Inside Out: Helping Nonwriters Connect with the Public

Donna Sheffield • Kansas State UniversityJune 25, 2014 • ACE Portland, Oregon

Inside OutHelping Nonwriters Connect with the Public

2

Helping  Nonwriters  Connect  with  the  Public  

Last fall, K-State Research and Extension administration asked the publishing staff to edit “Making a Difference” reports, also known as impact statements. Reports are tied to funding with emphasis on making information accessible to the public. The documents came to us in mid-November and needed to be ready to post on our website in December, before the legislative session. This meant no time for substantive editing. Our goals were to edit for clarity and consistency and make recommendations for next year. This handout shows examples of how we edited “Making a Difference” reports for a general audience. I’ve referenced Federal Plain Language Guidelines, which recommend three steps to clear writing:

1. Plan    2. Organize  3. Write    

Plan.  

Think  about  your  audience.    Use language your audience knows and feels comfortable with. Take their current level of knowledge into account. This ensures you write clearly and helps you focus on the audience’s needs.

What’s  a  PFT?    The K-State Research and Extension Livestock Program Focus Team held a drought retreat that included key personnel in related disciplines.

Livestock Program Focus Team or livestock production team?

Who  is  the  audience?  “…the reports are more internal than external…”

“How can they be internal BUT ALSO external and used to demonstrate what we do with state funds to the public as well as legislators? I barely knew what the term PFT meant, and I’ve worked here three years.”

“We can get pretty ‘extensiony,’ especially with all of our acronyms.”

Clearly  identify  your  audience.    

3

Organize.    

Know  your  purpose.  Organize  content  to  meet  the  needs  of  your  audience.    The sample report on the next page shows how the writing task was organized and advantages and disadvantages of this approach.

Pros  Less intimidating than a blank page

Cons    Takes too long to get to the point. Confusion about what should be included in each section

Don’t  bore  readers  with  a  chronology.  Get  to  the  point!  (Four-score and seven years ago …)

Beginning in the 1970s, Kansas 4-H identified the mastery of interpersonal communication skills as one of five focus youth developmental traits. In 2011, the Department of 4-H Youth Development began a multi-year survey of Kansas 4-H Youth who participate in some way (i.e. determined locally) both intentionally and informally, in acquiring interpersonal communication skills. Nationally, employers report that more and more high school graduates lack the skills needed for work. Ninety-one percent of people surveyed by K-State in 2007 reported that it was very or somewhat important to help youth ages 10-19 years old “master positive life skills,” which include communication, decision-making, goal-setting and leadership. Over the past two years, 362 youth completed the communication section from the Youth Life Skills Evaluation Project developed by the late Dr. Susan Barkman of Purdue University and Dr. Krisanna Machtmes of Louisiana State University.

Organize  with  the  audience  in  mind.  Employers nationwide report that more and more high school graduates lack the skills needed for work. Among those surveyed by K-State Research and Extension in 2007, 91% reported that it was very or somewhat important to help youth ages 10 through 19 “master positive life skills” including communication, decision-making, goal-setting, and leadership. Since the 1970s, Kansas 4-H has identified interpersonal communication skills as one of five focus traits for youth development. In 2011, the Department of 4-H Youth Development began a multiyear survey of Kansas 4-H youth who participate, either intentionally or informally, in methods of acquiring interpersonal communication skills. Over the past two years, 362 youth completed the communication section from the Youth Life Skills Evaluation Project developed by the late Dr. Susan Barkman of Purdue University and Dr. Krisanna Machtmes of Louisiana State University.

Kansas State University Agricultural Experiment Station and Cooperative Extension Service K-State Research and Extension is an equal opportunity provider and employer. Issued in furtherance of Cooperative Extension Work, Acts of May 8 and June 30, 1914, as amended. Kansas State University, County Extension Councils, Extension Districts, and United States Department of Agriculture Cooperating, John D. Floros, Director.

Making a Di!erence 2012–2013

 Dealing with Drought in the Cow/Calf Enterprise The Situation In fall of 2012, 93% of the state was categorized as a severe or exceptional drought area, and 70% of the state remained in those categories in early March 2013. Forage supplies were extremely tight from prior-year drought, and feed costs were reaching record highs. Producers needed help dealing with poor-quality and limited feed supplies, toxicity issues in forages, lack of water and/or poor water quality, and modification of grazing plans.

What We Did The K-State Research and Extension Livestock Production Team held a drought retreat that included key personnel in related disciplines. Crucial issues were identified, and working groups were developed around the topics of forages, economics, water, and measures of last resort. We developed materials and held “train the trainer” meetings. Thirteen producer meetings across the state focused on drought-related issues such as providing safe and economical rations and maintaining range condition. K-State Research and Extension personnel tested forage samples for nitrate and nutrient quality analysis. A five-year research project was established to monitor range recovery.

Outcomes • The economic impact on individual operations

was estimated as $100 to $1,000 by 44% of producers, $1,000 to $5,000 by 29% of producers, and more than $5,000 by 10% of producers. They expected to implement early weaning, develop a drought management plan, and change stocking rates.

• Hundreds of producers gained valuable information to help make difficult decisions through one-on-one consultation with K-State Research and Extension personnel.

• Producers made appropriate adjustments to feeding plans based on forage nitrate results

(i.e., oat field was not grazed, forage sorghum hay was blended to a safe level, and sorghum stalks were found safe to graze). Toxic levels of nitrates were identified in 8% of forages tested, and 6% were expected to cause abortions if not managed.

• Meadowlark District developed a kit for checkout that helped producers improve the digestibility of more than 1,220 tons of low-quality forage through ammoniation.

Success Stories • A Meadowlark producer ammoniated 250 tons of

wheat straw using the district kit and saved $50 per ton compared with the cost of buying brome hay.

• In Morton County, the agent used information developed by the drought response team to help individual producers determine strategies to maintain a cowherd base during the severe drought. The individualized consultations included discussion of feed resources, economics, and how to find and make use of feed. As a result, producers were able to keep most of their cowherds and develop a strategy to break even until the rain came.

• In Linn County, producers learned about the relationship of fertilization to pasture recovery after drought; consequently, 16% more soils samples were processed through the county office than the year before.

Contact Sandy Johnson Livestock Specialist PO Box 786, Colby, KS 785-462-6281 [email protected]

5

Use  heads  and  subheads  effectively.   Benefits: • attract attention and create interest • help the reader navigate, find relevant information • create white space and allow the reader to process information

Positive Youth Development Positive Youth Development Enhances Skills Needed for Work

Eliminate  unnecessary  information.    • Drop name of organization when it is clear from the masthead. • Do not overuse formal name of the program or group.    

Make  it  logical.    In this example, the success story doesn’t address the situation. It leaves the reader wondering what happened as a result of the program – the impact!

Situation: Recent drought reduced grassland productivity, creating a need to educate ranchers about alternative forages, rotational grazing, and improved soil and water management. Success Story: Attendees reported that they owned or operated on average 347 acres of grassland and 362 acres of cropland. Comments included: “One of the best seminars I have ever been to” and “This grazing school was excellent! Informative and inspirational!

This report, Reducing the Impact of Wheat Diseases in Kansas, includes a brief, but solid indicator of success.

Situation: A variety of diseases threaten Kansas wheat production. These diseases cause an average statewide yield loss of 11.4%, valued at approximately $170 million. The most common and damaging diseases in Kansas include the fungal diseases leaf rust, stripe rust, and septoria leaf spot, as well as several viral diseases including wheat streak mosaic and barley yellow dwarf. Kansas needs educational programs to help wheat producers develop effective disease-management strategies and maintain profitable farming operations. Success Story: The Kansas Department of Agriculture has documented the long-term outcomes of continued investment in these programs. These reports indicate an increase in the number of acres planted to wheat varieties resistant to many important diseases and a decreasing influence of diseases on wheat production in the state.

For more tips see, Best Practices for Writing the ‘Making a Difference’ Report, at the end of this document.

6

Write.  

Words:  Precise  and  concise    Don’t use jargon or technical terms when everyday words have the same meaning.

Verbs  Active verbs tell who does what and improve clarity.

Soil Fertility Schools were completed in multiple counties during 2012-2013. K-State Research and Extension offered soil fertility schools in multiple counties during 2012-2013.

Present tense verbs are simplest and strongest.

There are more than 110 Farmers’ Markets operating throughout the state of Kansas. More than 110 farmers markets operate in Kansas.

Nouns  • Avoid using fancy, organizational names when simple ones will do. • Minimize abbreviations. Use a nickname instead. Instead of PFT, say team.  • Don’t define something that is obvious to the reader. (commonly used

abbreviations such as IRS, USDA; organizational information that is clear from the context.)

• Don’t turn nouns into verbs. (tasked, messaged, etc.)

Adjectives  • Drop excess modifiers.

o It is particularly difficult to It is difficult to

o Participants reported impressive knowledge gain. o Easy on the numbers. Consider significance for a general audience.

Sentences:  Simple  and  direct    Keep the subject, verb, and object close. Use transitions.

There are more than 110 Farmers’ Markets operating throughout the state of Kansas. Extension agents and specialists work with the development of those markets and also provide expertise to growers who are selling directly to the end consumer through one-on-one consultations, classes, workshops and conferences.

More than 110 farmers markets operate in Kansas. Agents and specialists from K-State Research and Extension play a key role in developing these markets. They provide expertise to growers who sell directly to consumers by offering one-on-one consultations, classes, workshops, and conferences.

7

This example uses several techniques to cut an 85-word sentence to 55 words with no loss of meaning. (How many can you identify?) Before

County  Extension  Agents,  Program  Assistants  and  State  Specialists  conducted  a  variety  of  outreach  methods that  included  face  face-­‐to-­‐face  meetings,  one-­‐on-­‐one  consultations,  newsletters,  and  news  releases to  print,  television,  and  radio.  The  releases  occurred  prior  to  many  food-­‐related  holiday  events  such  as  Memorial  Day,  4th  of  July,  Thanksgiving,  and  Christmas.  The  two  areas  of  emphasis  of  our  food  safety  education  –  as  part  of  a  larger  program  or  as  an  independent  program  –  were  hand  washing  and  the  use  of  food  thermometers.to  prevent  temperature  abuse  of  food.    

 After  

Agents,  program  assistants  and  specialists  used  a  variety  of  methods —  face  face-­‐to-­‐face  meetings,  one-­‐on-­‐one  consultations,  newsletters,  and  news  releases  —  to  educate  the  public  about  food  safety.  Releases  were  distributed  before  food-­‐related  holiday  events  such  as  Memorial  Day,  Fourth  of  July,  Thanksgiving,  and  Christmas.  Outreach  efforts  emphasized  hand  washing  and  the  use  of  food  thermometers.    

Other  tips  to  improve  clarity  • Use lists to break up text, but don’t overuse them. • Introduce the list with a sentence. • Use parallel structure so each item makes a complete sentence if combined with

the lead.

Design  your  document  for  easy  reading.    • Short sentences and sections create white space. • Write descriptive subheads, contrasting type is best. • Be selective. Don’t overwhelm readers with too much information. Your goal is

not to please colleagues. It is to report impact. Adapted from Federal Plain Language Guidelines, March 2011, plainlanguage.gov . Donna Sheffield, Editor Communications and Agricultural Education Kansas State University 785-532-1144 [email protected]

Best Practices for Writing the‘Making a Difference’ Report

KANSAS STATE UNIVERSITY AGRICULTURAL EXPERIMENT STATION AND COOPERATIVE EXTENSION SERVICE

from Kansas State University

The Making a Difference report is the key annual document for your Program Focus Team. It helps communicate your group’s work and key messages to an academic audience (administrators, colleagues, national extension database); and can help demonstrate to external stakeholders the value or potential value of your programs in their lives.

The Making a Difference report should be clear, succinct, and one page in length. It is a summary of your PFT’s value, not a summary of individual programs. Items to think about for each section:

The SituationWrite 1-2 paragraphs about the area in which your group is “making a difference.” This section should include background information. Ask yourself:

1. What prompted this work?2. Why is this work important to a certain region, state or nation? 3. What issue, problem, or conflict is your PFT trying to resolve?

What We DidWrite 1-2 paragraphs that explain the methodology behind trying to resolve said issue, problem, or conflict. It should be a brief, general overview of activities and processes. Ask yourself:

1. What was the project goal?2. By what methods did your PFT try to reach this goal?

Outcomes Outcomes are the results. 1-2 paragraphs or bullet points should explain these results. Knowledge gained and knowledge changed are great examples of outcomes. Ask yourself:

1. What happened because of our work?2. What do we know because of this work, and what more do we seek to know?3. Did we reach our goal, and if not, what did we learn?4. Are there any potential outcomes?

Success Stories Success stories explain how ‘The Situation’ was made better (or potentially better) because of your work. While outcomes show knowledge gained or changed, success stories show action and how knowledge was applied. Briefly explain your success in 1-2 paragraphs or bullet points. Use data to measure success. Testimonials are ok, but they often do not show the overall impact. Ask yourself:

1. How was change applied or how could change be applied?2. What improvements were made in the issue, problem, or conflict presented in ‘The Situation?’3. If no improvement or change was shown or could be measured at the current time, what was

learned to move forward?

Best Practices for Writing the‘Making a Difference’ Report

KANSAS STATE UNIVERSITY AGRICULTURAL EXPERIMENT STATION AND COOPERATIVE EXTENSION SERVICE

page 2 of 2

See the 2013 Making a Difference reports at www.ksre.ksu.edu/programming/p.aspx?tabid=357

Kansas State University Agricultural Experiment Station and Cooperative Extension Service K-State Research and Extension is an equal opportunity provider and employer. Issued in furtherance of Cooperative Extension Work, Acts

of May 8 and June 30, 1914, as amended. Kansas State University, County Extension Councils, Extension Districts, and United States

Department of Agriculture Cooperating, John D. Floros, Director.

Making a Di�erence 2012–2013

Learn about Options for Traumatic Brain Injury The Situation Approximately 1.7 million people annually sustain a traumatic brain injury (TBI). Kansas ranks above the national rate for TBI hospitalizations. The injury can occur at any age, but young children, teens, and older adults are more commonly affected than others. Military personnel may also experience traumatic brain injury. Research shows that survivors of traumatic brain injury and their caregivers want to raise public awareness of TBI to improve acceptance and become integrated members of the community. What We Did A USDA grant allowed us to develop an educational program, “TBIoptions: Promoting Knowledge,” to raise awareness of traumatic brain injury and the need for support for survivors and family members in local communities. Program content includes the effects and consequences of TBI, the importance of individual and community support, and an introduction to an online directory of community resources. Participants learn through short lectures, videos, application of reflective questions, and print materials to reinforce key messages. Trained leaders in local communities and an online version brought the program to more than 220 people. Outcomes

• 95% of respondents indicated they learned something new after participating in the program.

• 83% of respondents indicated they planned to take action or change something in their own lives.

• General ratings of self-reported knowledge on five content items increased by more than one rating level from pre- to post-assessment.

Success Story Participants provided written comments that they learned:

• “… how attitudes of others affect survivors.” • “… to recognize how serious any injury to

the brain can be.” • “Effects of TBI aren’t always visible.” • “A person with a TBI can set and achieve

goals.” • “Community support may be lacking but is

very important to survivors and their families.”

• “We, as individuals or as a community, can help those affected by TBI.”

• “Everyone can make a difference.” • “… how I can make a difference.”

Participants said they planned to: • “… share what I learned with family and

friends and encourage them to attend the program.”

• “… see if my daughter might need attention.”

• “… locate resources for a friend recently diagnosed with TBI.”

• “… not judge anyone.” • “… reach out to those with TBI.” • “… be more open to talking with these

families in my community.” Contact Debra M. Sellers Associate Professor and Specialist 343 Justin Hall, Manhattan, KS 66506 (785) 532-5773 [email protected]

Anatomy of a well-written ‘Making a Difference’ report

The Situation: Clearly explained, with background statistics. In this report, it is very clear that the issue to be addressed is relevant to people in Kansas.

What we did: This outlines the specific methods by which K-State staff worked to address the issue. This section should not address outcomes, but is the right place to indicate numbers of participants, materials used, etc....

Outcomes: Very direct statements on the results of what we did. These indicate that change took place, that our work improved the situ-ation or knowledge.

Success Story: These show how the outcomes are being applied.