Instructions for InstructionsLearn.docx

Instructions for Instructions
Learning Goals
Write a set of instructions
Appropriately adapt tone, style, and content depending on
audience, purpose and genre
Write clearly and concisely, with grammar and usage
appropriate to the rhetorical situation.
Writing Instructions
We use instructions every day, when we put together a piece of
furniture from Ikea or follow a recipe. Instructions spell out the
steps required to complete a task. Instructions need to be clear

and easy for the audience to follow.
Using the outline on p. 455, write instructions for a task that
requires a minimum of 5 major steps.
The Audience
Address a general audience. A general audience means those
without specialized knowledge. For example, if you are a
nursing major, instructions for a medical procedure would not
be for a general audience.
Outline for Instructions
Components to include:
1. Introduction
Overview
Materials , equipment
Working definitions

2. Required Steps
A minimum of 5 numbered steps
Steps should begin with an action verb.
(Examples: Stir, measure)
Insert warnings, cautions and notes as needed.
Visuals
Include all necessary visuals (photos or graphics).
Number your visuals. Ex: fig. 1, fig 2.
Cite your visual in Reference list
Cite all sources!!! If you are using screen shots or your own
pictures, be sure to cite them so there is no confusion.
Instructions for a Recipe
If you are giving instructions for a recipe that you did not
create, be very clear about where you got the recipe. You should
include that information in the Overview.
For example, “This recipe has been adapted from the Pioneer

Woman.com.” You don’t want your reader to think you wrote
the recipe. Remember fair use!!!!
Tips for Writing Instructions
Use informative headings.
Arrange all steps in a numbered list.
Make warning, caution and danger notices highly visible.
Divide the task into steps and substeps.
Keep the visual and the step close together.
Keep it simple. Instructions should be clear and concise.
Start instructions with command verbs.
Use the Checklist
After writing your instructions, review the Checklist on p.468.
Make sure your instructions follow the content, organization,
style and page design guidelines.

Do Not!!!
Do not write instructions for changing oil or a tire.
DO NOT copy your instructions from another source. This will
result in a grade of 0.
How to setup your Google Chromecast Media Player
Introduction
The Google Chromecast enables an older model HDTV, the
option to display digital media
content like video, music, and pictures. The ability to display
such media gives the owner a cost
effective approach of modernizing their TV equipment without
the need of buying the best
model available.
Overview

This specific digital media player from Google enables the user
to use their smartphone to
display digital media content to an HDTV. By inserting the
Chromecast into a HDMI port on an
HDTV and then connecting to a wireless network. The
Chromecast will be able to display digital
media content to the screen by wireless receiving it from a
smartphone or web-enabled device.
Equipment Needed
x Television with an HDMI (High Definition Media Input) port
x Active Wireless Router
x Google Chromecast Dongle
x HDMI Extender
x Micro USB cable
x Power Supply
x Smartphone (Android or Apple)
Instructions
1. Remove all the contents from your Google Chromecast box.
Make sure that all the
necessary equipment is inside; Chromecast dongle, HDMI
Extender, Micro USB cable
and Power supply. If any one of these items are missing, return
your Chromecast to the
original seller where you made your purchase and request a
replacement immediately.

Figure 1: Chromecast Box Contents
2. Attach the Chromecast Dongle to the HDMI Extender. This
will provide easy access
to your Chromecast by extending its reach from the HDMI port
located in the back of
your HDTV. Insert the Dongle into the open port on the HDMI
Extender.
Figure 2: Dongle and Extender connection
3. Attach the Power Supply to the Micro USB cable.
Chromecast Dongle Power Supply Micro USB cable
HDMI Extender
Figure 3: Power Supply and Micro USB connection
4. Attach the Power Supply to the Chromecast Dongle to
complete assembly. Insert the
Micro USB cable connected to the Power Supply into an open
port available on the
Chromecast dongle to complete assembly of the device.

Figure 4: Chromecast assembly complete
5. Insert your Chromecast into an open HDMI port on your
HDTV. The HDTV must
remain off before inserting into an HDMI port.
Figure 5: Chromecast attaches to HDMI port
6. Connect your power supply to an available outlet or power
strip port.
Caution: Make sure before you connect the power supply to an
outlet. That it is
located in a dry area only to avoid risk of electrical shock that
may lead to serious or
even fatal injuries.
7. Turn on your HDTV and push the Input button to locate the
Chromecast. Your
screen will display a setup message.

8. On your mobile device, type chromecast.com/setup.
Download and install the Google
Cast App to your device to initiate the setup process.
Figure 6: Chromecast Setup Information
9. Enter Unique 4 Code displayed on the screen. Open the
Google Cast app. Under
“Devices” heading, enter the special identifier displayed on
your HDTV.
Figure 7: Setup Require Display.
10. Locate your wireless router displayed on the App and enter
the password for the
router. Once the special identifier has made a connection, locate
the broadcast name for
your router and enter the password to gain access.
11. You have completed setting up your Chromecast. Once the
Google Cast app is able to
confirm your wireless router location. This completes the
installation of your Google
Chromecast. You can now display digital media content to your
HDTV from your
smartphone by pressing the “Cast” button on your smartphone.

Figure 8: Chromecast Complete
Sources:
1. Fitzpatrick , Jason . "HTG Reviews the Google Chromecast:
Stream Video to Your
TV." How-To Geek - For Geeks, By Geeks.. 9 Sep 2013. Web.
<http://www.howtogeek.com/171690/htg-reviews-the-google-
chromecast-stream-
video-to-your-tv/>.
2. "Chromecast - Wikipedia." Wikipedia, the free encyclopedia.
Wikipedia , Web. 21
Oct 2016. <http://en.wikipedia.org/wiki/Chromecast>.
3. Figure 1. Espinoza, M., 2016 Chromecast Box Contents.
Unpublished photograph.
4. Figure 2. Espinoza, M., 2016 Dongle and Extension.
5. Figure 3. Espinoza, M., 2016 Power Supply and Micro USB.
Unpublished
photograph.
6. Figure 4. Espinoza, M., 2016 Chromecast Assembly
complete. Unpublished
photograph.
7. Figure 5. Espinoza, M., 2016 Chromecast attaches to HDMI.
Unpublished

photograph.
8. Figure 6. Espinoza, M., 2016 Chromecast Setup Info.
9. Figure 7. Espinoza, M., 2016 Setup Require Display.
10. Figure 8. Espinoza, M., 2016 Chromecast complete.
Excellent!! And you did a great job citing the photos. Grade:
99
Notes About Using Graphics in Your Essay
Definition
Graphics are: drawings, diagrams, flow charts, photos, maps,
graphical presentations of data
(e.g. bar charts and pie charts), etc.
The Purpose of Graphics
• Use graphics to help readers understand what you have

written.
• Do not replace text with graphics [click for an example]
• Graphics must be appropriate –funny pictures would not be
appropriate in this essay.
[click for an example]
• Graphics must be relevant –only include them if they can add
to or support your text.
The Format of Graphics
• Graphics must be large enough for detail to be clear but they
should not consume
unnecessary amounts of space on the page.
• Each graphic must have a figure number and a title which
briefly describes its content.
• Graphics must appear in your essay in numerical order.
The Location of Graphics
• Graphics must be located at relevant points in the text (not
collected together as an
appendix) but do not allow graphics to break paragraphs.
• Place graphics between paragraphs and as soon as possible
after the paragraph where first
mentioned. [Click for an example]
Linking Graphics to the Text
• At the point in the text where it is most relevant for the reader
to look at a graphic, add a

link to it.
• In the links, refer to graphics by number. [click for an
example]
Writing About Graphics [click for examples]
• In your text, explain your points and link them to graphics
where relevant.
• Do not present a graphic first and then use the text to explain
it.
Acknowledging Graphics [click for examples]
• Acknowledge the sources of graphics to avoid accusations of
plagiarism
• Note that for publication you need permission from the
copyright owner of graphics
• You can modify graphics but should still acknowledge the
source and include a note about
modification
Do Not Replace Text With Graphics: Examples
Example 1: The Text is Supported by the Graphic (GOOD)
One cause of environmental pollution is the piles of illegally
dumped rubbish (Figure 1)
wherever a piece of land is easily accessible by motorised
vehicles. The uncaring attitude of
contractors who are responsible will have a long term effect on

the environmental safety of
Hong Kong as a whole.
Example 2: The Graphic Attempts to Replace the Text (BAD)
One cause of environmental pollution can be seen in Figure 1.
This will have a long term
effect on the environmental safety of Hong Kong as a whole.
[BACK TO NOTES]
Figure 1: A Hill of Refuse in Outlying Areas
Figure 1: A Hill of Refuse in Outlying Areas
Graphics Must be Appropriate: Examples
EXAMPLE 1: Inappropriate Use of Graphics
It is possible that at some time in the future, life forms from
another planet (Figure 1) will
visit the earth. If this happens there is no reason to assume the
visitors will be hostile (Figure
2).

[BACK TO NOTES]
Figure 1: Alien Life Forms Figure 2: Friendly Alien
Relevance of Graphics: Examples
EXAMPLE 1: Relevant Use of Graphics (GOOD)
Although Hong Kong has access to large areas of sea, its
potential for producing electricity is
severely reduced when the sea remains calm (Figure 1) which is
true for significant portions
of the year. Calculations of the economic viability of investing
in wave power technology
must take into account reduced production in calm periods.

EXAMPLE 2: Irrelevant Use of Graphics (BAD)
As a coastal region, Hong Kong has access to large areas of sea
(Figure 1) which make the
generation of electricity from wave power a viable option that is
worth considering. This
technique is used to good effect in other coastal areas.
EXPLANATION:
The figure in example 1 helps you explain to the reader what
you mean by “calm”. This is
important as the term may be understood differently by different
readers.
The figure in example 2 shows readers what a sea looks like.
They already know that so the
figure adds nothing.
[BACK TO NOTES]

Figure 1: The Sea
Figure 1: The Calm Sea
Format of Graphics: Examples
Example 1:
Example 2:
[BACK TO NOTES]

Figure 1: Venus in the Morning Glow (© C. M. Kwan)
Figure
number
Title Acknowledgment
Figure 10: The SARS Research Team at Chinese University of
Hong Kong with Their
Discovery. (Source:
http://hk.yimg.com/hk/providers/mingpao/20030414/30414virus
code.jpg
and
code_dna.jpg)
AcknowledgmentFigure
number
Title
The Location of Graphics: Examples
Background
In 1870, John Tyndall, a physicist, established a simple
experiment to show the propagation of light in
a medium. His equipment (Figure 1) was a tank of water and a
candle. As water was released from a
hole in the side of the tank, the light from the candle was
observed clearly at the bottom of the water
jet. It was well understood that light travels in a straight line
but this experiment demonstrated that
light could travel along other paths if guided through another

medium. This experiment is the
foundation of fibre optics technology which uses glass fibres as
the medium for guiding light along
curved paths.
The glass fibres can operate in the same way as the water in
John Tyndall’s experiment. By guiding
the light within the fibres it can be guided around corners. In
this way, light can be used to transmit
data over long distances without the necessity for a straight path
or a line-of-sight. This capability has
been developed to a high level and, because light travels at high
speed, has become an important
tool for high speed data transmission.
[BACK TO NOTES]

White card
Figure 1: John Tyndall’s Experiment
Partially
transmitted
light
reflected light
from the
candle
Linking Graphics to Text: Examples
The famous Hong Kong skyline as seen from Victoria Harbour
(Figure 1) is a powerful point
of attraction for tourists to Hong Kong and an achievement that
Hong Kong people can be
proud of. However, the water of Victoria Harbour is another
matter. It is not something any
society would want to be proud of. Victoria Harbour is highly
polluted. One glance at the
surface of the water shows an ugly mess of polystyrene
containers and plastic waste which
floats on the water alongside other less identifiable but equally
disgusting waste products
(Figure 2). This is an achievement that Hong Kong people
cannot be proud of.

In addition to the visible pollution, Victoria Harbour is
suffering from the invisible pollution
caused by many years of dumping toxic waste into the harbour
waters. The levels of trace
metals in the harbour waters increased rapidly between the mid-
1970s and the early 1990s
(Table 1). It could be argued that this is part of the price paid
for the rapid development of
Hong Kong’s industry in that period. However, it could also be
argued that these high levels
of trace metals are simply the result of lax government controls
on industry in that period and
could have been avoided.
[BACK TO NOTES]
Year Copper(Cu) Chromium(Cr) Zinc(Zn) Lead(Pb)
1975 65.3 35.5 160.5 68
1990 484 76.2 189.6 71.5
1991 531.4 113.1 207 81
Table 1: Yearly mean levels of trace metals (mg kg-1 ) in the
sediments of Victoria Harbour

(Huang, Hong and Wong, 1996)
Figure 1: Victoria Habour in Hong Kong
© 2003 Chung Yuen Man
Figure 2: Wastes floating on Victoria Harbour
© 2003 Chung Yuen Man
Writing About Graphics: Examples
Example 1: (Note that Figure 3 shows statistics for each year
since 1985)
✔ The quantity of fish preserved by salting has decreased since
1985 (Figure 3) although it remains a popular method.
✖ Refer to Figure 3. It shows the quantity of fish preserved by
salting has decreased since 1985 although it remains a popular
method.
Explanation: Use the graphic to support your point. Do not
explain the graphic.
Example 2: (Figures 5 & 6 show data for the popularity of
freezing and salting respectively)
✔ Freezing as a method of preservation (Figure 5) has become
more common than salting (Figure 6).
✖ According to Figures 5 and 6, freezing has become a more
common method of preservation than salting.

Explanation: You make the comparison. The graphics do not
have an opinion.
[BACK TO NOTES]
Acknowledging Graphics: Examples
Example 1:
NOTE: You need permission from the copyright holder to use
photographs and drawings
unless there is a specific statement that it is not necessary (for
example with clip art). If you
created the graphics (e.g. took your own photos) it is not
necessary to add a copyright
message but it is a good idea to do so to avoid confusion.
Example 2:

Example 3:
Note: There is no need to acknowledge copyright for data but
the source must be included.
[BACK TO NOTES]
Year Copper(Cu) Chromium(Cr) Zinc(Zn) Lead(Pb)
1975 65.3 35.5 160.5 68
1990 484 76.2 189.6 71.5
1991 531.4 113.1 207 81
Table 1: Yearly mean levels of trace metals (mg kg-1 ) in the
sediments of Victoria Harbour
(Huang, Hong and Wong, 1996)

Figure 1: Venus in the Morning Glow
(© C. M. Kwan) Acknowledgment of copyright
Figure 10: The SARS Research Team at Chinese University of
Hong Kong with Their Discovery. (Source:
code.
jpg and
http://hk.yimg.com/hk/providers/mingpao/20030414/30414
viruscode_dna.jpg. © Mingpao, 2003)
Acknowledgment of source Acknowledgment of copyright
Source
Pre-K Instructions for Paper Plate Pumpkin Art Project
Introduction
It’s that time of year again and Halloween is approaching.
Children are and excited about
decorating pumpkins and dressing in their costumes. A fun
activity to put their fine motor skills
to work is making paper plate pumpkins that can be displayed in
the classroom or at home.
Paper plate pumpkins is an activity that requires the use of
paper plates, painting or drawing
them with the color orange, and decorating the plate as a
pumpkin face.
Overview

Paper plate projects are fun art projects to do with young
children at school or at home. It is fun
and simple. The most important part is that the children enjoy
creating their own artwork.
Supplies Needed:
x White paper plates
x Wiggle eyes (from craft store) or make construction paper
cut-outs of eyes.
x Orange paint or markers
x Black construction paper
x Brown construction paper or green construction paper
(pumpkin stem)
x Glue
x Small paper cups for paint
x Paint brush
x Child safety scissors
x Smocks
Preparation:
1. Fill each small paper cup with orange paint. If not using
paint, give each child an orange
marker.
2. Draw circles, triangles, square, rectangles, and half-moon
shapes using the black
construction paper, hand out enough construction paper with the
shapes for each child to
decorate their paper plate pumpkin.
3. Draw cut-outs of stems using the brown construction paper
for each child.
4. Have each child wear a smock to prevent paint or marker

stains from getting all over the
child’s clothing.
5. Hand out one white paper plate for each child.
6. Give one (1) glue per child.
7. Give one (1) paint brush per child.
8. Give two (2) wiggle eyes per child.
Instructions:
1. Write name on the back of the paper plate with black marker.
2. Paint or color the entire back of the paper plate orange.
Figure 1
3. Dry the painted or colored paper plate.
4. Use scissors to cut-out the shapes to decorate paper plate
pumpkins, while the painted or
colored paper plates are drying.
Figure 2
5. Glue on two (2) wiggle eyes.
Figure 3

6. Glue the black cut-out shapes on the paper plate to finish
decorating the rest of the
pumpkin face (nose, lips, etc.).
7. Glue brown stem at the top and center of the paper plate
pumpkin.
8. Hang paper plate pumpkins around classroom or at home.
Sources
Cox, Karen. “Halloween Theme.” PreKinders. Web. 23 Oct.
2016
<http://www.prekinders.com/halloween-theme/>
Figure 1. Stewart, Deborah J. “The value of a paper plate
pumpkin.” TEACH
PRESCHOOL. 18 Oct. 2013. Web. 23 Oct. 2016.
<http://www.teachpreschool.org/2013/10/the-value-of-a-paper-
plate-pumpkin/>
Figure 2. “Boy is cutting color paper with scissors.”
Depositphotos. Web. 24 Oct.
2016.
<http://depositphotos.com/43435567/stock-illustration-boy-is-
cutting-color-paper.html>
Figure 3. “Easter Chick (Kid Craft).” Glued to My Crafts And
Everything In Between.
15 Apr. 2014. Web. 24 Oct. 2016.

<http://gluedtomycraftsblog.com/2014/04/easter-chick-kid-
craft.html>
Figure Carolyn. “Pumpkin Memory Game.” Pleasantest Thing.
19 Oct. 2015. Web. 22
Oct. 2016.
<http://www.pleasantestthing.com/pumpkin-memory-game>
http://www.pleasantestthing.com/pumpkin-memory-game

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