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Sentence structure
Are you using language suitably for online? Perhaps it was appropriate in the handouts but is it easy to read and absorb on a screen? You use different forms of the languages for lunchtime conversations, for formal story telling, for addressing G8 leaders. Similarly there is a different form of English for communicating online.
Solution/example
Roll your curser over the numbered pink dots to read an explanation of the content and structure.
How?
Using the following sequence might help you:
- Write up the content in a word processor, using your regular style.
- Insert a summary (an abstract) at the beginning.
- Change all passive voice sentences to active voice. Hard work!
- Paraphrase sentences with three syllable words.
- Check that key words are prominent
Why?
Chunking. Organising your prose into chunks is an acknowledged aid to readability- the Teaching Today site says ‘considerate text’ has “clear text structures, coherent writing, and audience awareness” and contains “heads and subheads that chunk text for readers and help them see how sections of text relate to each other”.
Using headings. “Headings are employed in most print documents, in PowerPoint presentations, and on many web pages. A key role of headings is to indicate the logical subordination of the sections of content that make up the print or online document” (Farkas, 2002). Farkas also offers instruction on how to keep headings meaningful but in a flat hierarchy. It is generally accepted that a reader loses orientation if an article contains more than three heading levels.
Signposts of structure. Headings, sentence openings, key words and abstracts can be used for cognitive processing of new material and for browsing. Readers need to know the context of passages so that the new information can be compared with or added to stored knowledge, and so that they can mentally file the new material with related information. Preliminary browsing through the key elements of a long passage helps the reader to create a framework for the subsequent processing, and helps their understanding. Browsing is also useful for revision and searching. “Studies report that between 75% and 79% of users scan any new page. Only 16% read word-by-word” (National Cancer Institute, online), so key words are useful. Neilsen (1997) gives some useful succinct guidelines on how to structure paragraphs.
Plain English. Unless some polysyllabic words are essential jargon, the simpler more familiar words will keep the focus of learning on conceptualising instead of on translation.
Active voice. Some languages do not have a passive voice, so students with English as their second language find translation difficult. Often, a writer uses passive voice to avoid stating who is responsible for an action and to make the statement impersonal. As an example, “We recommend that you purchase these textbooks” uses fewer words and is more direct than “It is recommended that these textbooks be purchased by all students”.
References
AskOxford, www.askoxford.com/betterwriting/plainenglish/ [Viewed 26-10-2005]
Neilsen, Jacob (1997). How Users Read on the Web. Jacob Neilsen’s Alertbox. www.useit.com/alertbox/9710a.html [Viewed 26-10-2005]
Farkas, D.K. (2002). Managing Headings in Print and Online Documents. University of Washington. www.uwtc.washington.edu/research/pubs/dfarkas/Farkas-ManagingHeadings.pdf [Viewed 27-10-2005]
Online Writing Lab, Purdue University, owl.english.purdue.edu/handouts/grammar/g_actpass.html [Viewed 26-10-2005]
Articles and Information on Plain Language, Plain Language Center, www.gopdg.com/plainlanguage/readability.html [Viewed 26-10-2005]
Research-based Web Design and Usability Guidelines, National Cancer Institute. usability.gov/guidelines/ [Viewed 26-10-2005]
Teaching Today, McGraw-Hill Glencoe. www.glencoe.com/sec/teachingtoday/subject/considerate_text.phtml [Viewed 27-10-2005]