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This document provides guidance on common errors to avoid when writing instructions. It emphasizes the importance of clear visual design, including images to demonstrate each step. When teaching, it is important to explain not just what to do, but also the reasons why. The writing should be at a beginner level. As an exercise, students are asked to write a statement or email on their final project using these techniques, and then create a list of rules for future statements. The document then covers various rhetorical attractors and how they can influence attention and persuasion. It discusses using social media effectively for student recruitment, promotion, and alumni engagement at colleges. Platform differences and how to establish social media policies are also addressed.
This document provides guidance on common errors to avoid when writing instructions. It emphasizes the importance of clear visual design, including images to demonstrate each step. When teaching, it is important to explain not just what to do, but also the reasons why. The writing should be at a beginner level. As an exercise, students are asked to write a statement or email on their final project using these techniques, and then create a list of rules for future statements. The document then covers various rhetorical attractors and how they can influence attention and persuasion. It discusses using social media effectively for student recruitment, promotion, and alumni engagement at colleges. Platform differences and how to establish social media policies are also addressed.
This document provides guidance on common errors to avoid when writing instructions. It emphasizes the importance of clear visual design, including images to demonstrate each step. When teaching, it is important to explain not just what to do, but also the reasons why. The writing should be at a beginner level. As an exercise, students are asked to write a statement or email on their final project using these techniques, and then create a list of rules for future statements. The document then covers various rhetorical attractors and how they can influence attention and persuasion. It discusses using social media effectively for student recruitment, promotion, and alumni engagement at colleges. Platform differences and how to establish social media policies are also addressed.
Common Errors Instructions ¡ Visual Design ¡ Create a clear and consistent visual hierarchy. Make sure the action is visually distinct and separate from longer educational content, warnings, tips, tricks, and feedback, each of which should have their own visual signifiers. ¡ Each step should have an image. Each image should show the action and be well labeled. Each image should have an informational and redundant caption.
¡ Teaching: Remember you are providing more
information than simply do this. You MUST say do this because… here’s why... This is why this works in this way. ¡ Remember you are writing this to a beginner. I will be looking for missing information/steps. Have someone read it over. As a group write a statement, email, etc. related to your final project using these techniques. Now write a list or rules for future statements. What’s Focal is Causal ¡ What’s Focal is Causal: We think that whatever we’re paying attention to is important, powerful, and has caused the circumstances around us. ¡ When certain numbers are in the news (the flight numbers of airlines that have crashed, the lot numbers of poisoned tylenol bottles) people are more likely to play them in the lottery. These numbers have the ability to make events occur! ¡ False confessions urged by police interrogators (if the camera watches the police they are more likely to appear guilty; the suspect; they’re guilty). Whoever’s face we see has the power—as having power over the chain of events. ¡ Conspiracy theories: We always look for an easy cause to calm unpredictable chaos. ¡ Political Power: Think of presidents + CEOs as having more power than they do because they’re in the news. Rhetorical Attractors ¡ The Sexual: Infusing sex into messages and marketing isn’t enough to persuade. The action or product must be love or sexually related (lipstick, perfume, clothes, etc.). ¡ Individuals who are in a relationship are less likely to be persuaded by plays to the sexual. ¡ Martin Street vs. Valentine Street then being asked for help from a woman. The one who had been triggered earlier by Valentine Street were more likely to help. ¡ I wonder if this research has only focused on straight, cisgender relationships. ¡ Evolutionarily sexuality is individualizing. We don’t want to have to compete for mates. Ads placed during romantic shows should be about standing out. Rhetorical Attractors ¡ The Threatening: Violence + threat draw our fascination and attention, whether watching a horror movie, listening to a true crime podcast, or considering the end of the world.
¡ Dread Risks: People taking preventive steps that are more
risky than the thing they are trying to prevent. Ex Driving instead of flying. Avoiding going to the doctor.
¡ We look for theories that dampen our anxiety of the
unknown. If these theories are easier than the action, we’ll take the theory. Ex. My grandpa smoked all his life and didn’t die. Thus, you need to make your option the easier action.
¡ Evolutionarily violence is unifying; we seek protection from
the group. Ads during horror shows should be about joining a pre-existing community/tradition. Orienting Response ¡ Orienting Response/Moment Makers: When shifts of attention occur (changing location, emotional state, bodily changes like cold/hot, cuts in TV shows) people are ready to pay attention to something new (and will forget the old).
¡ TV show producers and advertisers have
dramatically increased the number of cuts and shifts in attention in their works, which makes them harder to pay attention to and less persuasive.
¡ Fix attention to one thing.
Social Media and College ¡ Multiple Key Stakeholders: Who?
¡ Social media as tool for recruitment: How?
¡ What do new students/high schoolers like/want? ¡ How do we help them imagining themselves into a future with us? ¡ Active, up-to-date, people oriented, real ¡ Engagement: SOCIAL answer questions allow participation (hashtags are questions to answer)
¡ Social media as a way to promote research +
innovation.
¡ Social media as alumni engagement.
Social Media and Colleges ¡ Good: Students sharing passionate stories (students having fun, being cool, being interesting, and being smart). Student driven content.
¡ Bad: Professors being boring. Propaganda. Doesn’t
past the Scattegories test. Bland. Pristine.
¡ Bad: Not Up-to-Date. Doesn’t recognize its target
audience. Don’t “pitch-slap”: share and solve don’t pitch
¡ Good: Unique. Original. Personality. What’s going on
right now. (personalized not personal). Calls to action. Platform Differences ¡ Facebook, Twitter, SnapChat, Instagram—what are each used for? ¡ Facebook: ¡ Group/Community oriented rather than individualizing. Come together, share with friends, alumni groups. ¡ Like oriented ¡ Comment oriented ¡ Video + Image ¡ What gets actual interaction? ¡ Why do we go to Facebook? ¡ How much should a Facebook account post? ¡ What do you think will be on OU’s? https://www.facebook.com/uofoklahoma/ ¡ What about the English Department? Social Media Policy ¡ Establishing a social media ¡ How to respond to policy isn’t just about rules, it’s complaints. about creating sustainable ¡ How long should posts be. branding that’s able to be passed on. ¡ How many posts a week? ¡ How political? ¡ What’s OU’s? ¡ What types of posts. ¡ http://www.ou.edu/ ¡ What’s not allowed? webcomm/social-media ¡ Branding. ¡ Approval process: when to ¡ What might the English seek it, from whom? Department’s Be? ¡ Customer service protocols: answering questions. ¡ Basic technical information: log-in passwords, account names, hashtags, etc. What is a Standard of Work? ¡ Creating a portfolio of documents and rules. Cialidini: The Magnetizers