this presentation deals with the ways to assess the target audience for your medical paper which is an art of medical writing.

1. Assessment of target
audience/readers
ART OF MEDICAL WRITING
PRESENTED BY
ANURAG RAGHUVANSHI
M.PHARM

2. What is assessment?
 Assessment is a process by which
information is obtained relative to some
known objective or goal.
 Assessment is the systematic basis for
making inferences about the learning
and development of writers.

3. So………
is the systematic collection, review, and use of information
about educational programs undertaken for the purpose of
improving student learning and development.

4. Analyzing Your Audience’s Needs
 Who specifically is your reader?
Are there multiple readers?
 What do your readers already
know about the subject ?
 Do you need to modify your
content of research paper for
international readers?

6. Why Do We Assess?
 To Improve : to improve your writing skills, or any error to
rectify, audience analysis helps a medical writer to focus on its’s
writing and make necessary changes.
 To Inform: to inform the audience about your research work in
descriptive way.
 To Prove: to prove your paper or hypothesis in front of the
audience should be main focus of a medical writer.

7. Why is it important to assess?
 For knowledge: to be sure of your audience level of
knowledge ,their skills, their expertise etc.
 Skill , performance
 Processes
 Motivation , efforts: assessing audience will not only
motivate the medical writer but also to the researcher to
perform his best and to bring satisfactory outcomes.
Motivations comes from audience in form of comments and
citations.

8. How should we assess?
Day-to-day observation :to observe the works done by different
researcher as it helps to analyze the novel targets available to be
work on.
Surveys : on online journal, such as researchgate, Elsevier etc.
Rating scales: normally known by the ratings or likes on respective
article or journals.

9. What are the type of assessment?
• Diagnostic
• Formative
• Summative

10. Diagnostic assessment:
 It is a type of assessment which provide a baseline and
distinct form of measurement.
 Its purpose is to ascertain , prior to instruction , knowledge
and skills.
 Diagnose , how much information provided to the audience
and how much knowledge have about the topic.

11. Formative assessment
 Formative assessment means information provided to the
audience in structured manner
 Formative assessment are the way a medical writer can
check to make sure everyone arrives at the destination of
learning.
 Identification of areas for improvement
 Specific suggestion

12. Summative assessment
 Summative assessment means judgement and evaluation ,
where the focus is on the outcome of the programmes

13. What are easy-to-read (ETR)
materials?
 ETR materials are written for audiences who have difficulty
reading or understanding information. These materials can
also benefit people who prefer reading easy-to-read
information.

14. How do you create easy-to-read
materials?
 Plan and Research
 Organize and Write
 Evaluate and Improve
 Inform Us and Stay Informed

15. Step 1: Plan and Research
 Know your target audience: Consider reading level, cultural background,
age group and English Language Proficiency (ELP).
 Determine the target audience: Who do you expect to read your health
materials?
 Research your target audience: What do you want your target audience
to do as a result of reading your materials? For example, if your
objective is to show the proper use of asthma inhalers, emphasize the
outcome of their proper use. A sample sentence might be: "Following
the directions for your asthma inhaler may help you to breathe easier."
 Determine objectives and outcomes: To write easy-to-read health
materials, it's important to learn about cognitive and reading
challenges that some users may have.

16. Step 2: Organize and Write
 General point: Grab your readers' attention from the very
beginning. Make the first few sentences stand out by using
compelling, clear language.
 Grab your reader attention from the beginning: Find
alternatives for complex words, medical jargon,
abbreviations, and acronyms
 Culture , age and gender difference
 Structure the material logically. Start by starting the topic
 Balance the use of chart , graph and text

17. Step 3: Evaluate and Improve
 Test your materials on a few individuals or a sample group
from your target audience. Testing during the writing
process can help ensure your audience understands your
materials.
 Evaluate the feedback and revise your materials if necessary.

18.  These are the some example of evaluation:
 Readability-Score.com - An online tool from the open source Text Statistics
project. Tests for 5 different reading assessment formulas.
 New Dale-Chall Readability formula - Designed for evaluating health
education materials. Dale-Chall evaluates readability by assessing sentence
structure and vocabulary.
 Fry Readability Graph - A commonly used readability assessment tool. See
the Iowa Department of Public Health's Fry Readability Graph page (PDF).
 SMOG - Less frequently used than the Fry Graph, but still widely used. An
online testing tool is available at the Readability-Score.com site.
 Gunning FOG - One of the first readability tools. It is widely used. See the
Iowa Department of Public Health's Gunning-FOG Readability page (PDF).
An online testing tool is available at the Readability-Score.com site.
 Flesch-Kincaid Grade Level - Used in the Microsoft Word grammar checker.
An online testing tool is available at the Readability-Score.com site.

19.  Readability software programs
 Below are examples of software programs. Readability
software may not be suitable for every ETR project but can
be helpful for some.
 Health Literacy Advisor by Health Literacy Innovations (Add-
on to Microsoft Word)
 TextQuest by Social Science Consulting (Windows and Mac)
 Readability Studio by Oleander Software (Windows and
OSX)
 Stylewriter by Editor Software (Windows)
 UNIX commands to help identify readability and style issues

20. Step 4: Inform Us and Stay Informed
 After you create ETR materials, I suggest you label them
"easy-to-read." MedlinePlus does not evaluate materials for
reading level and will only display materials as easy-to-read
only if the sponsoring organization labels them as such.

21. The Differences between Assessment and
Evaluation
Assessment Evaluation
It is the gathering of information
about something, such as
performance
Evaluation is the act of setting a value
on the assessment information
Assessment is information Evaluation is a judgment
Assessment is qualitative Evaluation is quantitative

22. Assessment is most useful to
teachers and students
Evaluation is most useful to
administrators, politicians and
parents
Assessment focuses on the
individual student
Evaluation focuses on the
group
Assessment is an educational
measure
Evaluation is a
political/administrative
measure
Assessment pinpoints specific
strengths and weaknesses
Evaluation ranks and sorts
individuals within groups
Assessment is diagnostic and
formative, as well as summative
Evaluation is only summative

23. REFERENCES
 Albers, Michael J. "Multidimensional Audience Analysis for Dynamic Information." Journal of
Technical Writing and Communication. 33 (2003): 263-279.
 Jump up^ Bocchi, Joseph S. "Forming Constructs of Audience Convention, Conflict, and
Conversation." Journal of Business and Technical Communication. 5 (1991): 151-172.
 Jump up^ Carson, David L. "Audience in Technical Writing: The Need for Greater Realism in
Identifying the Fictive Reader." The Technical Writing Teacher. 7 (1979): 8-11.
 Jump up^ In their article "Knowing Your Audience and Audience Participation in the Field"
 Jump up^ De Stadler, Leon and Sarah van der Land. "Knowing Your Audience: Audience Analysis
and Audience Participation in the Field." Information Design Journal. 15 (2007): 64-68.
 Jump up^ Hovde, Marjorie Rush. "Tactics for Building Images of Audience in Organizational
Contexts: An Ethnographic Study of Technical Communicators." Journal of Business and Technical
Communication. 14 (2000): 395-444.
 Jump up^ An editor for Restoration Ecology, in her article "Writing for an International Audience,"