[astcq-discuss] Re: Course outlines for ASTC-Q
- From: "Rebbecca Martin" <rebbeccam@xxxxxxxxxxxxxxxxx>
- To: "'Ana Young'" <ana_young2000@xxxxxxxxx>,<astcq-discuss@xxxxxxxxxxxxx>
- Date: Tue, 2 Sep 2003 07:45:02 +1000
Hi Ana,
Just to let you and everyone else know, that any sessions requiring a
computer lab would be conducted in a proper computer lab. There are a
number of companies that hire out computer labs, in the inner city and
suburbs, which would be suitable for Jean's courses *G*.
And yes I do lurk here from time to time :o)
Beck
-----Original Message-----
From: Ana Young [mailto:ana_young2000@xxxxxxxxx]=20
Sent: Monday, 1 September 2003 11:12 AM
To: astcq-discuss@xxxxxxxxxxxxx
Cc: Rebbecca Martin
Subject: Re: [astcq-discuss] Course outlines for ASTC-Q
Hi Jean,
I read the list of courses / topics you sent and they
are all good.
So, I will let someone come up with a specific request
and then I will probably add my name to the list. The
only three things I have to say are: a) I do not have
a laptop so I cannot attend a computer-lab type
course; b) I will be in Sydney to attend the ASTC(NSW) conference, so =
that
weekend is out: and c) I have a family and so I need some notice to =
organise
things with them.
Thanks for that. The price is very reasonable.
Cheers,
Ana
--- Jean Hollis Weber <jean@xxxxxxxxxxxxx> wrote:
> In the minutes of the July meeting, Kirsty Taylor
> noted,
> >* The possibility that Jean will be in Brisbane
> later in the year and will
> >be happy to present some training to the group, if
> timing works out. ...
> >Ana and I were tempted to choose a topic, but felt
> we should probably
> >leave it to the wider group.
>=20
> Below are some outlines of courses that might
> interest the group. I'd like
> some feedback on whether people are interested at
> all, and if so which=20
> course(s) you might want to attend. No obligation at
> this point, as=20
> obviously a final decision will depend on when and
> the cost.
>=20
> I don't know yet what dates I will be in Brisbane on
> other business, but it
> will be sometime in October (most likely) or
> November this year. Would a=20
> weekday or a Saturday be best for a course? Most
> workshops organised by=20
> ASTC, Society of Editors, etc are held on Saturday,
> so people who can't get=20
> time off work can attend.
>=20
> The cost is also unknown, but I hope to keep it
> around the $150 mark for a
> full day. If at least 10 people attend, that should
> be doable, but Beck=20
> Martin will have the final say as she is organising
> the venue. ($150 is=20
> actually quite cheap compared to commercial courses,
> as I'm sure you all know.)
>=20
> Regards, Jean
> Jean Hollis Weber
> jean@xxxxxxxxxxxxx
> The Technical Editors' Eyrie
> http://www.jeanweber.com/
>=20
> COURSE OUTLINES
>=20
> Note: These outlines can be modified to suit the
> requirements of the group.
> Longer courses allow more time for exercises,
> questions and discussion.
>=20
> Editing principles (1/2 day or 1 day)
> The editor's role in a technical writing project
> Dividing editing into identifiable tasks
> Rules-based and analysis-based edits
> Organising the flow of writing and editing work
> Deciding what needs to be done
> Developing an editing plan
> Prioritising the work
> How long does editing take?
> Using style, design and process guides
> Editing for consistency
> Editing tips and checklists
>=20
>=20
> Copyediting technical materials (1/2 day or 1 day)
> Editing sentences (includes logic, length, grammar
> and punctuation)
> Editing words
> Cutting out unnecessary words
> Using strong rather than weak verbs
> When to use active and passive voice
> Stressing what is important in a sentence
> Using a style guide
> Editing for consistency
> Copyediting mathematical material (equations,
> fractions, statistics)
> Copyediting tables
> Copyediting illustrations
> Copyediting indexes
> What to include in an editing checklist
> When to use electronic tools, and when they are not
> enough
> Substantive editing (1-2 days)
> (also called developmental editing and comprehensive
> editing)
> Audience and document analysis
> Deciding what needs to be done
> Developing an editing plan
> Editing for logic and structure (the bigger picture)
> Tables of contents and headings
> Choice of format and presentation: consistency
> Alternatives to the paragraph
> Lists
> Flowcharts
> Playscripts
> Decision trees
> Editing tables
> Editing illustrations
> Editing indexes
> Editing procedures and instructions
> Editing reports
>=20
>=20
> Substantive editing (1-2 days)
> (also called developmental editing and comprehensive
> editing)
> Audience and document analysis
> Deciding what needs to be done
> Developing an editing plan
> Editing for logic and structure (the bigger picture)
> Tables of contents and headings
> Choice of format and presentation: consistency
> Alternatives to the paragraph
> Lists
> Flowcharts
> Playscripts
> Decision trees
> Editing tables
> Editing illustrations
> Editing indexes
> Editing procedures and instructions
> Editing reports
>=20
>=20
> Planning, writing and editing online help (1-2 days)
> Planning an online help project (11 steps)
> Developing high-level specifications: what to
> include
> Developing detailed specifications: what to include
> Preparing for editing and testing
> Deciding who does what, when
> Organizing the flow of writing and editing
> work
> Working with use cases and user scenarios
> Developing lists of user tasks and test
> questions
> Prototyping the help
> Outlining and mapping the help project
> Choosing methods for editing and reviewing Diagnosing and=20
> correcting common problems
> 1. I can't find what I'm looking for.
> 2. I can't figure out what's going on.
> 3. I can't figure out what will happen when
> I do something.
> 4. There's too much detail.
> 5. There's not enough detail.
> 6. I can't get to the help when I want it.
> 7. The program isn't working the way the
> help says it should.
> 8. Help tells me what the system does, but
> not how to use it.
> 9. I want a bigger picture of what this
> program can do.
> 10. The help is inconsistent and badly
> written and formatted.
> Editing the contents page and index
> Editing for navigation and context
> Using browse sequences
> Using cross-references and other links
> Providing for reader-defined navigation
> Using visual aids such as icons or color
> Providing context information in the text
> Catering for novices to experts
> Understanding user types
> Using information types
> Providing embedded help
> Providing assistance to novice users
> Providing for user preferences
> Integrating the help system with other
> documents and systems
> Linking from application to help
> Copyediting
> Production editing
> Outlines and examples
> Online help plan
> High-level specifications
> Detailed specificatons
> Choosing help types and tools
>=20
> All material is taken from Editing Online Help by
> Jean Hollis Weber, 2000.
> This course is NOT specific to any particular type
> of help or authoring tool.
>=20
>=20
> Web site accessibility and usability (1/2 - 1 day)
> Navigation
> Writing style
> Page length and organisation
> Page layout, tables, lists
> Graphics
> Accessibility issues (who can or can't read your
> page)
> Common problems and how to fix them
>=20
>=20
> Beginning HTML and CSS for writers and editors (1/2
> - 1 day)
> (Computer lab preferred.)
> Basic HTML tags and attributes
>=20
=3D=3D=3D message truncated =3D=3D=3D
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