- Assist reader interpret efficiently
- Important issues to be emphasized
- "Encourages reader to feel good about communication"
In order for my audience discover information rapidly, I used headings to assist them to find specific data which my outline sees the hierarchy relationships of sections (Putnis & Petelin, 1996, p.254; Reep, 2006, p.154). By structuring my information accordingly, not only my audience could benefit it but for me as well in order to fully recognise what I intend to present to my audience (Putnis & Petelin, 1996, p.239).
Apart from that, I use large font on the points that I intend to present to the audience as the rate of retaining information in the first place is high if emphasis elements is being utilized (Selzer cited in Putnis & Petelin, 1996, p.240).
I had made several changes including putting up images outside from review journals which are on current environment so audience could see the application of my points. I would still utilize image as it helps readers to understand easier (Reep, 1996, p.93). The above slide which is from my presentation shows a cake recipe which is a multimodal text from internet website hence allow my audience to apply the theory into today world.
In addition, I had implied Shriver's theory of complementary in my slides where I feel the combination of prose and visuals works better in conveying message to my audience. I use the animations to show differences of points that I intend to convey to my audience and a sentence in the middle to emphasis the point. By classified these elements in shapes, this will separate the particular information that I propose to the audience from the rest of the details of that image (Reep, 1996, p.117).
Reference List
Edward RB. 2004, an Application of Contemporary Technical Writing Standards, Master of Arts in English, East Tennessee State University
Putnis P. & Petelin R. 1996, Writing to communicate, Professional communication: principles and applications, Prentice Hall, Sdyney, pp.223-263
Reep DC. 1996, Document Design 3rd edn, Technical writing: principles, strategies, and readings, Allan and Bacon, Boston, pp.90-128
Reep DC. 2006, Document Design 6th edn, Technical writing, Pearson/Logman, New York, pp.133-172
Apart from that, I use large font on the points that I intend to present to the audience as the rate of retaining information in the first place is high if emphasis elements is being utilized (Selzer cited in Putnis & Petelin, 1996, p.240).
I had made several changes including putting up images outside from review journals which are on current environment so audience could see the application of my points. I would still utilize image as it helps readers to understand easier (Reep, 1996, p.93). The above slide which is from my presentation shows a cake recipe which is a multimodal text from internet website hence allow my audience to apply the theory into today world.
In addition, I had implied Shriver's theory of complementary in my slides where I feel the combination of prose and visuals works better in conveying message to my audience. I use the animations to show differences of points that I intend to convey to my audience and a sentence in the middle to emphasis the point. By classified these elements in shapes, this will separate the particular information that I propose to the audience from the rest of the details of that image (Reep, 1996, p.117).
Reference List
Edward RB. 2004, an Application of Contemporary Technical Writing Standards, Master of Arts in English, East Tennessee State University
Putnis P. & Petelin R. 1996, Writing to communicate, Professional communication: principles and applications, Prentice Hall, Sdyney, pp.223-263
Reep DC. 1996, Document Design 3rd edn, Technical writing: principles, strategies, and readings, Allan and Bacon, Boston, pp.90-128
Reep DC. 2006, Document Design 6th edn, Technical writing, Pearson/Logman, New York, pp.133-172
