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Directions This assignment is designed to encourage you to reflect on the visual design, layout, readability, and organization of a document

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Directions This assignment is designed to encourage you to reflect on the visual design, layout, readability, and organization of a document. It’s also designed to help you think about the rhetorical situation: how documents respond to the needs and goals of both writers and readers in specific contexts. 1. Find a syllabus online (preferably one that seems to be hard to use: too long, not well organized, not well designed, etc.). 2. Analyze how/whether it meets the needs and goals of readers (students). Also reflect on the goals of the writer (professor) in the syllabus as you perceive them. Some topics to consider: design principles, page design, typography, white space, brevity/clutter/concision, clarity/simplicity, scannability, headings/hierarchy (use Styles), flow/coherence, genre expectations (how should a syllabus look? What are the major sections? What do readers want/need/expect?). We will have course lectures and readings on many of these topics. 3. Redesign the syllabus as a one-page (single sided) fact sheet that includes the crucial information that readers (students) need and can find at a glance. To do this, you’ll need to determine the most important information to convey to readers in a way that maintains a high level of readability and scannability. You’ll redesign the layout and rewrite some of the language in the syllabus. Consider a range of readers and a range of contexts (including online readers viewing the syllabus on their phones as well as readers who are taking online classes during the pandemic). Your goal is to make the syllabus more readable, scannable, and accessible to its audience in a highly condensed (single page) format. Deliverables 1. The original syllabus (pdf or docx file) 2. A 2-page written memo that rhetorically analyzes the syllabus (see the lectures on memos and rhetorical analysis). You should focus your analysis on what it does well and what it could improve on, in both layout/design and written language. 3. A revised syllabus that takes the form of a 1-page fact sheet (use MS Word to revise it) 4. A 1-page completion memo that explains how your revisions address the issues you found in your analysis. Guidelines • • • What do you want from a syllabus? What do you expect? How do you use a syllabus? Use these questions to help you analyze it and revise it. The original syllabus that you analyze and redesign can come from any department or university but should be written in the English language. Because you won’t be sharing your syllabus revisions outside of class, you won’t need to worry about citing the professor who wrote the syllabus or getting their permission to Page 1 of 2 • • • • • • • • • make changes. Assume that you are working for the professor and have been charged with creating a one-page fact sheet version. Your analysis and redesign should focus on both writing and layout. That is, you should think about how accessible, readable, and scannable the sentences are as well as how well the document is designed (layout, headings, typeface, etc.). In other words, revise the language, organization, structure, and design. Put the needs of students like yourself front and center. How should a syllabus be designed in order to make it highly usable (scannable, readable) for students? If something is missing from the syllabus that you believe is crucial, you should add it and then, in your completion memo explain what you added and why. For example, every syllabus needs an “ADA statement.” If the statement is missing or overly bureaucratic (boilerplate language) in the original, then you should fix that in your revisions. You might find inspiration in your revisions from infographic syllabi. Just keep in mind that some of the fancier design elements of an infographic syllabus are hard to duplicate in MS Word and may be less accessible for some students (e.g. blind students who use assistive technology to read text out loud). Optional: Your one-page redesigned syllabus may use alternative layouts (landscape orientation) and sizes (8.5x14), so long as it can be printed using a standard (dorm) printer. Your redesign can also use a grid (e.g. two columns) in order to organize the information. Imagine that your one-page version of the syllabus will be printed out by students and taped above their desks to provide helpful reminders about a course’s requirements at a glance. Assume that your one-page fact sheet will be a well-designed supplement and not a replacement for the original syllabus. Don’t try to squeeze everything from the original syllabus into your one-page redesign. You’ll have to make some difficult choices about what to include and what to leave out. Remember: Your fact-sheet is like a collection of the most important reminders that students need to know on a daily basis as they juggle multiple courses and assignments. Page 2 of 2 Peer review form for Document Makeover assignment ENGL 312: Business Writing Dr. Sean Zdenek For reviewer to fill out: * Download two copies of this form (File > Download > Microsoft Word) * Use a different form for each student you’re assigned. * Complete 2 reviews (one for each student). * Return each completed review to the student inside Canvas. Reviewer’s name: ________SS_____________ Author’s name: ___________XS_______________ Goal for reviewers: To provide the most helpful written feedback you can on your classmate’s Document Makeover assignment. Give the feedback that you would like to receive on your Document Makeover drafts. Grading criteria: Keep in mind that the professor will be asking the same questions below when evaluating your final drafts. Use these questions to help you focus your revisions on what’s important. 1. Scannability test: Before you read the four documents carefully, I’d like you to skim them and evaluate them for scannability. Look at headings, topic sentences, bulleted lists. Read the first paragraph of each memo but skim the rest on the first pass. Browse the one-page fact sheet syllabus quickly. How scannable are the documents? What suggestions do you have? The two memos’ scannability could be improved. For both documents, there are no headings or bulleted lists to break up the blocks of texts. On the other hand, the syllabus has several aspects to improve scannabilty such us a numbered list under “Topics” and bolded headings for each section of the fact sheet. My suggestions: • Break up the memos in some form (add bulleted list, numbered list, bolded topic sentences) • Use a template for your memos (Word has several) • Decrease word count in syllabus sections 2. Writing quality and organization: Now read the memos carefully. Assess the quality of the writing in each memo. a. Is the writing correct and appropriately formal in tone? Is the writing clear, concise, and accessible (recall our discussion of Plain Language)? Point out errors or other examples of writing that you think need to be revised. Tone: The tone of the memos are format, which is correct in an academic setting. Additionally, I would describe them as direct and explanatory, as the writing is straight to the point and is clear about the reasoning for changing aspects of the syllabus. Examples of writing that can be revised Page 1 of 3 • b. c. 3. Use of “You” in first sentence – in many formal pieces it may be beneficial to exclude addressing the audience as “You” o Instead, the sentence can end after “shortcomings.” • Describing the page layout as “good” – maybe find a more powerful/expressive word to describe the layout format Is the analysis memo insightful? Point out claims that seem interesting to you as well as any claims that you think are too obvious and can be deleted. I think the analysis memo is insightful. I thought the mention of hierarchy is very interesting, because that is an aspect of a syllabus I didn’t think about, but can have a great influence in readability. Additionally, I like that the memo analysis doesn’t just comment on information the original syllabus has, but also what it is missing. In my opinion, I didn’t think any claims were to obvious. Are the memos well organized, with headings, short paragraphs (chunking), and clear topic sentences? Give suggestions for improving the structure. The memo does not have headings, short paragraphs, or clear topic sentences. One suggestion I would have is to break up the larger paragraphs into bullet points. The analysis memo seems to have three paragraphs with topics focused on an evaluation of the original syllabus, mentioning of several shortcomings, and additional discussion of shortcomings. Therefore, for example, Sun could have the heading of “Shortcomings” and then a bulleted list of the information below. Layout/Design: Apply design thinking to the memos and the one-page syllabus: a. Do the two memos conform to the required layout (two parts [Header and Body], block format paragraphs, direct organization style, headings in the document, topic sentences at the beginning of each new paragraph). Explain. The 2-page memo has a paragraph labeled “Poorly designed syllabus” above the memo, which is confusing. However, there is a header and body. The 1-page syllabus also has a header and body. Both memos lack headings and organizational style. This can be seen by the absence of bold or any other contrast tools. b. Does the redesigned fact-sheet syllabus apply the design lessons in the course: Contrast, Repetition, Alignment, Proximity, and (optional) Grid-based design? Explain. The redesign syllabus applies the design lessons of: • Alignment - all the section headers are aligned on the same margin • Proximity – each of the sections of information is close to the relevant header • Contrast – section headers are bolded 4. Directions: How well do the Document Makeover drafts follow the professor’s directions? What suggestions do you have for your classmate? I believe while the content of the Document Makeover assignment is present, the student can take several steps to better follow the professor’s directions. Most of the improvements would be format related, however the topics and issues discussed are great. 5. Best thing(s): What do you like best about the author’s Document Makeover documents? Where do you think the author should focus her or his energy during revisions? Page 2 of 3 I like that the author’s documents show that thought and time was put into each document. For revisions, I think the author should focus his or her energy on revising the memos to be more easily readable. Page 3 of 3 Peer review form for Document Makeover assignment ENGL 312: Business Writing Dr. Sean Zdenek For reviewer to fill out: * Download two copies of this form (File > Download > Microsoft Word) * Use a different form for each student you’re assigned. * Complete 2 reviews (one for each student). * Return each completed review to the student inside Canvas. Reviewer’s name: Taylor Author’s name: xs Goal for reviewers: To provide the most helpful written feedback you can on your classmate’s Document Makeover assignment. Give the feedback that you would like to receive on your Document Makeover drafts. Grading criteria: Keep in mind that the professor will be asking the same questions below when evaluating your final drafts. Use these questions to help you focus your revisions on what’s important. 1. Scannability test: Before you read the four documents carefully, I’d like you to skim them and evaluate them for scannability. Look at headings, topic sentences, bulleted lists. Read the first paragraph of each memo but skim the rest on the first pass. Browse the one-page fact sheet syllabus quickly. How scannable are the documents? What suggestions do you have? The documents are not super scannable. They do not have headings or bulleted lists. I would suggest separating paragraphs in the memos with headings that explain what the subject of that paragraph is going to be. 2. Writing quality and organization: Now read the memos carefully. Assess the quality of the writing in each memo. a. Is the writing correct and appropriately formal in tone? Is the writing clear, concise, and accessible (recall our discussion of Plain Language)? Point out errors or other examples of writing that you think need to be revised. The quality of writing is fine but some sentences seem a little short and repetitive. The tone is informative and formal. I think the documents include too many transition sentences with words such as “additionally”, “furthermore”, “for instance”, “also”, and this is making it seem like a long list but in paragraph form. b. Is the analysis memo insightful? Point out claims that seem interesting to you as well as any claims that you think are too obvious and can be deleted. I think the analysis memo is not specific enough. It should include more clear examples of what is wrong and why it is wrong, instead of just stating very brief, unclear arguments. c. Are the memos well organized, with headings, short paragraphs (chunking), and clear topic sentences? Give suggestions for improving the structure. The memos are organized with topic sentences and clear paragraphs. However, the paragraphs are chunky and should maybe be made shorter and include headings. Page 1 of 2 3. Layout/Design: Apply design thinking to the memos and the one-page syllabus: a. Do the two memos conform to the required layout (two parts [Header and Body], block format paragraphs, direct organization style, headings in the document, topic sentences at the beginning of each new paragraph). Explain. The two memos do conform to the required layout with a header and a body. They are not in block format because they are indented instead of left aligned. There are no headings but there are topic sentences. b. Does the redesigned fact-sheet syllabus apply the design lessons in the course: Contrast, Repetition, Alignment, Proximity, and (optional) Grid-based design? Explain. The redesigned syllabus uses contrast with bold and regular font, repetition with headings starting on the left in bold and repeating down the sheet, left alignment, and proximity. The policies are all kept together and the instructor’s information is all kept together. 4. Directions: How well do the Document Makeover drafts follow the professor’s directions? What suggestions do you have for your classmate? The drafts follow the professor’s directions well for the most part. I would suggest using more headings and titles within the document to clearly separate paragraphs and to add more descriptive examples of what the original syllabus did wrong. 5. Best thing(s): What do you like best about the author’s Document Makeover documents? Where do you think the author should focus her or his energy during revisions? I like best about the author’s documents how they included what they liked about the syllabus and what was done well. I think the author should focus their energy on creating more focused paragraphs that are not chunky. Page 2 of 2 Optional: Use a memo template for your Doc Makeover memos If you use a template, make sure it reflects the serious and formal nature of the memo genre. M In Word: File > New > Search for online templates 16 Use direct style for the Document Makeover memos Memorandum DATE: March 18, 2013 TO: Department Managers FROM: Safiyya Dev, Store Manager SUBJECT: Customer Service Excellence Nominations Please submit your nominations for the quarterly Customer Service Direct and concise opening Excellence Award by April 8. Help us identify great employees! stotes the purpose of the meme Do you have an employee whom you feel fortunate to have in your department? Does this employee show a positive and professional attitude when helping customers? Do you get frequent comments about this person's friendliness and helpfulness? Now, you have an opportunity to give this employee the recognition he or she deserves! According to nominating criteria, nominees must... Body paragraphs provide criteria that will enable the demonstrate excellent customer service consistent with Variety Cran department managers to Supplies policies; follow through on the have worked at Variety Craft Supplies for at least six months request • work 20 or more hours per week: not have received the Customer Service Excellence Award within the have a record clear of oral and written warnings for the last six month, and have no work absonces within the last six months. The winner of the award will receive a framed certificate and a $100 check. A nominating form is attached. Please complete and return it to me by Conclusion provides action Monday, April 8. Thank you for your help in identifying and rewarding information, deadline and excellent customer service representatives. courteous close Purpose stated up front 15 Memorandum Use block format for your memos "The text of memos typically uses block format, with single-spaced lines, an extra space between paragraphs, and no indentions for new paragraphs. However, if a report using memo format stretches to a few pages in length, double spacing may be used to improve its readability.” (Source: Writing Commons) DATE February 25, 2013 TO Al employees FROM Kirk James, Call Center Supervisor SUBIECT Change in Operating Hours Our call center has been experimenting with a hall day Friday work schedule over the last year, and we've recently conducted an evaluation to determine how well the program is working When a client calls to order the diabetic supplies on Friday afternoon, our messaging system directs them to complete their order on our company website. While many customers are willing and able to do this, many do not have internet access (hence the reason for their call in the first place). Their only other options to wait until Monday to place the order, and its customer is already low on supplies, this may be unterable Customers who are calling with questions or to resolve issues with an order must also wat for Monday We have received positive comments, especially from our West Coast customers, about the extended hours we are open in the evening We have determined that to continue to offer top notch customer service, we must also reinstitute Friday afternoon hours. However, that does not mean that we cannot continue to offer employees some scheduling perks. In fact, the addition of later hours Monday through Thursday provides us with more leeway in scheduling employees We will have a staff meeting on Monday, March 4. at 8:00 am to discuss new scheduling procedures. To the extent possible, we wish to accommodate employees preferences in scheduling so it is important to attend this meeting to have your voice heard 11 XXX Agency SCHEDULE FOR TIMESHEETS AND PAY DAYS Dole Memos prioritize document design to increase usability. FROM Because memos are longer forms of written communication, they need to be designed to be scanned quickly by readers. Purpose stated up front Headings White space Ample margins Bold (used strategically) Short paragraphs Topic sentences at head of each new paragraph Intro, middle, conclusion structure Bulleted and/or numbered lists Action items or recommendations in conclusion MEMO 10: ALL STAFF AND SUPERVISORS EXECUTIVE DIRECTOR TIMESHEETS AND PAY DAYS Working for XXX sa privilege, but getting paid our reward lom committed to making sure that all staff are paid for the hours they are entitled to and on time. In order to make sure that there are no problems with your paycheque. I am providing you with some important Information, plus a chart that tells you when you need to submit your imesheets and when paycheques will be issued. If you have any Questions, please to your supervisor IMPORTANT INFORMATION ABOUT YOUR PAY . XXX AGENY the Ceridion Payrol Company System which also produces