By Dana P Skopal, PhD

In our work and study roles we write a range of documents, and the writing occurs after we have read relevant material on that topic. Our reading and writing can be with printed paper-based pages or take place on a computer screen – even down to a small screen on a mobile phone. Have you ever thought about how you read a textbook compared to a long instructive work manual?

We usually approach reading with a purpose. Our purpose could be to understand a process, for example, how to operate a machine, or it could be to keep updated by reading a newspaper article. A reader may have a specific question in mind and most readers have a set of reading strategies, which are their steps to look for the information that answers their specific question or purpose. Interestingly, our research has shown that readers may select and read information in different sequences or even skip sections.

So what are the steps when we write an information document for a broad audience? When we write, the aim is to get our message across and we should write for our reader. Both academic writing guides and plain language guides state ‘write for your reader’. This sounds like a simple instruction, but in fact it involves numerous steps. First, think about what is the important information that the reader needs to know. Second, make that information easy to find – no matter if the reader starts at the beginning or back of the document. Think about the ‘signposts’ that you can use through headings.

Writing for your reader means planning, drafting, reviewing, and editing. More complex messages need more planning and reviewing. If possible, ask a range of readers (who represent your target audience) to look at the document, and learn from this ‘usability’ testing. Reading informative texts is not as simple as going from page one to the end anymore – and that in turn changes how we should write. Consider your reader.

Copyright © Opal Affinity Pty Ltd 2023