North Carolina Univ., Chapel Hill. Technical *Editing - Eric - U.S.

44 Pages·2007·0.95 MB·English

DOCUMENT RESUME
IR 010 756
ED 231 348
Assael, Daniel; Trohanis, Pascal
AUTHOR
Print. Outreach Series Paper Number 1.
TITLE
Hill. Technical
North Carolina Univ., Chapel
INSTITUTION
Assistance Development System.
(ED/OSERS),
Special Education Programs
SPONS AGENCY
Education
DC. Handicapped Children's Early
Program.
Jan 83
PUB DATE
300-82-0369
CONTRACT
44p.
NOTE
Non-Classroom Use (055)
Guides
PUB TYPE
MF01/PCO2 Plus Postage.
EDRS PRICE
*Editing; *Layout (Publications); Material
DESCRIPTORS
*Publications;
Development; *Production Techniques;
*Writing (Composition)
.
*Handicapped Childrens Early Education Program;
IDENTIFIERS
Market Linkage Project; Product Development
ABSTRACT
outlines a general print product
A brief introduction
which is followed by
planning, production, and distribution process
with references to the
explanations of 26 print process concepts
alphabetically-arranged concepts
ideas of experts in the field. The
disclaimers,.editing, format,
include audience, brochures, content,
journals, kudos, the Market Project for
grammar, halftones, inks,
objectives, production,
Special Education (LINC), mail, news,
style, typesetting, users
questionnaires, review and revision,
materials, "yawn" (a stylistic
guides, vocabulary, writing, x-rated
outreach projects of the
consideration), and zymurg. Prepared for
(HCEEP), this manual
Handicapped Childrens' Early Education Program
in-state and other agencies involved
also addresses concerns of those
21-item bibliography lists related
in the use of model programs. A
publication.
for materials cited in the
resources and references
(LHM)
***********************************************************************
best that can be made
Reprodv:tions supplied by EDRS are the
from the original document.
***********************************************************************
EDUCATION
US. DEPARTMENT OF
EDUCATION
NATIONAL. INSTITUTE OF
INFORMATION
EDOCATIONAL RESOURCES
CENTER (ERIC)
)4 This document has been reproduced as
or organization
received from the person
originating it.
made to improve
Minor changes have Peen
:
reproduction quality.
stated in this docu-
Points of view or opinions
represent official N1E
ment do not necessarily
position or policy.
rt
Pascal Trahanis
by Daniel Assael and
PREFACE
designed, writ-
Since its beginning in 1973, HCEEP Outreach' projects have
of print products, including
ten, produced, and distributed an enormous number
instructional
manuals, brochures, tests, questionnaires, books, news releases,
materials, and journal articles.
time-consuming, creative process
A 0-
The preparation of print products is a
During the last five
which encompasses an array of knowledge and skills.
requests from Outreach projects and
years, SEP and TADS have received many
major challenging tasks of
others for technical assistance that addresses the
producing print products.
TADS to prepare a
To rpspond to this need and interest, SEP asked
reference paper
straightforward, short, easy-to-read, single-volume guide or
project directors
We hope to foster project success by giving
on the subject.
print communication ef-
and staff fresh ideas to refine or streamline their
improve the rela-
forts, improve reader comprehension and reception, and help
professional editors
tionship and transactions between Outreach staffers and
and designers.
outlining a fairly general
We begin this paper with a brief introduction
Then, 26 print
print product planning, production, and distribution process.
introduced and discussed, frequently re-
process concepts from "k" .to "Z" are
Finally, a bibliography
ferring to the ideas of other experts in the field.
materials used to prepare the pUb-
lists relatid resources and references for
lication.
traditions of HCEEP product
We hope this report will build upon the past
Thus, improved
efforts.
development and lend some fresh thoughts for future
handicapped children
practices, ideas, products, and programs involving young
and families can be shared.
Daniel Assael
Pascal Trohanis
January. 1983
Chapel Hill, NC
INTRODUCTION
communication happen ...
A reader makes the printed
words on a page to leap
releases the magic that causes
emotions.
into living thoughts, ideas,
millions may be on the receiv-
And no matter how many
addressed to, and received
ing end of the mesP,age, it is
time -- each in the splendid
by, individuals, one at a
There, the silent lan-
solitude of his or her own
mind.
burst
whisper, rage, implore, accuse,
guage of print can
revelation, stab the conscience.
into song, explode into
faith.
Or work a healing
called written words "phy-
Aeschylus knew this when he
Be-
burned them.
And so did Hitler when he
sicians."
They think.
but individuals think.
cause mobs roar,
alter the course
And they ask questions that
They read.
of the world.
Good Housekeeping ad-
vertisement appearing
in The Wall Street
Journal April 9, 1981
handi-
professionals working on behalf of young
For over a decade, HCEEP
and distributed a
families have written, designed,
capped children and their
and organiza-
inform and influence other people
variety of print materials to
children and
difference in the lives of these
tions who can make a positive
missions
HCEEP printed word supports program
More specifically, the
families.
adoption/adaptation, training, public awareness,
that include model project
development.
state planning, and product
communication
HCEEP project has identified a
This paper ass-times that your
have reviQwed the ar-
Further, we assume that you
need, interest, or problem.
i.e., audiovisual, print, and
strategies available
ray of communication
t,',e most appropriate
selected the printed word as
person-to-person -- and have
communication strategy.
Print products are:
economical
1)
relatively easy to prepare
2)
permanent
3)
easy to store and access
4)
easy to distribute
5)
can'be packaged in Various formats
6)
allow audiences to proceed at their own rates
7)
and dissemination
Figure 1 portrays the steps involved in the development
fol-
Throughout this process or a similar one that you may
of a print product.
Addi-
professional.
low, you should be clear, logical, honest, and above all,
responsibilities as a federal
tionally, you need to be aware of your rights and
regard to disclaimers, GPO
project disseminating printed materials -- e.g., in
You can be imaginative in your
limitations, release forms, copyright, etc.
focus, and they must tie
print ,endeavors, but your print materials must have a
Outreach effort.
in with your overall dissemination and
"There's no surer way to foil a
As Roman and Raphaelson (1981) remind us:
While good writing is no guarantee of
project than to garble communications.
So, if you plan carefully, write
succeSs, it does make things happen!" (p. 72)
distribute systematically,
well, design imaginatively, produce efficiently, and
probably succeed.
your publications program will
0
414
iv
Figure 1
The Print Path
Pinpoint communication
need/interest/
----7/51ineate and
problem/idea
examine audience
Analyze available ma-
or intended product.
terial .and determine
use of your intended
*piece.
Research an
gather informa-
tion.
Determine your .
budget and the ex-
pertise you will
Get releases and all
need,or have available
other legal matters
to you.
reate a 1st
in order.
rough draft.
Review and cri-
tique 1st draft and
make recommendations.
Select final
formit style, and
distribution channel(s).
Review and critique
2nd draft and execute
vigorous edit.
Rewrite a*3rd draft as
needed and copy edit.
Double-check pro7
duction and distri-
bution scheaules.
repare a master copy
for printing or
photocopying.
Print or photocopy.
Determine prices
and handling procedures.
Distribute
the product.
Obtain-feed-
back on product value/use.
TO "Z"
PRINT IDEAS "A"
s.1
7
AUDIENCE
"audi-
product is intended are called the
The people for whom your print
project chooses to
The audience is a group of people your
ence" or "targetS."
clear
knowledge of your audience will ensure a
reach and influence. A good
product.
and precisely focused print
undertake an audience analirsis which
It is absolutely essential that' you
covers such features as:
audienose?
What is the location of your
1.
urban, rural, suburban
a.
hospital, private agency
local school system, university,
b.
state, region, nation
c.
audience?
How many peoplc comprise your
2.
share?
What common characteristics do they
3.
doctors, students
LI
role --administrators, teachers,
a.
b.. reading abilities
values or beliefs
c.
experiences with your project?
What are their interests and
4.
audience?
Who are the leaders of your
5.
already?
What does the audience know
6.
^
0
(size,
predisposition toward print materials
What is the audience's
7.
layout, production)?
primary --
audiences into categories such as
You can further divide your
instance, with the
and influenced (people, for
key recipients to be reached,
audiences -- people with a
program) -- and secondary
authority to adopt your
more peripheral interest.
s;
in-
their roles or affiliations helps
Categorizing audiences by examining
For example:
interest in your materials.
dicate the nature of their
Agencies
1.
a.
SEAs
b.
LEAs
c.
IEUs
Head Start
d.
Day care
e.
f.
MH/MR
g. DD councils
Child and maternal care
h.
0
i.
Hospitals
Private preschools
j.
,
State legislature
k.
County/city commissioners
1.
'Roles
2.
education
State directors of special
a.
b.
Local administrators
Parents
c.
d. EC/SE Coordinators
e.
Aides
f.
Doctors
University professors
g.
h.
Specialists
Children
.
j.
Volunteers
k.
Teachers
that knowing our intended au-
Hunt, Johnson and Degener (1980) remind us
development:
dience is crucial to print product
for whom your
Keep in mind at all times ,the audience
materials are intended, For example, awareness
than materials
materials should have More general appeal
Try to work from the point
specifically, for-teachers.
of view of the anticipated user.
(p. 5)
information about your audience, ask other peo-
To help you pinpoint more
Research information from books and
reach.
,
ple about the audience you wish to
professional journals, and local newspapers to
reports such as the4census,
Finally, you can do your own re-
audience.
gain a better underkanding of the
audience through personal interviews or sur-
search by sampling the intended
veys.
.
Prentice (1976) observes:
chore, but
Thorough audience analysis is not an easy
if done properly.
it's worth 'considerable time and money
through your audience
The solid information you gain
design messages
analysis makes it possible for you to
You will know .whic'h media channels
that truly influence.
Anything else is a
reach the people you want to reach.
Careful audience analysis
and money.
pure waste of time
of a pond before diving off a
is like plumbing the depth
the chances of coming up
high rock -- it' greatly reduces
with mud on your face.
(p. 42)
4
BROCIIURES
Brochures can be used:
to inform the public or a
to present an overview of your program
o
specific audience
audience
products available to -a particular
as a ,catalogue of
o
workshop, etc.
advertise a particular event, product,
o -to
to generate funds
o
for
fAt into a business-size envelope
Brochures generally are produced to
is a six-page. folder formed by
A common format fOr a brochure
easy mailing.
The panels can be
fOrm six panels.
folding an 8-1/2" x 11" paper twice to
aa-
be spread out over two or three
treatea as separate pages, or material can
is folded, the front panel usu-
In any. case, when the brochure
jacent panel,s.
without
If the brochure is to be mailed
design.
ally is reserved for a cover
information.
rate), reserve the rear panel for postil
an envelope (bulk
for a six-page folder:
There are two folding options
regular
accordion fold:
(Ietter-fold):
six-page folder:
Here is an example of a regular
6
5
4
2
1
When the brochure is folded,
panel 3 becomes the front cover
and panel 2 becomes the back cover:
I
When the brochure ia opened,
should
the design on panel 4
complement panel 1:
1
5
4
the
5, and 6 hold most of
completely unfolded, panels 4,
When the brochure is
information in your brochure.