Plan for Safety Writing clear safety information Be
Plan for Safety • Writing clear safety information • Be clear and concise. • Avoid complicated sentences. • Designing safety information • Make it stand out. • Placing safety information in the appropriate location • Make it easily accessible. Chapter 20. Writing Instructions and Manuals © 2004 by Bedford/St. Martin's
Terminology Used in Safety Labels • Danger alerts the reader to a hazard that may result in serious injury, including death, e. g. high voltage. • Warning alerts the reader to the potential for minor, moderate, or serious injury, e. g. strong acid. • Caution alerts the reader to the potential for damage to equipment and long-term health hazards. • A note is a suggestion to help the reader carry out a task. Chapter 20. Writing Instructions and Manuals © 2004 by Bedford/St. Martin's
Questions Addressed in The Occupational Safety and Health Administration Guidelines • Is the message prominently displayed so that users see it? • Is the message large enough and clearly legible under operating conditions? • Are the graphics and the words of the message clear and informative? Chapter 20. Writing Instructions and Manuals © 2004 by Bedford/St. Martin's
Elements of a Set of Instructions • General introduction • Step-by-step instructions • Conclusion Chapter 20. Writing Instructions and Manuals © 2004 by Bedford/St. Martin's
Five Questions Answered in a General Introduction to Instructions • Who should carry out the task? • Why should the reader carry out this task? • When should the reader carry out this task? • What safety measures or other concerns should the reader understand? • What items will the reader need? Chapter 20. Writing Instructions and Manuals © 2004 by Bedford/St. Martin's
Guidelines for Drafting Steps in Instructions • Number the instructions. For long or complicated instructions, you may need to group the steps. • Include graphics. • Use the imperative mood. • Do not omit the articles (a, an, the) to save space. • Don’t confuse steps and feedback statements. Step: Insert the disk in the drive. Feedback: The system will now update your user information. Chapter 20. Writing Instructions and Manuals © 2004 by Bedford/St. Martin's
• Present the right amount of information in each step. Too much: 1. Mix one part of the cement with one part water, using the trowel. When the mixture is a thick consistency without any lumps bigger than a marble, place a strip of the mixture about 1” high and 1” wide along the face of the brick. Too little: 1. Pick up the trowel. Correct: 1. Mix one part of the cement with one part water, using the trowel, until the mixture is a thick consistency without any lumps bigger than a marble. 2. Place a strip of the mixture about 1” high and 1” wide along the face of the brick. Chapter 20. Writing Instructions and Manuals © 2004 by Bedford/St. Martin's
Conclusions § Maintenance tips § Troubleshooters guide § Contact info Chapter 20. Writing Instructions and Manuals © 2004 by Bedford/St. Martin's
Goals of Usability Testing • To improve product safety • To save money Chapter 20. Writing Instructions and Manuals © 2004 by Bedford/St. Martin's
Guidelines for Usability Tests Anderson, Technical Communication A Reader-Centered Approach, Fifth Edition • Establish test objectives. • Pick test readers who truly represent your target readers. • Have your test readers use your draft the same way your target readers will. • Learn how your draft affects your readers’ attitudes. • Interview your test readers after they’ve read and used your draft. • Avoid biasing your test results. • Test early and often. • Obtain informed consent from your test readers. Chapter 20. Writing Instructions and Manuals © 2004 by Bedford/St. Martin's
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