County agents and specialists from K-State Research and Extension played a key role in developing farmers markets in Kansas. They provided expertise to growers through one-on-one consultations, classes, workshops, and conferences. More than 110 farmers markets now operate across the state. The document provides tips for writing clear and concise impact reports, including using active verbs, simple language, and a logical organization that focuses on the needs of the intended audience.

1. Donna Sheffield • Kansas State University
June 25, 2014 • ACE Portland, Oregon
Inside Out
Helping Nonwriters Connect with the Public

2. 2
Helping
Nonwriters
Connect
with
the
Public
Last fall, K-State Research and Extension administration asked the publishing staff to
edit “Making a Difference” reports, also known as impact statements. Reports are tied to
funding with emphasis on making information accessible to the public. The documents
came to us in mid-November and needed to be ready to post on our website in December,
before the legislative session. This meant no time for substantive editing. Our goals were
to edit for clarity and consistency and make recommendations for next year.
This handout shows examples of how we edited “Making a Difference” reports for a
general audience. I’ve referenced Federal Plain Language Guidelines, which recommend
three steps to clear writing:
1. Plan
2. Organize
3. Write
Plan.
Think
about
your
audience.
Use language your audience knows and feels comfortable with. Take their current level
of knowledge into account. This ensures you write clearly and helps you focus on the
audience’s needs.
What’s
a
PFT?
The K-State Research and Extension Livestock Program Focus Team held a
drought retreat that included key personnel in related disciplines.
Livestock Program Focus Team or livestock production team?
Who
is
the
audience?
“…the reports are more internal than external…”
“How can they be internal BUT ALSO external and used to demonstrate what we
do with state funds to the public as well as legislators? I barely knew what the
term PFT meant, and I’ve worked here three years.”
“We can get pretty ‘extensiony,’ especially with all of our acronyms.”
Clearly
identify
your
audience.

3. 3
Organize.
Know
your
purpose.
Organize
content
to
meet
the
needs
of
your
audience.
The sample report on the next page shows how the writing task was organized and
advantages and disadvantages of this approach.
Pros
Less intimidating than a blank page
Cons
Takes too long to get to the point.
Confusion about what should be
included in each section
Don’t
bore
readers
with
a
chronology.
Get
to
the
point!
(Four-score and seven years ago …)
Beginning in the 1970s, Kansas 4-H identified the mastery of interpersonal
communication skills as one of five focus youth developmental traits. In 2011, the
Department of 4-H Youth Development began a multi-year survey of Kansas 4-H
Youth who participate in some way (i.e. determined locally) both intentionally
and informally, in acquiring interpersonal communication skills.
Nationally, employers report that more and more high school graduates lack the
skills needed for work. Ninety-one percent of people surveyed by K-State in 2007
reported that it was very or somewhat important to help youth ages 10-19 years
old “master positive life skills,” which include communication, decision-making,
goal-setting and leadership.
Over the past two years, 362 youth completed the communication section from
the Youth Life Skills Evaluation Project developed by the late Dr. Susan Barkman
of Purdue University and Dr. Krisanna Machtmes of Louisiana State University.
Organize
with
the
audience
in
mind.
Employers nationwide report that more and more high school graduates lack the
skills needed for work. Among those surveyed by K-State Research and Extension
in 2007, 91% reported that it was very or somewhat important to help youth ages
10 through 19 “master positive life skills” including communication, decision-
making, goal-setting, and leadership. Since the 1970s, Kansas 4-H has identified
interpersonal communication skills as one of five focus traits for youth
development.
In 2011, the Department of 4-H Youth Development began a multiyear survey of
Kansas 4-H youth who participate, either intentionally or informally, in methods
of acquiring interpersonal communication skills. Over the past two years, 362
youth completed the communication section from the Youth Life Skills Evaluation
Project developed by the late Dr. Susan Barkman of Purdue University and Dr.
Krisanna Machtmes of Louisiana State University.

4.
Kansas State University Agricultural Experiment Station and Cooperative Extension Service
K-State Research and Extension is an equal opportunity provider and employer. Issued in furtherance of Cooperative Extension Work, Acts
of May 8 and June 30, 1914, as amended. Kansas State University, County Extension Councils, Extension Districts, and United States
Department of Agriculture Cooperating, John D. Floros, Director.
Making a Difference
2012–2013
Dealing with Drought in the Cow/Calf Enterprise
The Situation
In fall of 2012, 93% of the state was categorized as a
severe or exceptional drought area, and 70% of the
state remained in those categories in early March
2013. Forage supplies were extremely tight from prior-
year drought, and feed costs were reaching record
highs. Producers needed help dealing with poor-
quality and limited feed supplies, toxicity issues in
forages, lack of water and/or poor water quality, and
modification of grazing plans.
What We Did
The K-State Research and Extension Livestock
Production Team held a drought retreat that included
key personnel in related disciplines. Crucial issues were
identified, and working groups were developed around
the topics of forages, economics, water, and measures
of last resort. We developed materials and held “train
the trainer” meetings. Thirteen producer meetings
across the state focused on drought-related issues such
as providing safe and economical rations and
maintaining range condition. K-State Research and
Extension personnel tested forage samples for nitrate
and nutrient quality analysis. A five-year research
project was established to monitor range recovery.
Outcomes
• The economic impact on individual operations
was estimated as $100 to $1,000 by 44% of
producers, $1,000 to $5,000 by 29% of producers,
and more than $5,000 by 10% of producers. They
expected to implement early weaning, develop a
drought management plan, and change stocking
rates.
• Hundreds of producers gained valuable
information to help make difficult decisions
through one-on-one consultation with K-State
Research and Extension personnel.
• Producers made appropriate adjustments to
feeding plans based on forage nitrate results
(i.e., oat field was not grazed, forage sorghum hay
was blended to a safe level, and sorghum stalks
were found safe to graze). Toxic levels of nitrates
were identified in 8% of forages tested, and 6%
were expected to cause abortions if not managed.
• Meadowlark District developed a kit for checkout
that helped producers improve the digestibility of
more than 1,220 tons of low-quality forage
through ammoniation.
Success Stories
• A Meadowlark producer ammoniated 250 tons of
wheat straw using the district kit and saved $50
per ton compared with the cost of buying brome
hay.
• In Morton County, the agent used information
developed by the drought response team to help
individual producers determine strategies to
maintain a cowherd base during the severe
drought. The individualized consultations
included discussion of feed resources, economics,
and how to find and make use of feed. As a
result, producers were able to keep most of their
cowherds and develop a strategy to break even
until the rain came.
• In Linn County, producers learned about the
relationship of fertilization to pasture recovery
after drought; consequently, 16% more soils
samples were processed through the county office
than the year before.
Contact
Sandy Johnson
Livestock Specialist
PO Box 786, Colby, KS
785-462-6281
sandyj@ksu.edu

5. 5
Use
heads
and
subheads
effectively.
Benefits:
• attract attention and create interest
• help the reader navigate, find relevant information
• create white space and allow the reader to process information
Positive Youth Development
Positive Youth Development Enhances Skills Needed for Work
Eliminate
unnecessary
information.
• Drop name of organization when it is clear from the masthead.
• Do not overuse formal name of the program or group.
Make
it
logical.
In this example, the success story doesn’t address the situation. It leaves the reader
wondering what happened as a result of the program – the impact!
Situation: Recent drought reduced grassland productivity, creating a need to
educate ranchers about alternative forages, rotational grazing, and improved soil
and water management.
Success Story: Attendees reported that they owned or operated on average 347
acres of grassland and 362 acres of cropland. Comments included: “One of the
best seminars I have ever been to” and “This grazing school was excellent!
Informative and inspirational!
This report, Reducing the Impact of Wheat Diseases in Kansas, includes a brief, but solid
indicator of success.
Situation: A variety of diseases threaten Kansas wheat production. These
diseases cause an average statewide yield loss of 11.4%, valued at approximately
$170 million. The most common and damaging diseases in Kansas include the
fungal diseases leaf rust, stripe rust, and septoria leaf spot, as well as several viral
diseases including wheat streak mosaic and barley yellow dwarf. Kansas needs
educational programs to help wheat producers develop effective disease-
management strategies and maintain profitable farming operations.
Success Story: The Kansas Department of Agriculture has documented the long-
term outcomes of continued investment in these programs. These reports indicate
an increase in the number of acres planted to wheat varieties resistant to many
important diseases and a decreasing influence of diseases on wheat production in
the state.
For more tips see, Best Practices for Writing the ‘Making a Difference’ Report, at the end
of this document.

6. 6
Write.
Words:
Precise
and
concise
Don’t use jargon or technical terms when everyday words have the same meaning.
Verbs
Active verbs tell who does what and improve clarity.
Soil Fertility Schools were completed in multiple counties during 2012-2013.
K-State Research and Extension offered soil fertility schools in multiple counties
during 2012-2013.
Present tense verbs are simplest and strongest.
There are more than 110 Farmers’ Markets operating throughout the state of
Kansas.
More than 110 farmers markets operate in Kansas.
Nouns
• Avoid using fancy, organizational names when simple ones will do.
• Minimize abbreviations. Use a nickname instead. Instead of PFT, say team.
• Don’t define something that is obvious to the reader. (commonly used
abbreviations such as IRS, USDA; organizational information that is clear from
the context.)
• Don’t turn nouns into verbs. (tasked, messaged, etc.)
Adjectives
• Drop excess modifiers.
o It is particularly difficult to
It is difficult to
o Participants reported impressive knowledge gain.
o Easy on the numbers. Consider significance for a general audience.
Sentences:
Simple
and
direct
Keep the subject, verb, and object close. Use transitions.
There are more than 110 Farmers’ Markets operating throughout the state of
Kansas. Extension agents and specialists work with the development of those
markets and also provide expertise to growers who are selling directly to the end
consumer through one-on-one consultations, classes, workshops and conferences.
More than 110 farmers markets operate in Kansas. Agents and specialists from
K-State Research and Extension play a key role in developing these markets.
They provide expertise to growers who sell directly to consumers by offering one-
on-one consultations, classes, workshops, and conferences.

7. 7
This example uses several techniques to cut an 85-word sentence to 55 words with no
loss of meaning. (How many can you identify?)
Before
County
Extension
Agents,
Program
Assistants
and
State
Specialists
conducted
a
variety
of
outreach
methods that
included
face
face-­‐to-­‐face
meetings,
one-­‐
on-­‐one
consultations,
newsletters,
and
news
releases to
print,
television,
and
radio.
The
releases
occurred
prior
to
many
food-­‐related
holiday
events
such
as
Memorial
Day,
4th
of
July,
Thanksgiving,
and
Christmas.
The
two
areas
of
emphasis
of
our
food
safety
education
–
as
part
of
a
larger
program
or
as
an
independent
program
–
were
hand
washing
and
the
use
of
food
thermometers.to
prevent
temperature
abuse
of
food.
After
Agents,
program
assistants
and
specialists
used
a
variety
of
methods —
face
face-­‐to-­‐face
meetings,
one-­‐on-­‐one
consultations,
newsletters,
and
news
releases
—
to
educate
the
public
about
food
safety.
Releases
were
distributed
before
food-­‐related
holiday
events
such
as
Memorial
Day,
Fourth
of
July,
Thanksgiving,
and
Christmas.
Outreach
efforts
emphasized
hand
washing
and
the
use
of
food
thermometers.
Other
tips
to
improve
clarity
• Use lists to break up text, but don’t overuse them.
• Introduce the list with a sentence.
• Use parallel structure so each item makes a complete sentence if combined with
the lead.
Design
your
document
for
easy
reading.
• Short sentences and sections create white space.
• Write descriptive subheads, contrasting type is best.
• Be selective. Don’t overwhelm readers with too much information. Your goal is
not to please colleagues. It is to report impact.
Adapted from Federal Plain Language Guidelines, March 2011, plainlanguage.gov .
Donna Sheffield, Editor
Communications and Agricultural Education
Kansas State University
785-532-1144
dsheffie@ksu.edu

8. Best Practices for Writing the
‘Making a Difference’ Report
KANSAS STATE UNIVERSITY AGRICULTURAL EXPERIMENT STATION AND COOPERATIVE EXTENSION SERVICE
from Kansas State University
The Making a Difference report is the key annual document for your Program Focus Team. It helps
communicate your group’s work and key messages to an academic audience (administrators,
colleagues, national extension database); and can help demonstrate to external stakeholders the value
or potential value of your programs in their lives.
The Making a Difference report should be clear, succinct, and one page in length. It is a summary of
your PFT’s value, not a summary of individual programs. Items to think about for each section:
The Situation
Write 1-2 paragraphs about the area in which your group is “making a difference.” This section should
include background information. Ask yourself:
1. What prompted this work?
2. Why is this work important to a certain region, state or nation?
3. What issue, problem, or conflict is your PFT trying to resolve?
What We Did
Write 1-2 paragraphs that explain the methodology behind trying to resolve said issue, problem, or
conflict. It should be a brief, general overview of activities and processes. Ask yourself:
1. What was the project goal?
2. By what methods did your PFT try to reach this goal?
Outcomes
Outcomes are the results. 1-2 paragraphs or bullet points should explain these results. Knowledge
gained and knowledge changed are great examples of outcomes. Ask yourself:
1. What happened because of our work?
2. What do we know because of this work, and what more do we seek to know?
3. Did we reach our goal, and if not, what did we learn?
4. Are there any potential outcomes?
Success Stories
Success stories explain how ‘The Situation’ was made better (or potentially better) because of your
work. While outcomes show knowledge gained or changed, success stories show action and how
knowledge was applied. Briefly explain your success in 1-2 paragraphs or bullet points. Use data to
measure success. Testimonials are ok, but they often do not show the overall impact. Ask yourself:
1. How was change applied or how could change be applied?
2. What improvements were made in the issue, problem, or conflict presented in ‘The Situation?’
3. If no improvement or change was shown or could be measured at the current time, what was
learned to move forward?

9. Best Practices for Writing the
‘Making a Difference’ Report
KANSAS STATE UNIVERSITY AGRICULTURAL EXPERIMENT STATION AND COOPERATIVE EXTENSION SERVICE
page 2 of 2
See the 2013 Making a Difference reports at www.ksre.ksu.edu/programming/p.aspx?tabid=357
Kansas State University Agricultural Experiment Station and Cooperative Extension Service
K-State Research and Extension is an equal opportunity provider and employer. Issued in furtherance of Cooperative Extension Work, Acts
of May 8 and June 30, 1914, as amended. Kansas State University, County Extension Councils, Extension Districts, and United States
Department of Agriculture Cooperating, John D. Floros, Director.
Making a Difference
2012–2013
Learn about Options for Traumatic Brain Injury
TheSituation
Approximately 1.7 million people annually sustain a
traumatic brain injury (TBI). Kansas ranks above
the national rate for TBI hospitalizations. The injury
can occur at any age, but young children, teens, and
older adults are more commonly affected than
others. Military personnel may also experience
traumatic brain injury.
Research shows that survivors of traumatic brain
injury and their caregivers want to raise public
awareness of TBI to improve acceptance and become
integrated members of the community.
WhatWeDid
A USDA grant allowed us to develop an educational
program, “TBIoptions: Promoting Knowledge,” to
raise awareness of traumatic brain injury and the
need for support for survivors and family members in
local communities. Program content includes the
effects and consequences of TBI, the importance of
individual and community support, and an
introduction to an online directory of community
resources. Participants learn through short lectures,
videos, application of reflective questions, and print
materials to reinforce key messages. Trained leaders
in local communities and an online version brought
the program to more than 220 people.
Outcomes
• 95% of respondents indicated they learned
something new after participating in the
program.
• 83% of respondents indicated they planned
to take action or change something in their
own lives.
• General ratings of self-reported knowledge
on five content items increased by more than
one rating level from pre- to post-assessment.
Success Story
Participants provided written comments that they
learned:
• “… how attitudes of others affect survivors.”
• “… to recognize how serious any injury to
the brain can be.”
• “Effects of TBI aren’t always visible.”
• “A person with a TBI can set and achieve
goals.”
• “Community support may be lacking but is
very important to survivors and their
families.”
• “We, as individuals or as a community, can
help those affected by TBI.”
• “Everyone can make a difference.”
• “… how I can make a difference.”
Participants said they planned to:
• “… share what I learned with family and
friends and encourage them to attend the
program.”
• “… see if my daughter might need
attention.”
• “… locate resources for a friend recently
diagnosed with TBI.”
• “… not judge anyone.”
• “… reach out to those with TBI.”
• “… be more open to talking with these
families in my community.”
Contact
Debra M. Sellers
Associate Professor and Specialist
343 Justin Hall, Manhattan, KS 66506
(785) 532-5773
dsellers@ksu.edu
Anatomy of a well-written ‘Making a Difference’ report
The Situation: Clearly
explained, with background
statistics. In this report, it is
very clear that the issue to
be addressed is relevant to
people in Kansas.
What we did: This outlines
the specific methods by
which K-State staff worked
to address the issue. This
section should not address
outcomes, but is the right
place to indicate numbers
of participants, materials
used, etc....
Outcomes: Very direct
statements on the results of
what we did. These indicate
that change took place, that
our work improved the situ-
ation or knowledge.
Success Story: These show
how the outcomes are being
applied.