Organization
More than any other single area, this is perhaps the one in which my approach differs radically from any other writing teacher you have encountered. I also think of it as the linchpin of my technique. My hypothesis is that many decisions about the structure and usefulness of any information domain can be assessed at relatively high levels. To further discuss this hypothesis I need to define some specific terms that will be used throughout the term.
Information domain: any communication product that provides task support or conceptual material
Task domain: the area, either virtual or physical, in which the reader is seeking a definable goal (operating a device, understanding a concept, etc.)
Query domain: the conceptual area where the reader (or user) formulates a question to use in solving a problem or understanding a conceptual issue
Further, you need to examine, and think about, the ways in which I attempt to define genre. Although we will discuss this issue in more detail later in the term, you need to be cognizant of my reliance on the idea of genre to understand my interest in evaluating the organization of information.
I base a fair amount of my understanding of a reader's reaction to information domains on the fact that readers do exhibit a fairly small number of behaviors when they first encounter a new information domain, and that these behaviors seem to be based on prior experience.
For example, I maintain that the first reaction is typically subjective, based on a visual consideration of the physical appearance of an information domain. That is, if readers consider a text too typographically dense, or otherwise forbidding (printed with insufficient contrast in any manner), they will simply ignore or reject it. (I'm willing to admit that readers do not always have this luxury; at times, we have to read that dreadful employee handbook or the like because that's all the information they have access to!)
Beyond that initial reaction, the text itself can elicit a variety of expectations.
For example, if an information domain declares itself as a specific genre-tutorial, reference, procedural, financial report, quarterly report, proposal, marketing plan-readers expect specific kinds of organization, style, and tone. Not fulfilling those expectations encourages readers to reject information domains.
If you go to the web site (listed below), you will see that I have offered well-developed discussions of five (5) genre: tutorial, reference, procedural, job-aids, and marketing.
I characterize each of these genre based on a definition of its purpose, a description of its typical audience, an assessment of its frequency of use, and its common language characteristics. In addition, I offer definitions for any specialized terms that I introduce to support my characterizations.
However, I offer two cautions.
First, these genre definitions, while based on a significant review of relevant research, still represent only one person's approach. As such, they remain hypothetical, though informed.
Second, the genre are incomplete. I have not, for example, defined letters, scientific reports, proposals, etc. Hopefully, you will be willing to offer your views on some of those genre during our discussions this week.
As we progress through the next few lectures, I expect to become increasingly more specific about all of the aspects of my hypothesis. For now, it will suffice for you to know that readers exhibit a range of behaviors as they encounter information domains: some of those behaviors are subjective, others evaluative and objective. To create successful, read useful, information domains requires understanding how to fulfill any readers immediate and long-term information needs.
Additional Resources
Genre Definition
A Supplement to Genre Definition: Models for Genres
Organization and Indications of Organization