REVISION TEXT TYPES #4: SET OF GUIDELINES OR INSTRUCTIONS

How to write a Set of guidelines or Instructions

A set of instructions can give step-by-step guidance on HOW TO DO something. A set of guidelines will probably help the reader by offering him pieces of advice that will prove useful on a certain situation.

-          Identify your audience. Decide on register. Some instructions take the form of advice , thus, they tend to be more personal in style and address.

-          Think of a short, eye-catching TITLE

-          Write a short INTRODUCTION that summarizes the purpose of the set of guidelines. You may refer to the benefits the reader will have after having read it.

-          Indicate what the audience needs in terms of knowledge and background to understand the instructions.

-          Give a general idea of the procedure and what it accomplishes.

-          Indicate the conditions when these instructions should (or should not) be used.

-          Give an overview of the contents of the instructions.

-          You may write SUB-HEADINGS to introduce your suggestions. These can take the form of statements or imperatives. Expand those ideas below, in the form of a paragraph.

-          Address your readers throughout

-          You may use a variety of sentence-types: exclamations, statements, questions.

-          Sentences are usually CHRONOLOGICALLY ORDERED so the reader begins at the start of the process and finishes at the end.

-          You may use BULLETS to present the information in a clear and simple way.

-          You may use ADVICE PHRASES, e.g. ¨You´d better¨, ¨You should¨, and Conditional Sentences to express probability.

•Clear, simple writing

•A thorough understanding the procedure in all its technical detail

•Your ability to put yourself in the place of the reader, the person trying to use your instructions

•Your ability to visualize the procedure in great detail and to capture that awareness on paper

SAMPLE OF A SET OF GUIDELINES (ADVICE)

The following sets of guidelines or 'ground rules' are examples that can be distributed to students, or they can provide a basis for a discussion about developing an atmosphere of mutual respect and collaborative inquiry. Many teachers also find it productive to have a discussion with their students in which they collectively generate a list of discussion guidelines or community agreements to set expectations for their interactions.

Example 1. It contains the guidelines without the explanatory paragraphs.

 (from the CRLT GSI Guidebook.)

Guidelines for Class Participation

1. Respect others’ rights to hold opinions and beliefs that differ from your own. Challenge or criticize the idea, not the person.

2. Listen carefully to what others are saying even when you disagree with what is being said. Comments that you make (asking for clarification, sharing critiques, expanding on a point, etc.) should reflect that you have paid attention to the speaker’s comments.

3. Be courteous. Don’t interrupt or engage in private conversations while others are speaking

4. Support your statements. Use evidence and provide a rationale for your points.

5. Allow everyone the chance to talk. If you have much to say, try to hold back a bit; if you are hesitant to speak, look for opportunities to contribute to the discussion.

6. If you are offended by something or think someone else might be, speak up and don't leave it for someone else to have to respond to it.

Example 2.

 (from the U-M Program on Intergroup Relations)

Guidelines for Dialogue

1.       Confidentiality.  We want to create an atmosphere for open, honest exchange.

2.       Our primary commitment is to learn from each other.  We will listen to each other and not talk at each other. We acknowledge differences amongst us in backgrounds, skills, interests, and values.  We realize that it is these very differences that will increase our awareness and understanding through this process.

3.       We will not demean, devalue, or “put down” people for their experiences, lack of experiences, or difference in interpretation of those experiences.

4.       We will trust that people are always doing the best they can.

5.       Challenge the idea and not the person.  If we wish to challenge something that has been said, we will challenge the idea or the practice referred to, not the individual sharing this idea or practice.

6.       Speak your discomfort.  If something is bothering you, please share this with the group.  Often our emotional reactions to this process offer the most valuable learning opportunities.

7.       Step Up, Step Back. Be mindful of taking up much more space than others. On the same note, empower yourself to speak up when others are dominating the conversation.

http://www.crlt.umich.edu/node/58410