Beyond Blah Blah: Creating Great Content for the Web. The workshop covers 6 main topics: 1. Give them what they want – practical tools to figure out the top goals of your audiences. 2. Use words that smell like goals – an introduction to information “scent” and how to write links and organize pages so that people can find their way to their goals. 3. Write visually – how to structure content and lay out pages so to support scanning, understanding and retention. 4. Show don't tell – don't just tell readers what you want them to believe, give them evidence and let them come to their own conclusions. 5. Not everyone thinks like you – writing for the four archetypal temperaments. 6. Say something they’ll remember – how to get past the “blah blah filter” in your brain to reach the imagination, ultimately motivating action. Participants immediately put lessons into practice through group exercises and projects.

1. CREATING GREAT CONTENT
Beyond Blah Blah FOR THE WEB

2. Goals for Today
PHOTO BY

3. Goals for Today
Learn practical tips
for creating web
content that works.
PHOTO BY

4. Goals for Today
Learn practical tips
for creating web
content that works.
Address questions
you have about web
content.
PHOTO BY

5. Goals for Today
Learn practical tips
for creating web
content that works.
Address questions
you have about web
content.
Have fun.
PHOTO BY

6. Commonalities

7. Commonalities
In 3 minutes and 3 seconds, write down as many things
that your group has in common that are not immediately
visible or obvious.

8. Commonalities
In 3 minutes and 3 seconds, write down as many things
that your group has in common that are not immediately
visible or obvious.

9. A couple of things before we start

10. A couple of things before we start
Copies of the slides will be sent out after the workshop in
PDF format and posted to SlideShare.net

11. A couple of things before we start
Copies of the slides will be sent out after the workshop in
PDF format and posted to SlideShare.net
Credit where credit is due

12. A couple of things before we start
Copies of the slides will be sent out after the workshop in
PDF format and posted to SlideShare.net
Credit where credit is due
Ask questions anytime.

13. A couple of things before we start
Copies of the slides will be sent out after the workshop in
PDF format and posted to SlideShare.net
Credit where credit is due
Ask questions anytime.
Please silence your cell phone.

14. A couple of things before we start
Copies of the slides will be sent out after the workshop in
PDF format and posted to SlideShare.net
Credit where credit is due
Ask questions anytime.
Please silence your cell phone.
Don’t wait for a break.

15. A couple of things before we start
Copies of the slides will be sent out after the workshop in
PDF format and posted to SlideShare.net
Credit where credit is due
Ask questions anytime.
Please silence your cell phone.
Don’t wait for a break.
Evaluation forms.

16. A couple of things before we start
Copies of the slides will be sent out after the workshop in
PDF format and posted to SlideShare.net
Credit where credit is due
Ask questions anytime.
Please silence your cell phone.
Don’t wait for a break.
Evaluation forms.
I’m @davidpoteet on Twitter.

17. What is Blah Blah?
PHOTO BY JASON SCRAGZ

19. Written for whom?

20. Written for whom?
It is an enjoyable task to conduct a tour of __________
Academy, though it presents a number of challenges: How
can a tour guide convey the essence of our mission, which
resides in people, programs, outreach, and inclusivity,
when the physical properties of our land and educational
spaces paint such an indelible first impression? How can
we precisely describe the land itself, particularly to
someone not from our state, as this land is
simultaneously the school's history, its destiny, and its
connection to our home in the Southwest, not to mention
an ideal place to learn and to build a community with
students and families?

21. What is Blah Blah?

22. What is Blah Blah?
I can’t remember it for more than 5 minutes.

23. What is Blah Blah?
I can’t remember it for more than 5 minutes.
It makes no lasting impact on me.

24. What is Blah Blah?
I can’t remember it for more than 5 minutes.
It makes no lasting impact on me.
It never engages my imagination or emotion.

27. “Words are the most
effective weapons of death
in man's arsenal, but they
can also be powerful tools
of life. They may be the
only ones. Today I am
convinced that the only
thing that saved those
1,268 people in my hotel
was words. Not the liquor,
not the money, not the
U.N., just ordinary words
directed against the
darkness.”
– Paul Rusesabagina

28. 6 Tips for Using “Ordinary Words”
for Lasting Impact

29. Tip #1: Give them what they want.

30. “People come to your web site RUNNING”
– Gerry McGovern

31. What are your audience’s key goals?

32. What are your audience’s key goals?
Decide what is really important.

33. What are your audience’s key goals?
Decide what is really important.
Take away choices where I don’t need them.

34. What are your audience’s key goals?
Decide what is really important.
Take away choices where I don’t need them.
Make choices clear & distinct.

35. How do you know what they’re
looking for?

36. How do you know what they’re
looking for?
Listen to them.

37. How do you know what they’re
looking for?
Listen to them.
Interviews & focus groups

38. How do you know what they’re
looking for?
Listen to them.
Interviews & focus groups
Social media sites, blogs, forums

39. How do you know what they’re
looking for?
Listen to them.
Interviews & focus groups
Social media sites, blogs, forums
Search logs

40. How do you know what they’re
looking for?
Listen to them.
Interviews & focus groups
Social media sites, blogs, forums
Search logs
Mental Models

41. How do you know what they’re
looking for?
Listen to them.
Interviews & focus groups
Social media sites, blogs, forums
Search logs
Mental Models
Carewords Survey

42. How do you know what they’re
looking for?
Listen to them.
Interviews & focus groups
Social media sites, blogs, forums
Search logs
Mental Models
Carewords Survey
KJ Session

43. Mental Models
READ MORE //
http://www.rosenfeldmedia.com/
books/mental-models/

44. Mental Models
Methodology developed by
Indi Young and Adaptive
Path
READ MORE //
http://www.rosenfeldmedia.com/
books/mental-models/

45. Mental Models
Methodology developed by
Indi Young and Adaptive
Path
Used to see the whole story
of someone’s experience,
from the user’s perspective
READ MORE //
http://www.rosenfeldmedia.com/
books/mental-models/

46. Mental Models
Methodology developed by
Indi Young and Adaptive
Path
Used to see the whole story
of someone’s experience,
from the user’s perspective
Helps identify best structure
and key features of a
product
READ MORE //
http://www.rosenfeldmedia.com/
books/mental-models/

47. The Mental Model Process
1. Conduct one-on-one interviews with 4-8 people from each
audience
2. Analyze interviews to extract tasks
3. Group related tasks into Task Groups
4. Group Task Groups into broad Goals
5. Derive top level architecture from Goals and Task Groups
6. Match existing content or product features to Mental Model
7. Identify high-value content or features that are lacking

48. Overall Goals
Task Groups
Tasks
Content
missing!
Content Slotting – match content and features from your site to mental model

49. “
You see because I’m not in the UK I
can’t take a walk around Imperial &
appreciate the architecture or meet the
professors or take the inside scoop from
any of the students there. It’s a
different case with me, I’m on a different
continent. So, I can’t connect with
people on face. And even interacting
through the phone is kind of
impractical. So internet is the only
medium I can gather more information
”
apart from, say, the British Council
Library. So the website is the only
source of information for me in that
regard.

50. “
I’m proactively going out and looking
for somebody in a certain
discipline...
”
actually searching for someone with
some expertise at the moment
doesn’t really work.

51. “
On the website it was mentioned
that apart from having the core
courses then also electives. It’s not
like if you’ve taken Computer
Engineering than you can’t have a
course on social sciences. The
wide gamut of courses & the
”
flexibility & the inter-disciplinary
approach, I think all these click for
me… a lot.

52. ANALYZING TRANSCRIPTS
.doc
uate A
ergrad
nt Und
Curre …? e and just sat and thought
t year it just ted th all day and didn’t do very
tion 1s was ’s invi that’s definitely changed much but, I assure you,
nscrip g or and he . With something called
the RAE, are you familiar
iew tra recrui
tin eum with the RAE?
Interv here e Mus
they Scienc ollege
Were to the rial C IV1
Okay. ming e Impe No.
as co . use th
IV e I w ents you
ey se ud s that A Research Assessment Exercise
No, th puting st reason and this is a governm
A om main having performance metrics
for universities for their research ent incentive for
rial C e the department didn’t come
Impe hat ar top last time and so the so actually my
ht. W upset so he’s been putting head of department was
Oh rig college to get the top ratings
a lot of pressure on and very
there’s a lot of pressure
IV in
web site? in the RAE.
tes.
for no ain? d with IV2 And to get the top ratings
Just gs ag tes an at is it a combination of publicati
A e thin yo ur no emails th on ons and…
e sam king ple the ing A
For th s of chec am wha t’s go That’s right, that’s exactly
right. The number of students
r ex time, all sorts of things.
IV in termr than, fo in about graduated on
hool he u
Yes. d to sc ything ot of clue yo
A relate an nd IV2 So does that in turn, do
lly it’s is there would ki you think, puts requirem
Basica ork and ts that
attract students, to attract
funding?
ents on the website to
IV
co ursew out even at’s it.
your t sent ab c? . Th A Yes. The key thing really,
et send
you ge campus ts they can put something in place I think, is attracting good
e even that somehow attracts good students so if we
on th ainly something that I wouldn’t students; funding is
it’s m necessarily think would
Well of necessarily on the website be so important, I can’t think
from a funding council looking
A el l. wouldn’t think they would
as w necessarily be heavily intereste at the website, I
O kay. etables d…
IV k tim
chec IV2 For funding coming from
I use
it to urses? industry as well as from…
for co
A mean A Yes, that’s true.
You
Okay.
IV yes. IV2
urses, So what
rtinent we’re thinking is,
For co research going on, the science is there a need to relate better between
at’s pe
A ion th ing on allow generally and the enginee
well. rmat t’sneeds and eck industry to find that science
go ring, to industry
Okay. rs as r info ha of ch easier?
pape ing fo about w you kind
IV exam y look ls at A
past inatel t the emai r ways th Yes, basically. If you want
to just be able to come and
And edom ge he find the people, and it’s immediately
A u’re pr hen you e any ot ld not just useful I guess for
So yo en w e ther academou inht be
nt it w ics college might want to be able to easily
industry, just other
Okay. ies and th that. Ar e fro there mig find who else is doing
IV m on th work similar to me in other departments so it
or
ur stud gs fro ebsite resting research themes that you needs something that is
for yo link to thin on? rial w inte can click on and I believe obvious
you’ ll go ing th e Impe at looks that hidden somewhere
all? at the moment but it’s not
there is something like
hat’s I go to t here th te. you on theat
r you front page. So yes, I would back something that jumps out
out w when even ebsi age fo that certainly. at
etimesme sort of d to the w homep IV2
Som late as a
ve so Just one more thing on what
A
ally ha t it’s not re peria
l site good students? How do you’ve just said. How would
norm out bu the Im you know they’re good at you attract
that stage? Is it implying
a flyer u have there that you’re not attractin
g enough good students
Do yo that? ? Is that why you say
Okay. ters.
compu
IV e lab
on th ters. IV1 Remember you’re anonym
Only compu IV2 ous!
A e lab Yes, I should have said
that.
on th
Okay,
IV
home.
Not at
A

53. ANALYZING TRANSCRIPTS
.doc
uate A
ergrad
nt Und
Curre …? e and just sat and thought
t year it just ted th all day and didn’t do very
tion 1s was ’s invi that’s definitely changed much but, I assure you,
nscrip g or and he . With something called
the RAE, are you familiar
iew tra recrui
tin eum with the RAE?
Interv here e Mus
they Scienc ollege
Were to the rial C IV1
Okay. ming e Impe No.
as co . use th
IV e I w ents you
ey se ud s that A Research Assessment Exercise
No, th puting st reason and this is a governm
A om main having performance metrics
for universities for their research ent incentive for
rial C e the department didn’t come
Impe hat ar top last time and so the so actually my
ht. W upset so he’s been putting head of department was
Oh rig college to get the top ratings
a lot of pressure on and very
there’s a lot of pressure
IV in
web site? in the RAE.
tes.
for no ain? d with IV2 And to get the top ratings
Just gs ag tes an at is it a combination of publicati
A e thin yo ur no emails th on ons and…
e sam king ple the ing A
For th s of chec am wha t’s go That’s right, that’s exactly
right. The number of students
r ex time, all sorts of things.
IV in termr than, fo in about graduated on
hool he u
Yes. d to sc ything ot of clue yo
A relate an nd IV2 So does that in turn, do
lly it’s is there would ki you think, puts requirem
Basica ork and ts that
attract students, to attract
funding?
ents on the website to
IV
co ursew out even at’s it.
your t sent ab c? . Th A Yes. The key thing really,
et send
you ge campus ts they can put something in place I think, is attracting good
e even that somehow attracts good students so if we
on th ainly something that I wouldn’t students; funding is
it’s m necessarily think would
Well of necessarily on the website be so important, I can’t think
from a funding council looking
A el l. wouldn’t think they would
as w necessarily be heavily intereste at the website, I
O kay. etables d…
IV k tim
chec IV2 For funding coming from
I use
it to urses? industry as well as from…
for co
A mean A Yes, that’s true.
You
Okay.
IV yes. IV2
urses, So what
rtinent we’re thinking is,
For co research going on, the science is there a need to relate better between
at’s pe
A ion th ing on allow generally and the enginee
well. rmat t’sneeds and eck industry to find that science
go ring, to industry
Okay. rs as r info ha of ch easier?
pape ing fo about w you kind
IV exam y look ls at A
past inatel t the emai r ways th Yes, basically. If you want
to just be able to come and
And edom ge he find the people, and it’s immediately
A u’re pr hen you e any ot ld not just useful I guess for
So yo en w e ther academou inht be
nt it w ics college might want to be able to easily
industry, just other
Okay. ies and th that. Ar e fro there mig find who else is doing
IV m on th work similar to me in other departments so it
or
ur stud gs fro ebsite resting research themes that you needs something that is
for yo link to thin on? rial w inte can click on and I believe obvious
you’ ll go ing th e Impe at looks that hidden somewhere
all? at the moment but it’s not
there is something like
hat’s I go to t here th te. you on theat
r you front page. So yes, I would back something that jumps out
out w when even ebsi age fo that certainly. at
etimesme sort of d to the w homep IV2
Som late as a
ve so Just one more thing on what
A
ally ha t it’s not re peria
l site good students? How do you’ve just said. How would
norm out bu the Im you know they’re good at you attract
that stage? Is it implying
a flyer u have there that you’re not attractin
g enough good students
Do yo that? ? Is that why you say
Okay. ters.
compu
IV e lab
on th ters. IV1 Remember you’re anonym
Only compu IV2 ous!
A e lab Yes, I should have said
that.
on th
Okay,
IV
home.
Not at
A

54. MENTAL MODELS

55. MENTAL MODELS

56. MENTAL MODELS

57. imperial college london – collaborative wireframing
Photo by JD Vogt

58. imperial college london – collaborative wireframing
Photo by JD Vogt

59. Top questions for prospective students

60. Top questions for prospective students
What can I study?
(Do you have a major in _______?)

61. Top questions for prospective students
What can I study?
(Do you have a major in _______?)
How much will it cost?

62. Top questions for prospective students
What can I study?
(Do you have a major in _______?)
How much will it cost?
How good is this school/program?

63. Top questions for prospective students
What can I study?
(Do you have a major in _______?)
How much will it cost?
How good is this school/program?
What will my life be like?

64. Top questions for prospective students
What can I study?
(Do you have a major in _______?)
How much will it cost?
How good is this school/program?
What will my life be like?
Academic

65. Top questions for prospective students
What can I study?
(Do you have a major in _______?)
How much will it cost?
How good is this school/program?
What will my life be like?
Academic
Social

66. Top questions for prospective students
What can I study?
(Do you have a major in _______?)
How much will it cost?
How good is this school/program?
What will my life be like?
Academic
Social
Sense of place - both campus and community

67. Top questions for prospective students
What can I study?
(Do you have a major in _______?)
How much will it cost?
How good is this school/program?
What will my life be like?
Academic
Social
Sense of place - both campus and community
What opportunities will I have after I graduate?

68. Carewords Survey
READ MORE //
http://www.gerrymcgovern.com

69. Carewords Survey
Uncover the words your
readers
READ MORE //
http://www.gerrymcgovern.com

70. Carewords Survey
Uncover the words your
readers
care about
READ MORE //
http://www.gerrymcgovern.com

71. Carewords Survey
Uncover the words your
readers
care about
search for
READ MORE //
http://www.gerrymcgovern.com

72. Carewords Survey
Uncover the words your
readers
care about
search for
WILL CLICK ON
READ MORE //
http://www.gerrymcgovern.com

73. Carewords Survey
Uncover the words your
readers
care about
search for
WILL CLICK ON
Developed by Gerry
McGovern
READ MORE //
http://www.gerrymcgovern.com

74. CAREWORDS SURVEY

75. iclrs carewords analysis.oo3
CAREWORDS SURVEY
Imperial College London Research Support - Carewords Analysis Weight
Full Economic Costing (FEC) 1566
Full Economic Costing (FEC) 279
Full Economic Costing (FEC) 230
FEC 49
Costing and pricing 191
Adapting the FEC for different sponsors 156
Grant costing 143
InfoEd 136
Calculating direct costs 118
Exchange rates and budgets 112
Exchange rates and budgets 64
Foreign exchange rates and budgets 48
Stipend rates, HR Costing 107
PhD Students - stipend rates 44
HR Costing 35
Salary Scales 28
Research proposal costing 95
Facilities and charge out rates 85
InfoEd Guidance 60
Questions about InfoEd 53
Pricing 31
Preparing Funding Proposals (wording?) 1064
Funders' guidance and rules for application 190
Funders' guidance and rules for application 87
Rules about different sponsors 57
Problems encountered with different funding agencies 46
Checking an application before submission 143
Je-S (Research Councils UK - Joint Electronic Submission) 137

76. Research proposal costing 95
Facilities and charge out rates 85
InfoEd Guidance 60
Questions about InfoEd
CAREWORDS 53
SURVEY
Pricing 31
Preparing Funding Proposals (wording?) 1064
Funders' guidance and rules for application 190
Funders' guidance and rules for application 87
Rules about different sponsors 57
Problems encountered with different funding agencies 46
Checking an application before submission 143
Je-S (Research Councils UK - Joint Electronic Submission) 137
Internal approval and authorisation process 87
College information to include in proposals 86
Examples of successful proposals 74
Submitting grants 66
Successful funding applications (examples) 63
Terms and conditions of grants 61
Creating an application for research funding 60
Interdepartmental submissions 52
Application submission to research funders 45
Calls of funding 654
Calls of funding 172
Calls of funding 113
Funding calls 59
Funding Opportunities 156
European Funding (CEC FP6 and FP7) - funding opportunities, regulations and 89
policies
Grants 66
Research grants 59
FP7 55
Receive funding opportunities via email 42
Funding agencies 15
Managing Projects (wording?) 381

77. CAREWORDS SURVEY

78. KJ Method
Technique for gaining rapid
group consensus
Inventor Jiro Kawakita
Can be used for strategic
planning, problem solving,
brainstorming and yes,
information architecture

79. Let’s Try It

80. Choose a site from one of your group
members

81. KJ - Step 1
Make a list of your key audiences (together)

82. KJ - Step 2
Answer individually on your sticky notes with a marker:
What would someone come to your web site to FIND or
DO?
FIND – looking for certain information, answering a
question
DO – accomplish some task, use some sort of application

83. KJ - Step 3
Put all your sticky notes on the wall.
Without talking, read each others notes.
When you see two things that go together, move them next
to each other.
If they say EXACTLY THE SAME THING put them on top of
each other.

84. KJ - Step 4
Discuss the groups and name them.
Don’t worry about getting the names exactly right, you can
work on that later.
Look for any orphans – find a place for them or make them
a group of one.

85. KJ - Step 5
Use your dot stickers to vote on the notes or groups you
think are most important to your audiences.
You can put more than one dot on the same note.
A dot on an individual note counts as a vote for the whole
group too.

86. Using KJ for Information Architecture
Start by identifying and prioritizing your audiences.
Find participants from those audiences.
OR people who know their needs well and can role play.
Consider doing both and comparing the results.

87. KJ Method

88. KJ Method
1. Gather 4-7 people for ~1
hour

89. KJ Method
1. Gather 4-7 people for ~1
hour
2. Start with focus question

90. KJ Method
1. Gather 4-7 people for ~1
hour
2. Start with focus question
3. Put opinions (or data) onto
Sticky Notes

91. KJ Method
1. Gather 4-7 people for ~1
hour
2. Start with focus question
3. Put opinions (or data) onto
Sticky Notes
‣ one answer per note

92. KJ Method
1. Gather 4-7 people for ~1
hour
2. Start with focus question
3. Put opinions (or data) onto
Sticky Notes
‣ one answer per note
‣ use a fat-tipped marker

93. KJ Method
1. Gather 4-7 people for ~1
hour
2. Start with focus question
3. Put opinions (or data) onto
Sticky Notes
‣ one answer per note
‣ use a fat-tipped marker
4. Put Sticky Notes on the wall

94. KJ Method
1. Gather 4-7 people for ~1
hour
2. Start with focus question
3. Put opinions (or data) onto
Sticky Notes
‣ one answer per note
‣ use a fat-tipped marker
4. Put Sticky Notes on the wall
5. Group similar items (without
talking)

95. KJ Method
1. Gather 4-7 people for ~1
hour
2. Start with focus question
3. Put opinions (or data) onto
Sticky Notes
‣ one answer per note
‣ use a fat-tipped marker
4. Put Sticky Notes on the wall
5. Group similar items (without
talking)
6. Discuss & Name the groups

96. KJ: Focus Question for Information
Architecture

97. KJ: Focus Question for Information
Architecture
What would someone come to your web site to FIND or DO?

98. KJ: Focus Question for Information
Architecture
What would someone come to your web site to FIND or DO?
FIND – looking for certain information, answering a
question

99. KJ: Focus Question for Information
Architecture
What would someone come to your web site to FIND or DO?
FIND – looking for certain information, answering a
question
DO – accomplish some task, use some sort of application

100. Finding holes - VT Financial Aid’s KJ

101. Finding holes - VT Financial Aid’s KJ

102. VT FINANCIAL AID KJ EXAMPLE

103. VT FINANCIAL AID KJ EXAMPLE

104. Organization-oriented
or Goal-oriented?

105. Bottom-Up Instead of Top-Down
Site Structure
Task
Question TaskQuestion Question
Task
Question Comment Comment
Goal Task Motivation

106. Bottom-Up Instead of Top-Down
Don’t start with the buckets at the top and fill them.
Site Structure
Task
Question TaskQuestion Question
Task
Question Comment Comment
Goal Task Motivation

107. Bottom-Up Instead of Top-Down
Don’t start with the buckets at the top and fill them.
Start with one bucket of all the tasks, questions and
motivations of your audiences.
Site Structure
Task
Question TaskQuestion Question
Task
Question Comment Comment
Goal Task Motivation

108. Bottom-Up Instead of Top-Down
Don’t start with the buckets at the top and fill them.
Start with one bucket of all the tasks, questions and
motivations of your audiences.
See what patterns emerge.
Site Structure
Task
Question TaskQuestion Question
Task
Question Comment Comment
Goal Task Motivation

109. Tip # 2: Use words that smell like goals.

110. SQUIDOO EYE-TRACKING STUDY
http://www.youtube.com/watch?v=ilq9qeyVjT0

111. SQUIDOO EYE-TRACKING STUDY
http://www.youtube.com/watch?v=ilq9qeyVjT0

112. Readers are like bees
READ MORE //
Designing for the Scent of Information, a
white paper from User Interface PHOTO BY INGRID TAYLAR
Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/

113. Readers are like bees
Information Scent Theory
READ MORE //
Designing for the Scent of Information, a
white paper from User Interface PHOTO BY INGRID TAYLAR
Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/

114. Readers are like bees
Information Scent Theory
People hunt for information like
bees seeking nectar or hounds
on the trail of a fox.
READ MORE //
Designing for the Scent of Information, a
white paper from User Interface PHOTO BY INGRID TAYLAR
Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/

115. Readers are like bees
Information Scent Theory
People hunt for information like
bees seeking nectar or hounds
on the trail of a fox.
“Scent” or “Trigger” words
READ MORE //
Designing for the Scent of Information, a
white paper from User Interface PHOTO BY INGRID TAYLAR
Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/

116. Readers are like bees
Information Scent Theory
People hunt for information like
bees seeking nectar or hounds
on the trail of a fox.
“Scent” or “Trigger” words
What words would be in
someone’s mind if they were
pursuing a particular goal?
READ MORE //
Designing for the Scent of Information, a
white paper from User Interface PHOTO BY INGRID TAYLAR
Engineering www.uie.com http://www.flickr.com/photos/taylar/3403516700/

117. Sometimes they
even add their own

118. What they DON’T do
PHOTO BY LOUISE DOCKER

119. What they DON’T do
Read left to right, top to
bottom.
PHOTO BY LOUISE DOCKER

120. What they DON’T do
Read left to right, top to
bottom.
Look at all the options and
choose the best one.
PHOTO BY LOUISE DOCKER

121. What they DON’T do
Read left to right, top to
bottom.
Look at all the options and
choose the best one.
PHOTO BY LOUISE DOCKER

122. What they DON’T do
Read left to right, top to
bottom.
Look at all the options and
choose the best one.
Instead, they SCAN and
SATISFICE.
PHOTO BY LOUISE DOCKER

123. Write for scent

124. Write for scent
Each link needs to have strong scent for the content that lies
beyond it.

125. Write for scent
Each link needs to have strong scent for the content that lies
beyond it.
5-7 word links are optimal.

126. Write for scent
Each link needs to have strong scent for the content that lies
beyond it.
5-7 word links are optimal.
Users expect each click to lead to information that is more
specific.

127. Write for scent
Each link needs to have strong scent for the content that lies
beyond it.
5-7 word links are optimal.
Users expect each click to lead to information that is more
specific.
When users click on trigger words, they expect to see those
words on the next page.

128. Write for scent
Each link needs to have strong scent for the content that lies
beyond it.
5-7 word links are optimal.
Users expect each click to lead to information that is more
specific.
When users click on trigger words, they expect to see those
words on the next page.
Don’t let clever kill clear. Trigger words need to be readily
understandable.

129. Write for scent
Each link needs to have strong scent for the content that lies
beyond it.
5-7 word links are optimal.
Users expect each click to lead to information that is more
specific.
When users click on trigger words, they expect to see those
words on the next page.
Don’t let clever kill clear. Trigger words need to be readily
understandable.
Users go to search only when they can’t find their trigger
words on a page.

130. Write for scent
Each link needs to have strong scent for the content that lies
beyond it.
5-7 word links are optimal.
Users expect each click to lead to information that is more
specific.
When users click on trigger words, they expect to see those
words on the next page.
Don’t let clever kill clear. Trigger words need to be readily
understandable.
Users go to search only when they can’t find their trigger
words on a page.
Use search logs to find trigger words!

131. DIFFERENT PAGES AT DIFFERENT LEVELS
Home
Scan, select Scan, select
& move on & move on
Scan & get Scan & get
information information
Give or verify
information

132. DIFFERENT PAGES AT DIFFERENT LEVELS
Am I in the right place?
Home Are you credible?
Where can I go from here?
Scan, select Scan, select
& move on & move on
Scan & get Scan & get
information information
Give or verify
information

133. DIFFERENT PAGES AT DIFFERENT LEVELS
Am I in the right place?
Home Are you credible?
Where can I go from here?
Help me make a
Scan, select Scan, select choice and keep
& move on & move on
moving!
Scan & get Scan & get
information information
Give or verify
information

134. DIFFERENT PAGES AT DIFFERENT LEVELS
Am I in the right place?
Home Are you credible?
Where can I go from here?
Help me make a
Scan, select Scan, select choice and keep
& move on & move on
moving!
Now I’ll read!
Scan & get Scan & get
(if it’s good) information information
Give or verify
information

135. DIFFERENT PAGES AT DIFFERENT LEVELS
Am I in the right place?
Home Are you credible?
Where can I go from here?
Help me make a
Scan, select Scan, select choice and keep
& move on & move on
moving!
Now I’ll read!
Scan & get Scan & get
(if it’s good) information information
Give or verify
information
Don’t expect me to read
and fill out forms.

136. THE TYPICAL CMS TEMPLATE
HEADER
NAV
NAV
BODY

137. THE TYPICAL CMS TEMPLATE
HEADER
NAV
Sweet
NAV
BODY

138. MID-LEVEL PAGES NEED TO BE...
HEADER
NAV
NAV NAVIGATION
Clear succinct choices
(links or buttons)
A little detail with links where needed
(7-10 words) to help transparency, scent
If you have more than 6 or 7 total choices,
group related choices under a heading that
describes the group.

141. Tip # 3: Write “visually.”

142. Do they ever read?
– Source: Poynter Institute EyeTrack 2007 Study

143. Do they ever read?
Yes, when they get to the content they’re looking for.
– Source: Poynter Institute EyeTrack 2007 Study

144. Do they ever read?
Yes, when they get to the content they’re looking for.
% of story text read by format:
– Source: Poynter Institute EyeTrack 2007 Study

145. Do they ever read?
Yes, when they get to the content they’re looking for.
% of story text read by format:
Online
Tabloid
Broadsheet
0 25 50 75 100
– Source: Poynter Institute EyeTrack 2007 Study

146. Do they ever read?
Yes, when they get to the content they’re looking for.
% of story text read by format:
Online
Tabloid
Broadsheet
0 25 50 75 100
– Source: Poynter Institute EyeTrack 2007 Study

147. Do they ever read?
Yes, when they get to the content they’re looking for.
% of story text read by format:
Online
Tabloid
Broadsheet
0 25 50 75 100
– Source: Poynter Institute EyeTrack 2007 Study

148. Do they ever read?
Yes, when they get to the content they’re looking for.
% of story text read by format:
Online
Tabloid
Broadsheet
0 25 50 75 100
– Source: Poynter Institute EyeTrack 2007 Study

149. Do they ever read?
– Source: Poynter Institute EyeTrack 2007 Study

150. Do they ever read?
% of stories selected read to completion:
– Source: Poynter Institute EyeTrack 2007 Study

151. Do they ever read?
% of stories selected read to completion:
Online
Tabloid
Broadsheet
0 25 50 75 100
– Source: Poynter Institute EyeTrack 2007 Study

152. Do they ever read?
% of stories selected read to completion:
Online
Tabloid
Broadsheet
0 25 50 75 100
– Source: Poynter Institute EyeTrack 2007 Study

153. Do they ever read?
% of stories selected read to completion:
Online
Tabloid
Broadsheet
0 25 50 75 100
– Source: Poynter Institute EyeTrack 2007 Study

154. Do they ever read?
% of stories selected read to completion:
Online
Tabloid
Broadsheet
0 25 50 75 100
– Source: Poynter Institute EyeTrack 2007 Study

155. Less is more?

156. Less is more?
New York Times A/B
test of an online
restaurant guide

157. Less is more?
New York Times A/B
test of an online
restaurant guide
What differences do
you see?

158. Less is more?
READ MORE //
Eyetracking points the way to
effective news article design
http://www.ojr.org/ojr/stories/
070312ruel/

159. Less is more?
Heat map shows eye
fixation length
READ MORE //
Eyetracking points the way to
effective news article design
http://www.ojr.org/ojr/stories/
070312ruel/

160. Less is more?
Heat map shows eye
fixation length
Which do you think
worked better?
READ MORE //
Eyetracking points the way to
effective news article design
http://www.ojr.org/ojr/stories/
070312ruel/

161. Less is more?
Heat map shows eye
fixation length
Which do you think
worked better?
Readers spent half the
time
READ MORE //
Eyetracking points the way to
effective news article design
http://www.ojr.org/ojr/stories/
070312ruel/

162. Less is more?
Heat map shows eye
fixation length
Which do you think
worked better?
Readers spent half the
time
Remembered 34% more
READ MORE //
Eyetracking points the way to
effective news article design
http://www.ojr.org/ojr/stories/
070312ruel/

164. Write visually

165. Write visually

166. Write visually
Shorter sentences and short
paragraphs

167. Write visually
Shorter sentences and short
paragraphs
In most cases not more than 50
words per paragraph

168. Write visually
Shorter sentences and short
paragraphs
In most cases not more than 50
words per paragraph
Forget English class! A one
sentence paragraph is OK.

169. Write visually
Shorter sentences and short
paragraphs
In most cases not more than 50
words per paragraph
Forget English class! A one
sentence paragraph is OK.
So are fragments.

170. Write visually
Shorter sentences and short
paragraphs
In most cases not more than 50
words per paragraph
Forget English class! A one
sentence paragraph is OK.
So are fragments.
Lots of headings & subheads
support scanning

171. Get out of Prose Mode

172. Get out of Prose Mode
Prose mode = long paragraphs of text

173. Get out of Prose Mode
Prose mode = long paragraphs of text
You can still get people to read prose if it is

174. Get out of Prose Mode
Prose mode = long paragraphs of text
You can still get people to read prose if it is
Engaging

175. Get out of Prose Mode
Prose mode = long paragraphs of text
You can still get people to read prose if it is
Engaging
Relevant - in the right place and related to what user
wants

176. Get out of Prose Mode
Prose mode = long paragraphs of text
You can still get people to read prose if it is
Engaging
Relevant - in the right place and related to what user
wants
Appears shorter - short paragraphs with space between
each

177. LAYER THE INFORMATION

178. Using Images

179. Using Images
Use pictures that mean
something in context

180. Using Images
Use pictures that mean
something in context
Use icons if meaningful

181. Writing visually

182. Writing visually
Meet users’ expectations for visual formats, for example:

183. Writing visually
Meet users’ expectations for visual formats, for example:
Addresses

184. Writing visually
Meet users’ expectations for visual formats, for example:
Addresses
Opening hours

185. Writing visually
Meet users’ expectations for visual formats, for example:
Addresses
Opening hours
Game scores

186. Writing visually

187. Writing visually
Use lists

188. Writing visually
Use lists
Bulleted lists for items or choices

189. Writing visually
Use lists
Bulleted lists for items or choices
Numbered lists for instructions

190. Writing visually
Use lists
Bulleted lists for items or choices
Numbered lists for instructions
Use tables

191. Writing visually
Use lists
Bulleted lists for items or choices
Numbered lists for instructions
Use tables
When you have numbers to compare

192. Writing visually
Use lists
Bulleted lists for items or choices
Numbered lists for instructions
Use tables
When you have numbers to compare
For “if, then” or “to do this, do this” sentences

193. Writing visually
Use lists
Bulleted lists for items or choices
Numbered lists for instructions
Use tables
When you have numbers to compare
For “if, then” or “to do this, do this” sentences
Assume users scan left column first

194. List disguised as a paragraph

195. List disguised as a paragraph
The department houses first-rate instruments and facilities for modern chemical
research. Department Instrumentation includes two high-field multinuclear NMR
spectrometers (Bruker AVANCE 300 and AM 300), a JEOL scanning electron
microscope with EDS capabilities, Nicolet and Mattson FTIR's, Hewlett Packard
GC-MS and Bruker MALDI-TOF mass spectrometers, AA, AES, ICP, diode array
UV-Vis and fluorescence spectrometers, several Digital Instruments scanning
probe microscopes (STM, AFM), a wide variety of pulsed and CW laser systems
for analytical and physical measurement, a variety of potentiostats for
electrochemistry, and UHV surface analysis equipment (Auger, HREELS). The
department also maintains a variety of HPLC's, capillary GC's, as well as a walk-
in cold room, an in-house stockroom, professionally staffed electronics and
machine shops, and a student machine shop. Additional instrumentation, such as
three NMR spectrometers (400 MHz, 500 MHz and soon a 600 MHz), are
available at the nearby Tufts Medical School, and a variety of instruments for the
preparation and characterization of materials are available on campus at the
Engineering School.

196. List disguised as a paragraph
The department houses first-rate instruments and facilities for modern chemical research,
including:
• 2 high-field multinuclear NMR spectrometers (Bruker AVANCE 300 and AM 300)
• A JEOL scanning electron microscope with EDS capabilities
• Nicolet and Mattson FTIR's
• Hewlett Packard GC-MS and Bruker MALDI-TOF mass spectrometers
• AA, AES, ICP, diode array UV-Vis and fluorescence spectrometers
• Several Digital Instruments scanning probe microscopes (STM, AFM)
• A wide variety of pulsed and CW laser systems for analytical and physical
measurement
• A variety of potentiostats for electrochemistry
• UHV surface analysis equipment (Auger, HREELS)
• The department also maintains a variety of HPLC's, capillary GC's, as well as a walk-in
cold room, an in-house stockroom, professionally staffed electronics and machine

197. Current page on ssa.gov

198. I’ve moved. Do I need to let you know?
In this case The answer Do this
is
You now receive either Yes • Call 1-800-772-1213
___ Social Security benefits A representative will take the information
or and change our records.
___ Supplemental Security Income (SSI)
• Change your address or phone number
online.
• Go to your local Social Security field
office. Find your local field office.
You do NOT receive any benefits or income No Nothing.
from us. We do not keep your address on file.
If we need your address in the future, we
will use the one that the Internal Revenue
Service (IRS) has on file for you. If you
have moved, the IRS will update its records
next time you file a tax return.
– Ginny Redish’s proposed redesign
www.redish.net

199. Tip # 4: Show don’t tell.

200. Show, Don’t Tell

201. Show, Don’t Tell
“If you want the truth to prevail, you must cause people to
realize the truth. This requires much more skill than is
required
to simply tell it.”
– Roy Williams in The Wizard of Ads

202. Show, Don’t Tell
“If you want the truth to prevail, you must cause people to
realize the truth. This requires much more skill than is
required
to simply tell it.”
– Roy Williams in The Wizard of Ads
Give sensory details and substantive facts.

203. Show, Don’t Tell
“If you want the truth to prevail, you must cause people to
realize the truth. This requires much more skill than is
required
to simply tell it.”
– Roy Williams in The Wizard of Ads
Give sensory details and substantive facts.
Let them come to their own conclusions.

204. Show, Don’t Tell
“If you want the truth to prevail, you must cause people to
realize the truth. This requires much more skill than is
required
to simply tell it.”
– Roy Williams in The Wizard of Ads
Give sensory details and substantive facts.
Let them come to their own conclusions.
They’ll realize it with far greater conviction.

206. Show, Don’t Tell
Tell me about your study abroad program
The Spoleto Study Abroad Summer Session is an intensive
interdisciplinary program focusing on the arts and humanities for
high school students, ages 15-19, interested in instrumental or
vocal music, visual arts, photography, creative writing or drama.
Students are given the opportunity to explore their academic and
artistic interests through exposure to an integrated style of learning
in a unique European setting. The mission of the program is to
provide a challenging and innovative experience for students who
have the desire to expand their knowledge while immersed in a
diverse and vibrant culture.

207. Show, Don’t Tell
Tell me about your study abroad program
The Spoleto Study Abroad Summer Session is an intensive
interdisciplinary program focusing on the arts and humanities for
high school students, ages 15-19, interested in instrumental or
vocal music, visual arts, photography, creative writing or drama.
Students are given the opportunity to explore their academic and
artistic interests through exposure to an integrated style of learning
in a unique European setting. The mission of the program is to
provide a challenging and innovative experience for students who
have the desire to expand their knowledge while immersed in a
diverse and vibrant culture.

210. Poster Project Part 1 Spoleto Study Abroad 2007
ARTS AND HUMANITIES PROGRAM
Summer Session I: June 21 - July 15 Session II: July 19 - August 12
Vocal & Instrumental Music, Vocal Music, Creative Writing
Visual Arts and Photography Visual Arts and Drama
Type of program: Vocal and Instrumental music, visual
arts, photography, drama and creative writing programs
Participants: Coeducational, ages 15-19
Program dates: June 21-July 15 & July 19 - August 12
Program Directors: Jill and Lorenzo Muti, Co-Directors
LOCATION
The Spoleto Valley is an ideal starting point for students interested in an
in-depth exploration of the visual and historical heritage of Italy. Cities
like Assisi, Siena or Orvieto, all filled with incredible artistic treasures,
are easily reached by car or train, and major centers like Rome or
Florence are less than two hours away. Trevi and Spoleto are
emblematic of central Italy, both historically and artistically.
BACKGROUND AND PHILOSOPHY
The Spoleto Study Abroad Summer Session is an intensive
interdisciplinary program focusing on the arts and humanities for high
school students, ages 15-19, interested in instrumental or vocal music,
visual arts, photography, creative writing or drama. Our students are
given the opportunity to explore their academic and artistic interests Photo credit: Bernardino Sperandio
through exposure to an integrated style of learning in a unique European
setting. The mission of the program is to provide a collaborative
community of artists and scholars gathered to explore deeply the rich Creative Writing Through an intensive curriculum, students develop
cultural heritage of central Italy while fostering individual artistic, writing skills while learning more advanced techniques of language and
intellectual and personal growth. expression. Students participate in selected exercises designed to
strengthen specific elements of writing. Journaling, a cornerstone of the
PROGRAM OFFERINGS course, serves as a foundation for an exploration of poetry, prose, prose-
Music Students are immersed in a wealth of musical offerings poems and lyrics. Contributions from class are published in a literary
emphasizing artistic and technical growth. The program offers private magazine as the final project of the program.
lessons with leading musicians in the field, chamber music sessions and
orchestral and vocal experiences. Several concerts are given Photography Students will study a selection of historic and
throughout the session, both in Spoleto and in neighboring towns. contemporary photographers, while developing a personal style of their
own. The course will focus on a variety of photographic techniques,
Visual Arts Students explore the philosophical, intellectual and such as portraiture, landscape, night photography, documentary
mechanical aspects of art through art history, studio classes and hands- photography and hand-coloring Polaroid dye transfers. Final projects
on field trips. Courses include instruction and practice in drawing, are exhibited at the photography show.
painting and two-dimensional design. The theoretical aspects of the
course are then illustrated with visits to and examinations of works of art Drama Students explore acting through Stanislavsky's time-tested
found throughout the town and the region. Final projects are exhibited fundamentals: given circumstances, objectives, beats, and actions.
at the art show. Classes provide an overview of his system with practical exercises in
observation, sensory awareness, and physical centering, which are
explored in monologues and scenes. The final project is an hour-long
performance that is specifically chosen to suit the talents of drama
students.
DAILY SCHEDULE
Classes are scheduled four days a week and follow a typical Italian
pace of life.
8:00 am Breakfast
9:00 am - 1:00 pm Classes
1:15 pm Lunch
2:30 pm - 5:00 pm Free time/applied lessons
5:00 pm Studio workshops and rehearsals
8:00 pm Dinner

211. Poster Project Part 1 Spoleto Study Abroad 2007
ARTS AND HUMANITIES PROGRAM
On your own... Summer Session I: June 21 - July 15 Session II: July 19 - August 12
Vocal & Instrumental Music, Vocal Music, Creative Writing
Visual Arts and Photography Visual Arts and Drama
Type of program: Vocal and Instrumental music, visual
arts, photography, drama and creative writing programs
Participants: Coeducational, ages 15-19
Program dates: June 21-July 15 & July 19 - August 12
Program Directors: Jill and Lorenzo Muti, Co-Directors
LOCATION
The Spoleto Valley is an ideal starting point for students interested in an
in-depth exploration of the visual and historical heritage of Italy. Cities
like Assisi, Siena or Orvieto, all filled with incredible artistic treasures,
are easily reached by car or train, and major centers like Rome or
Florence are less than two hours away. Trevi and Spoleto are
emblematic of central Italy, both historically and artistically.
BACKGROUND AND PHILOSOPHY
The Spoleto Study Abroad Summer Session is an intensive
interdisciplinary program focusing on the arts and humanities for high
school students, ages 15-19, interested in instrumental or vocal music,
visual arts, photography, creative writing or drama. Our students are
given the opportunity to explore their academic and artistic interests Photo credit: Bernardino Sperandio
through exposure to an integrated style of learning in a unique European
setting. The mission of the program is to provide a collaborative
community of artists and scholars gathered to explore deeply the rich Creative Writing Through an intensive curriculum, students develop
cultural heritage of central Italy while fostering individual artistic, writing skills while learning more advanced techniques of language and
intellectual and personal growth. expression. Students participate in selected exercises designed to
strengthen specific elements of writing. Journaling, a cornerstone of the
PROGRAM OFFERINGS course, serves as a foundation for an exploration of poetry, prose, prose-
Music Students are immersed in a wealth of musical offerings poems and lyrics. Contributions from class are published in a literary
emphasizing artistic and technical growth. The program offers private magazine as the final project of the program.
lessons with leading musicians in the field, chamber music sessions and
orchestral and vocal experiences. Several concerts are given Photography Students will study a selection of historic and
throughout the session, both in Spoleto and in neighboring towns. contemporary photographers, while developing a personal style of their
own. The course will focus on a variety of photographic techniques,
Visual Arts Students explore the philosophical, intellectual and such as portraiture, landscape, night photography, documentary
mechanical aspects of art through art history, studio classes and hands- photography and hand-coloring Polaroid dye transfers. Final projects
on field trips. Courses include instruction and practice in drawing, are exhibited at the photography show.
painting and two-dimensional design. The theoretical aspects of the
course are then illustrated with visits to and examinations of works of art Drama Students explore acting through Stanislavsky's time-tested
found throughout the town and the region. Final projects are exhibited fundamentals: given circumstances, objectives, beats, and actions.
at the art show. Classes provide an overview of his system with practical exercises in
observation, sensory awareness, and physical centering, which are
explored in monologues and scenes. The final project is an hour-long
performance that is specifically chosen to suit the talents of drama
students.
DAILY SCHEDULE
Classes are scheduled four days a week and follow a typical Italian
pace of life.
8:00 am Breakfast
9:00 am - 1:00 pm Classes
1:15 pm Lunch
2:30 pm - 5:00 pm Free time/applied lessons
5:00 pm Studio workshops and rehearsals
8:00 pm Dinner