Lesson materials by Hilary Selznick
Description (for Instructors)
This in-class lesson plan walks students through a series of in-class activities designed to introduce students to, develop familiarity with, and harness the affordances of the procedure manual genre using a series of informational guides and worksheet activities. Moving from a basic understanding of procedural constructions (i.e., how to format the steps of a procedure manual) to nuanced manipulations of design, this lesson approaches the procedure manual genre from an accessibility-minded, multimodal stance.
The following lesson is designed to be presented synchronously in class and incorporates both informational hand-outs and hands-on activities. However, this lesson can be adapted into an asynchronous lesson using various tools, such as an interactive quiz, on the Course Management System (CMS) of your choice.
Materials
Explanation (for Students)
1. Discuss the “procedure manual” genre
Consider your associations and experience with procedure manuals. Some questions you may consider are as follows:
- What is the purpose of a procedure manual?
- In what situations are procedure manuals used and/or helpful?
- What information is or should be contained in a procedure manual?
- What do procedure manuals look like? How are they structured?
Take 2-3 minutes to jot down some of your ideas. Then, we’ll discuss our associations and ideas about the procedure manual genre as a class.
For Instructors:
After going through students’ associations with procedure manuals, provide them with the following document: Procedural Manual Structure handout. Slowly through each structural element and discuss 1.) what information might be included in each section, 2.) why each section would help fulfill the purpose of a procedure manual, and 3.) why this order of sections might benefit the procedure manual’s audience.
During or after this discussion, provide the following document: Reader-CenteredManualGuidelines handout. Review the information contained in the following sections:
- “Introductory Segment or Precise Title”
- “Safety Precautions”
- “Equipment/Materials Segment”
- “Troubleshooting Segment”
Once you review and discuss the above-listed sections, you will then shift focus to step-by-step instructions.
2. Discuss step-by-step instructions
Consider your experience with step-by-step instructions:
- Have you ever had a “bad” experience with instructions? What was it about the instructions that resulted in your negative experience?
- Have you ever had a “good” experience with instructions? What was it about the instructions that resulted in your positive experience?
For Instructors:
Begin compiling a list of “effective” and “ineffective” elements of step-by-step instructions, being sure to explore why these elements have the effect they do.
During or after this discussion, return attention to the Reader-Centered Manual Guidelines handout. Review the information contained in the following sections:
- “Directions Segments”
- “Hierarchy”
Once you review and discuss the above-listed sections, provide the following document: Logic of Steps handout.
3. Discuss the logic and organization of instructional steps
Consider the following document: Logic of Steps handout. What is the purpose behind the organizational structure proposed in this document? What effect might this structure have on audiences?
4. Practice organizing instructional steps
Using what you’ve learned about effective step organization, procedure manuals, and audience needs, complete the following exercise: Nesting Exercise for Instructions handout.
For Instructors:
Once students complete and discuss the Nesting Exercise for Instructions handout, shift the discussion to the concept of “multimodality.” Provide a brief definition of the term.
5. Discuss “multimodality”
Consider how multimodality might manifest or function in procedure manuals. In what ways could multimodality enhance the effectiveness of a procedure manual?
For Instructors:
During or after this discussion, return attention to the Reader-Centered Manual Guidelines handout. Review the information contained in the following section:
- “Multimodality”
Once you review and discuss the above-listed sections, provide the following document: Visuals Worksheet for Instructions.
6. Practice visual design
Using what you’ve learned about multimodality, procedure manuals, and audience needs, complete the following exercise: Visual Worksheet for Instructions handout.