me through this step-by-step? How can I plan ahead? What are the product specs? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Methodical (SJ) asks: What are the details? What’s the fine print? How does this work? What’s the process you use? Can you take me through this step-by-step? How can I plan ahead? What are the product specs? What proof do you have? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Methodical (SJ) asks: What are the details? What’s the fine print? How does this work? What’s the process you use? Can you take me through this step-by-step? How can I plan ahead? What are the product specs? What proof do you have? Can you guarantee that? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Spontaneous (SP) asks: – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Spontaneous (SP) asks: How can you get me to what I need quickly? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Spontaneous (SP) asks: How can you get me to what I need quickly? Do you offer superior service? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Spontaneous (SP) asks: How can you get me to what I need quickly? Do you offer superior service? Can I customize your product or service? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Spontaneous (SP) asks: How can you get me to what I need quickly? Do you offer superior service? Can I customize your product or service? Can you help me narrow down my choices? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Spontaneous (SP) asks: How can you get me to what I need quickly? Do you offer superior service? Can I customize your product or service? Can you help me narrow down my choices? How quickly can I take action and achieve my goals? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Spontaneous (SP) asks: How can you get me to what I need quickly? Do you offer superior service? Can I customize your product or service? Can you help me narrow down my choices? How quickly can I take action and achieve my goals? How will this let me enjoy life more? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Humanistic (NF) asks: – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Humanistic (NF) asks: How will your product or service make me feel? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Humanistic (NF) asks: How will your product or service make me feel? Who uses your products/service? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Humanistic (NF) asks: How will your product or service make me feel? Who uses your products/service? Who are you? Tell me who is on your staff, and let me see bios. – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Humanistic (NF) asks: How will your product or service make me feel? Who uses your products/service? Who are you? Tell me who is on your staff, and let me see bios. What will it feel like to work with you? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Humanistic (NF) asks: How will your product or service make me feel? Who uses your products/service? Who are you? Tell me who is on your staff, and let me see bios. What will it feel like to work with you? What experience have others had with you? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Humanistic (NF) asks: How will your product or service make me feel? Who uses your products/service? Who are you? Tell me who is on your staff, and let me see bios. What will it feel like to work with you? What experience have others had with you? Can I trust you? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Humanistic (NF) asks: How will your product or service make me feel? Who uses your products/service? Who are you? Tell me who is on your staff, and let me see bios. What will it feel like to work with you? What experience have others had with you? Can I trust you? What are your values? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Humanistic (NF) asks: How will your product or service make me feel? Who uses your products/service? Who are you? Tell me who is on your staff, and let me see bios. What will it feel like to work with you? What experience have others had with you? Can I trust you? What are your values? How will this help me strengthen relationships? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Competitive (NT) asks: – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Competitive (NT) asks: What are your competitive advantages? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Competitive (NT) asks: What are your competitive advantages? Why are you a superior choice? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Competitive (NT) asks: What are your competitive advantages? Why are you a superior choice? Are you a credible company (or organization)? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Competitive (NT) asks: What are your competitive advantages? Why are you a superior choice? Are you a credible company (or organization)? How can you help me be more productive? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Competitive (NT) asks: What are your competitive advantages? Why are you a superior choice? Are you a credible company (or organization)? How can you help me be more productive? How can you help make me look cutting edge? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Write for the temperaments Competitive (NT) asks: What are your competitive advantages? Why are you a superior choice? Are you a credible company (or organization)? How can you help me be more productive? How can you help make me look cutting edge? What are your credentials? – From Ch. 20 of Waiting for Your Cat to Bark? by Bryan and Jeffrey Eisenberg
    • Leo Schachter Diamonds CASE STUDY: https://www.marketingsherpa.com/article.html?currentID=2817
    • Leo Schachter Diamonds Conversion defined as clicking “Find a Jeweler” and entering an address. CASE STUDY: https://www.marketingsherpa.com/article.html?currentID=2817
    • Leo Schachter Diamonds Conversion defined as clicking “Find a Jeweler” and entering an address. Increased conversion from . 86% to 54.1% by constructing persuasion scenarios based on the temperaments. CASE STUDY: https://www.marketingsherpa.com/article.html?currentID=2817
    • Leo Schachter’s customer personas
    • Leo Schachter’s customer personas Created 5 personas, including these 3:
    • Leo Schachter’s customer personas Created 5 personas, including these 3: David Commonsense
    • Leo Schachter’s customer personas Created 5 personas, including these 3: David Commonsense - needs to learn everything about a diamond before making a purchase.
    • Leo Schachter’s customer personas Created 5 personas, including these 3: David Commonsense - needs to learn everything about a diamond before making a purchase. Natalie Golddigger
    • Leo Schachter’s customer personas Created 5 personas, including these 3: David Commonsense - needs to learn everything about a diamond before making a purchase. Natalie Golddigger - very fashionable, goes to the finest restaurants, and expects the best things in life.
    • Leo Schachter’s customer personas Created 5 personas, including these 3: David Commonsense - needs to learn everything about a diamond before making a purchase. Natalie Golddigger - very fashionable, goes to the finest restaurants, and expects the best things in life. Kimberly Romantic
    • Leo Schachter’s customer personas Created 5 personas, including these 3: David Commonsense - needs to learn everything about a diamond before making a purchase. Natalie Golddigger - very fashionable, goes to the finest restaurants, and expects the best things in life. Kimberly Romantic - hopeless romantic dreaming about her future engagement ring.
    • “Brilliant diamonds explode with light, catching people's eye inadvertently, sparkling in candlelight, adding elegance and glamour to a woman's whole being.”
    • “Brilliant diamonds explode with light, catching people's eye inadvertently, sparkling in candlelight, adding elegance and glamour to a woman's whole being.” “Diamond brilliance is defined as the reflection of a bright white light from the facets of the diamond and is determined by the artistry of the cutting and polishing…”
    • Tip # 6: Say something they’ll remember (and care about) Roy Williams and a student at the Wizard Academy in Austin, Texas
    • MY EXAMPLE - ORIGINAL VERSION You aren’t satisfied with just knowing the chords – you love the sound they make but you want to know WHY. Why does a C7 make me feel different than a C? Not so I can be a music theory geek, but so I can go farther, farther in and higher up. “Feed me Seymour!” Buy this book. It’s written for a junkie like you.
    • Meet your brain
    • Two Minds
    • Two Minds LEFT BRAIN Right Brain
    • Two Minds LEFT BRAIN Right Brain Logical Intuitive
    • Two Minds LEFT BRAIN Right Brain Logical Intuitive Sequential Chaotic
    • Two Minds LEFT BRAIN Right Brain Logical Intuitive Sequential Chaotic Objective Subjective
    • Two Minds LEFT BRAIN Right Brain Logical Intuitive Sequential Chaotic Objective Subjective Analytical Holistic
    • Two Minds LEFT BRAIN Right Brain Logical Intuitive Sequential Chaotic Objective Subjective Analytical Holistic Right or Wrong Likes or Dislikes
    • Two Minds
    • Two Minds LEFT BRAIN Right Brain
    • Two Minds LEFT BRAIN Right Brain Grammar & Vocabulary Intonation & Accentuation
    • Two Minds LEFT BRAIN Right Brain Grammar & Vocabulary Intonation & Accentuation Exact Numeric Approximates, Computation Estimates
    • Two Minds LEFT BRAIN Right Brain Grammar & Vocabulary Intonation & Accentuation Exact Numeric Approximates, Computation Estimates Tempo, tone & interval Music
    • Implications “Intellect and Emotion are partners who do not speak the same language. The intellect finds logic to justify what the emotions have decided. Win the hearts of the people, their minds will follow.” of the Advertising Universe” Rules 3 from “The Seven Laws Magical Worlds of the Wizard of Ads by Roy H. Williams Bard Press Copyright 2001
    • Keys to the Emerald City
    • Keys to the Emerald City Storytelling
    • Keys to the Emerald City Storytelling The Unexpected
    • Keys to the Emerald City Storytelling The Unexpected Verbs
    • Keys to the Emerald City Storytelling The Unexpected Verbs Poetic meter
    • Keys to the Emerald City Storytelling The Unexpected Verbs Poetic meter Humor
    • Keys to the Emerald City Storytelling The Unexpected Verbs Poetic meter Humor Leave something to the imagination
    • STORYTELLING Who are the faces of Emory & Henry? They are students, professors, staff members, alumni. All parts of our college community, yet they all look different, representing a world of values, beliefs, and interests. There are the students – bright, vibrant, excited to get involved and affect positive change in the world. And the professors, a group of men and women who not only teach but form strong friendships with their students. There are the alumni, the Emory & Henry students of years past, who look back on their time here with nostalgia and appreciation. All of these faces look different. Each person comes here with individual goals, personal motivation. But at Emory & Henry, they are unified by fundamental principles – freedom, civic justice, service to others, and respect for their peers. They make up the face of Emory & Henry.
    • STORYTELLING Ten students cross the quad laughing to each other. Professor Martin takes the front steps of the dorm two at a time and holds the door open. One whispers, “I can’t believe we’re doing this.” The group gathers in front of room 312. Professor Martin knocks twice. The door opens to wide eyes followed by “Dr. Martin, oh – I totally overslept…” “No problem Jen. It’s not the same without you, so we thought we’d bring class to you this morning. Mind if we come in?” “Um, sure, I guess, it’s a mess, I mean sure – come in guys.” On Friday, April 23rd, “PHIL 211 History of Ancient and Medieval Philosophy” was eleven students and their professor in a dorm room made for two. This is Emory and Henry College.
    • But we don’t want to offend anyone.
    • But we don’t want to offend anyone. “The risk of insult is the price of clarity.” – Roy Williams
    • But we don’t want to offend anyone. “The risk of insult is the price of clarity.” – Roy Williams And the corollary:
    • But we don’t want to offend anyone. “The risk of insult is the price of clarity.” – Roy Williams And the corollary: “You have to choose who to lose.”
    • Storytelling
    • Storytelling We are hardwired to remember stories.
    • Storytelling We are hardwired to remember stories. Adrenaline is the biochemical adhesive that turns short term memories into long-term memories.
    • Storytelling We are hardwired to remember stories. Adrenaline is the biochemical adhesive that turns short term memories into long-term memories. Stories are a great way to both SHOW an idea and engage the reader mentally and emotionally, resulting in
    • Storytelling We are hardwired to remember stories. Adrenaline is the biochemical adhesive that turns short term memories into long-term memories. Stories are a great way to both SHOW an idea and engage the reader mentally and emotionally, resulting in Transfer to long-term memory.
    • Storytelling We are hardwired to remember stories. Adrenaline is the biochemical adhesive that turns short term memories into long-term memories. Stories are a great way to both SHOW an idea and engage the reader mentally and emotionally, resulting in Transfer to long-term memory. Persuasion/conviction that something is true.
    • Storytelling We are hardwired to remember stories. Adrenaline is the biochemical adhesive that turns short term memories into long-term memories. Stories are a great way to both SHOW an idea and engage the reader mentally and emotionally, resulting in Transfer to long-term memory. Persuasion/conviction that something is true. Motivation to act.
    • Who is your story about? – Examples from presentation by Jonathan Kranz, MarketingProf.com
    • Who is your story about? A university known for its graduate programs for teachers writes: “These programs have wonderful features: weekend schedules, convenient locations and a focus on effective teaching practices.” – Examples from presentation by Jonathan Kranz, MarketingProf.com
    • Who is your story about? A university known for its graduate programs for teachers writes: “These programs have wonderful features: weekend schedules, convenient locations and a focus on effective teaching practices.” – Examples from presentation by Jonathan Kranz, MarketingProf.com
    • Who is your story about? A university known for its graduate programs for teachers writes: “These programs have wonderful features: weekend schedules, convenient locations and a focus on effective teaching practices.” Now put the teacher in the middle of the story, and help them imagine taking this action... – Examples from presentation by Jonathan Kranz, MarketingProf.com
    • Examples – Examples from presentation by Jonathan Kranz, MarketingProf.com
    • Examples “These teachers loved the practical advice and lesson plans they could apply in their own classrooms; what they learned over the weekend could be used immediately the following week.” – Examples from presentation by Jonathan Kranz, MarketingProf.com
    • Examples “These teachers loved the practical advice and lesson plans they could apply in their own classrooms; what they learned over the weekend could be used immediately the following week.” or as a teaser link: – Examples from presentation by Jonathan Kranz, MarketingProf.com
    • Examples “These teachers loved the practical advice and lesson plans they could apply in their own classrooms; what they learned over the weekend could be used immediately the following week.” or as a teaser link: “On a future Monday, your classroom will come alive with new energy and ideas. Here’s why...” – Examples from presentation by Jonathan Kranz, MarketingProf.com
    • Made to Stick by Chip & Dan Heath
    • Made to Stick by Chip & Dan Heath Simple
    • Made to Stick by Chip & Dan Heath Simple Unexpected
    • Made to Stick by Chip & Dan Heath Simple Unexpected Concrete
    • Made to Stick by Chip & Dan Heath Simple Unexpected Concrete Credible
    • Made to Stick by Chip & Dan Heath Simple Unexpected Concrete Credible Emotional
    • Made to Stick by Chip & Dan Heath Simple Unexpected Concrete Credible Emotional Stories
    • Unexpected Verbs – Examples from presentation by Jonathan Kranz, MarketingProf.com
    • Unexpected Verbs Call to Action: Learn How a Master’s Degree From NYU Can Fast-Forward Your Career – Examples from presentation by Jonathan Kranz, MarketingProf.com
    • Put words to music
    • Put words to music
    • Put words to music Music enters through Right Brain, bypassing Broca entirely.
    • Put words to music Music enters through Right Brain, bypassing Broca entirely. We don’t make the same judgments about lyrics as we would prose!
    • Put words to music Ya know when that shark bites, with his teeth, babe Scarlet billows start to spread Fancy gloves, though, wears old MacHeath, babe So there’s nevah, nevah a trace of red.
    • Put words to music Ya know when that shark bites, with his teeth, babe Scarlet billows start to spread Fancy gloves, though, wears old MacHeath, babe So there’s nevah, nevah a trace of red. Now on the sidewalk, sunny mornin’, lies a body just oozin' life And someone’s sneakin' ‘round the corner Could that someone be Mack the Knife?
    • Put words to music
    • Put words to music Music enters through Right Brain, bypassing Broca entirely.
    • Put words to music Music enters through Right Brain, bypassing Broca entirely. Poetry allows us to put music to words in our minds.
    • “Be who you are and say what you want, because those who mind don’t matter and those who matter don’t mind.” – Theodor Geisel
    • Humor? http://www.youtube.com/watch?v=GN8chwg8JMw
    • Humor? http://www.youtube.com/watch?v=GN8chwg8JMw
    • Write like Robert Frank
    • Write like Robert Frank http://www.gummyprint.com/blog/archives/hills-like-white-elephants-complete-story/
    • Write like Robert Frank “Hills Like White Elephants” by Ernest Hemingway http://www.gummyprint.com/blog/archives/hills-like-white-elephants-complete-story/
    • Write like Robert Frank “Hills Like White Elephants” by Ernest Hemingway The hills across the valley of the Ebro were long and white. On this side there was no shade and no trees and the station was between two lines of rails in the sun. Close against the side of the station there was the warm shadow of the building and a curtain, made of strings of bamboo beads, hung across the open door into the bar, to keep out flies. The American and the girl with him sat at a table in the shade, outside the building. It was very hot and the express from Barcelona would come in forty minutes. It stopped at this junction for two minutes and went to Madrid. 'What should we drink?' the girl asked. She had taken off her hat and put it on the table. 'It's pretty hot,' the man said. 'Let's drink beer.' 'Dos cervezas,' the man said into the curtain. 'Big ones?' a woman asked from the doorway. http://www.gummyprint.com/blog/archives/hills-like-white-elephants-complete-story/
    • Hemingway describes it:
    • Hemingway describes it: “I always try to write on the principle of the iceberg. There is seven-eighths of it under water for every part that shows. Anything you know you can eliminate and it only strengthens your iceberg. It is the part that doesn’t show.” – Ernest Hemingway
    • Write like Robert Frank
    • Write like Robert Frank Choose a revealing angle. Put the reader/listener/viewer on the scene.
    • Write like Robert Frank Choose a revealing angle. Put the reader/listener/viewer on the scene. Select your details sparingly. Include only what’s interesting. And barely that.
    • Write like Robert Frank Choose a revealing angle. Put the reader/listener/viewer on the scene. Select your details sparingly. Include only what’s interesting. And barely that. Put the known “under water.” Never tell the reader/ listener/viewer anything he already knows or can figure out for himself.
    • MY EXAMPLE - ROBERT FRANK VERSION Position one. Root at the second string, 1st fret and 5th string, 3rd fret. Got it. Add the 3rd and I’ve got a C. Minor 7th here, or here. Sound steps over the edge. Where does it go from here?
    • Write like Monet
    • Writing Like Monet
    • Writing Like Monet Monet realized that the COLOR of an object is modified by the LIGHT in which it is seen, by REFLECTIONS from other objects, and by CONTRAST with juxtaposed colors.
    • Writing Like Monet Monet realized that the COLOR of an object is modified by the LIGHT in which it is seen, by REFLECTIONS from other objects, and by CONTRAST with juxtaposed colors. Likewise, the meaning of a word is influenced by the surrounding words. The COLOR of a word is modified by the LIGHT (context) in which it is seen, by REFLECTIONS from words near it, and by CONTRAST with words juxtaposed to it.
    • Write like Monet I was born and grew up in Baltic marshland by zinc-grey breakers that always marched on in twos. Hence all rhymes, hence that wan flat voice that ripples between them like hair still moist, if it ripples at all. Propped on a pallid elbow, the helix picks out of them no sea rumble but a clap of canvas, of shutters, of hands, a kettle on the burner, boiling – Lastly, the seagull’s metal cry.
    • Write like Monet
    • Write like Monet “...colleges being nothing but grooming schools for the middleclass non-identity which usually finds its perfect expression on the outskirts of the campus in rows of well-to-do houses with lawns and television sets in each living room with everybody looking at the same thing and thinking the same thing at the same time while the Japhies of the world go prowling in the wilderness...” – Jack Kerouac
    • Write like Monet Create an impression, a perceptual reality (Claude Monet, Tom Robbins, Jack Kerouac) color, no detail each color (or word) is affected by those around it eliminate black (stark detail) from your palette
    • Poster Project Part 2 Work together as a team to... Lay out the page, writing the actual words that would appear wherever possible You can draw pictures or put boxes to show where they would go Show navigation links if appropriate (not all the content has to be on one page)
    • Read more Net Words by Nick Usborne Waiting for your Cat to Bark? http://www.nickusborne.com/ by Bryan Eisenberg and Jeffery Eisenberg Killer Web Content http://www.futurenowinc.com/ by Gerry McGovern http://www.gerrymcgovern.com/ Please Understand Me II by David Keirsey Letting Go of the Words http://www.keirsey.com by Ginny Redish http://www.redish.net/ Wizard of Ads Trilogy by Roy H. Williams Made to Stick http:// by Chip Heath and Dan Heath www.wizardacademypress.com/ http://www.madetostick.com/ shopexd.asp?id=82 Getting Users to What They Want Don’t Make Me Think http://www.uie.com/ by Steve Krug what_they_want.htm http://www.sensible.com/
    • PHOTO BY TERESA SHEEHAN David Poteet dpoteet@newcityexperience.com Melissa Beaver melissa@newcityexperience.com