Extension Publications John B. Carey Texas A&M University PSA Student Workshop, July 24, 2009

 Print - Web  Fact Sheets – single specific topic  Bulletins – broader, more research orientation  Special Reports – annual reports, short courses  Newsletters – Broad distribution, general topics  Information Sheets – quick response, time sensitive  Handbooks – lesson plans, curricula Adapted from Univ. of Maryland, College of Ag. & Nat. Res. Document “Planning your Publication”

 Print  Traditional – appeal depends on audience  Static – not able to update  Portable – can be widely distributed without technology; easy reference  Web  Appeals to some audiences  Dynamic – must be kept current  Can be interactive

 What is the purpose of the publication?  Answer = To Teach

Chronology – Linear narrative, How-to Inverted Pyramid - Most Important to Least, News Story Building Block – Step-by step, Simple … Complex Cause & Effect – When both are germane to the objective Classification – Categorical information, reference Compare and Contrast – Pro and Con discussion List – Cookbook Question and Answer – FAQ’s Motivational Sequence – Persuasive writing Compartmentalization – Tables, text boxes, loosely connected information Adapted from J. Winn, June 2009

 Who is the publication intended for?  Local, state, national audience  Public, producers, consumers, youth  What are the characteristics of audience?  Demographics, age, education, occupation, experience Adapted from J. Winn, April 2009

 Why is the publication being written?  Purpose relates to structure  What is the primary message? – in one sentence.  What are you trying to teach them?  How long will this information be of value?  May affect print/web decision Adapted from J. Winn, April 2009

 Based on proposed structure  Based on answers to previous questions Adapted from J. Winn, April 2009

 Keep sentences short ▪ words ▪ Vary sentence length  Prefer the simple to the complex ▪ If the right word is a big word, use it. But if a shorter word does the job, use it.  Prefer the familiar word ▪ Use of obscure vocabulary requires additional explanation Adapted from Univ. of Missouri Extension publication CM 201, 1993

 Avoid unnecessary words ▪ Organize the details in advance  Put action in your verbs ▪ Passive = person doing the action follows the verb ▪ The man was fired by his boss  Write like you talk ▪ Clear, concise, plain language  Use terms your reader can picture ▪ Avoid “fuzzy” words – conditions, situations, facilities, etc. Adapted from Univ. of Missouri Extension publication CM 201, 1993

 Tie in with your reader’s experience  Relates back to knowing your audience ▪ Meaning of words is based on experience, beliefs and values.  Make full use of variety ▪ Writing should not seem choppy or childish.  Write to express, not impress ▪ The chance of striking awe by means of big words is small. Adapted from Univ. of Missouri Extension publication CM 201, 1993

 Too many levels ▪ Confuse the reader ▪ Result in lengthy explanations  Obscure the main point  Use no more than 2-3 levels of subordinate paragraphs.  Avoid  Undefined abbreviations and acronyms  Using two different terms for the same thing  car, vehicle, auto  Giving an obscure meaning to a word. Adapted from J. Winn, June 2009

 Any member introducing a dog into the Society’s premises shall be liable to a fine of one pound. Any animal leading a blind person shall be deemed to be a cat. Adapted from J. Winn, June 2009

 Seek Professional Help  Expertise is available  Take constructive criticism constructively  Writing, composition, layout and design are an art.  Ignoring these facts will undoubtedly result in a less successful publication.

 Determine purpose of publication  Understand appropriate structure  Clear concise writing  Utilize professional resources