Today, we’ve released our latest training course – Writing skills for developers. The course teaches developers the key skills of technical writing for software user documentation.
Although it would be better for a professional technical communicator to write the end user documentation, for some organisations, this isn’t always possible.
It is for developers who:
- Need a solid understanding of the fundamentals of technical writing
- Want to communicate more clearly and effectively
- What to know how little, or how much, they should write
- Want people to answer their own Support questions
The course comprises 14 modules in total, which delegates can complete at your own pace. The course modules are delivered over the Web in small, manageable video presentations. The course handouts and exercises are downloadable as Word or PDF files.
We can also deliver this course as a classroom course for development teams.
For more information, see: Writing skills for developers training course.
In researching what developers wanted to learn about writing documentation for users, the most common issue related to how much, or how little, they should write. One developer said:
“I would want to know what is the minimum I should write. If you can persuade me what is the necessity of each thing I’m capturing, and the voice I should use to make it most acceptable, I think I’d tune in.”
We’ll look at this question in the Writing Skills for Developers course, which we will be releasing soon. In general, you need to:
- Meet the legal requirements (which differ depending on the product, and the country).
- Provide enough information so that users don’t give up using your product, if they get stuck. For example, how to install the software, and how to get started.
- Consider the support calls, and whether you could avoid any of those by having good user documentation.
That might appear a bit too vague, so let me go back to one of the sentences above:
“If you can persuade me what is the necessity of each thing I’m capturing”
Before you start writing, you should define the purpose and audience for each deliverable you create. There should be a use case:
- Without documentation, is it clear what the user should be doing? is it clear what the user should be doing first?
- Is it clear how they should be doing the task?
- When they have to choose between options, do they have enough information to make the right decision?
- When they have completed a task, do they know what to do next?
- Are there any concepts or terms the user might not understand?
You can assess what topics to cover by doing some basic usability analysis. However, if you think about the tasks, the process (workflow), and any unfamiliar concepts, you will be on the right track.
Discover how to create clear and effective policies and procedures. Cherryleaf’s next public classroom course will be held on Tuesday 13th June, in central London. See:
Listeners to BBC Radio Four this morning heard a report that a new study by researchers at Sheffield Hallam University (SHU) discovered comics are a better educational resource than traditional textbooks.
In a related article, called How the humble comic book could become the next classroom superhero, SHU’s Paul Aleixo explained:
“We found that the use of comic books actually enables students to better remember information. Our research showed that the students that read a comic book version got more memory questions correct compared to when the same information was presented in text format alone – or in a combination of random images and text.
This shows that the way comic books are structured – to include a special combination of words and pictures in a certain sequence – increases students’ ability to remember information.”
The key word in the section above is “remember”. The purpose of a user guide is not necessarily to get the reader to remember, but to solve their problem. We want them back working as quickly as possible. Indeed, one of the key principles of Minimalism is “Support reading to do, study, and locate”.
Having said that, there are some interesting findings in the study:
“There are good theoretical reasons why comics might be better at imparting information to students. A lot of which has to do with what the influential cognitive psychologist, Allan Paivio, called “dual-coding theory”. This is the idea that we deal better with material which is presented in both a verbal and a visual manner.”
This means good layout and using graphics will help the readers of user guides.
Certainly for learning materials, comics can be very useful. Indeed, we’ve created a number ourselves.
What has been your experience of using this medium?
Cherryleaf’s policies and procedures course teaches your staff how to write clear and effective policies and procedures, in a straightforward and efficient way. It is popular with staff from charities and the NHS, although it will benefit many writers of policies and procedures.
Our next public course will be on the 6th March 2017.
Cherryleaf’s policies and procedures writing course
Discover the advanced new writing styles emerging in technical communication by attending Cherryleaf’s popular training course. Don’t get left behind: past clients include technical communicators from Citrix, GE, IBM UK, Lloyds Banking Group, Sage plc, Schlumberger, Tekla and Visa International.
The next public classroom course will be held on Wednesday 29th March 2017 at our training centre in central London (WC2R).
For overseas clients, we will hold a class live over the web (on 22nd and 23rd March), if there sufficient interest.
Advanced technical writing & new trends in technical communication training
Cherryleaf’s policies and procedures writing course in January is now fully booked, and we’re not taking any more bookings for this event.
We’ll be scheduling another course date in the near future.
On pretty much on every classroom training course we run, the delegates comment on the place where we hold our classes. It is a nice building, as you can see from the flythrough below: