DOCUMENT RESUME IR 010 756 ED 231 348 Assael, Daniel; Trohanis, Pascal AUTHOR Print. Outreach Series Paper Number 1. TITLE Hill. Technical North Carolina Univ., Chapel INSTITUTION Assistance Development System. (ED/OSERS), Special Education Programs SPONS AGENCY Education DC. Handicapped Children's Early Program. Jan 83 PUB DATE 300-82-0369 CONTRACT 44p. NOTE Non-Classroom Use (055) Guides PUB TYPE MF01/PCO2 Plus Postage. EDRS PRICE *Editing; *Layout (Publications); Material DESCRIPTORS *Publications; Development; *Production Techniques; *Writing (Composition) . *Handicapped Childrens Early Education Program; IDENTIFIERS Market Linkage Project; Product Development ABSTRACT outlines a general print product A brief introduction which is followed by planning, production, and distribution process with references to the explanations of 26 print process concepts alphabetically-arranged concepts ideas of experts in the field. The disclaimers,.editing, format, include audience, brochures, content, journals, kudos, the Market Project for grammar, halftones, inks, objectives, production, Special Education (LINC), mail, news, style, typesetting, users questionnaires, review and revision, materials, "yawn" (a stylistic guides, vocabulary, writing, x-rated outreach projects of the consideration), and zymurg. Prepared for (HCEEP), this manual Handicapped Childrens' Early Education Program in-state and other agencies involved also addresses concerns of those 21-item bibliography lists related in the use of model programs. A publication. for materials cited in the resources and references (LHM) *********************************************************************** best that can be made Reprodv:tions supplied by EDRS are the from the original document. *********************************************************************** EDUCATION US. DEPARTMENT OF EDUCATION NATIONAL. INSTITUTE OF INFORMATION EDOCATIONAL RESOURCES CENTER (ERIC) )4 This document has been reproduced as or organization received from the person originating it. made to improve Minor changes have Peen : reproduction quality. stated in this docu- Points of view or opinions represent official N1E ment do not necessarily position or policy. rt Pascal Trahanis by Daniel Assael and PREFACE designed, writ- Since its beginning in 1973, HCEEP Outreach' projects have of print products, including ten, produced, and distributed an enormous number instructional manuals, brochures, tests, questionnaires, books, news releases, materials, and journal articles. time-consuming, creative process A 0- The preparation of print products is a During the last five which encompasses an array of knowledge and skills. requests from Outreach projects and years, SEP and TADS have received many major challenging tasks of others for technical assistance that addresses the producing print products. TADS to prepare a To rpspond to this need and interest, SEP asked reference paper straightforward, short, easy-to-read, single-volume guide or project directors We hope to foster project success by giving on the subject. print communication ef- and staff fresh ideas to refine or streamline their improve the rela- forts, improve reader comprehension and reception, and help professional editors tionship and transactions between Outreach staffers and and designers. outlining a fairly general We begin this paper with a brief introduction Then, 26 print print product planning, production, and distribution process. introduced and discussed, frequently re- process concepts from "k" .to "Z" are Finally, a bibliography ferring to the ideas of other experts in the field. materials used to prepare the pUb- lists relatid resources and references for lication. traditions of HCEEP product We hope this report will build upon the past Thus, improved efforts. development and lend some fresh thoughts for future handicapped children practices, ideas, products, and programs involving young and families can be shared. Daniel Assael Pascal Trohanis January. 1983 Chapel Hill, NC INTRODUCTION communication happen ... A reader makes the printed words on a page to leap releases the magic that causes emotions. into living thoughts, ideas, millions may be on the receiv- And no matter how many addressed to, and received ing end of the mesP,age, it is time -- each in the splendid by, individuals, one at a There, the silent lan- solitude of his or her own mind. burst whisper, rage, implore, accuse, guage of print can revelation, stab the conscience. into song, explode into faith. Or work a healing called written words "phy- Aeschylus knew this when he Be- burned them. And so did Hitler when he sicians." They think. but individuals think. cause mobs roar, alter the course And they ask questions that They read. of the world. Good Housekeeping ad- vertisement appearing in The Wall Street Journal April 9, 1981 handi- professionals working on behalf of young For over a decade, HCEEP and distributed a families have written, designed, capped children and their and organiza- inform and influence other people variety of print materials to children and difference in the lives of these tions who can make a positive missions HCEEP printed word supports program More specifically, the families. adoption/adaptation, training, public awareness, that include model project development. state planning, and product communication HCEEP project has identified a This paper ass-times that your have reviQwed the ar- Further, we assume that you need, interest, or problem. i.e., audiovisual, print, and strategies available ray of communication t,',e most appropriate selected the printed word as person-to-person -- and have communication strategy. Print products are: economical 1) relatively easy to prepare 2) permanent 3) easy to store and access 4) easy to distribute 5) can'be packaged in Various formats 6) allow audiences to proceed at their own rates 7) and dissemination Figure 1 portrays the steps involved in the development fol- Throughout this process or a similar one that you may of a print product. Addi- professional. low, you should be clear, logical, honest, and above all, responsibilities as a federal tionally, you need to be aware of your rights and regard to disclaimers, GPO project disseminating printed materials -- e.g., in You can be imaginative in your limitations, release forms, copyright, etc. focus, and they must tie print ,endeavors, but your print materials must have a Outreach effort. in with your overall dissemination and "There's no surer way to foil a As Roman and Raphaelson (1981) remind us: While good writing is no guarantee of project than to garble communications. So, if you plan carefully, write succeSs, it does make things happen!" (p. 72) distribute systematically, well, design imaginatively, produce efficiently, and probably succeed. your publications program will 0 414 iv Figure 1 The Print Path Pinpoint communication need/interest/ ----7/51ineate and problem/idea examine audience Analyze available ma- or intended product. terial .and determine use of your intended *piece. Research an gather informa- tion. Determine your . budget and the ex- pertise you will Get releases and all need,or have available other legal matters to you. reate a 1st in order. rough draft. Review and cri- tique 1st draft and make recommendations. Select final formit style, and distribution channel(s). Review and critique 2nd draft and execute vigorous edit. Rewrite a*3rd draft as needed and copy edit. Double-check pro7 duction and distri- bution scheaules. repare a master copy for printing or photocopying. Print or photocopy. Determine prices and handling procedures. Distribute the product. Obtain-feed- back on product value/use. TO "Z" PRINT IDEAS "A" s.1 7 AUDIENCE "audi- product is intended are called the The people for whom your print project chooses to The audience is a group of people your ence" or "targetS." clear knowledge of your audience will ensure a reach and influence. A good product. and precisely focused print undertake an audience analirsis which It is absolutely essential that' you covers such features as: audienose? What is the location of your 1. urban, rural, suburban a. hospital, private agency local school system, university, b. state, region, nation c. audience? How many peoplc comprise your 2. share? What common characteristics do they 3. doctors, students LI role --administrators, teachers, a. b.. reading abilities values or beliefs c. experiences with your project? What are their interests and 4. audience? Who are the leaders of your 5. already? What does the audience know 6. ^ 0 (size, predisposition toward print materials What is the audience's 7. layout, production)? primary -- audiences into categories such as You can further divide your instance, with the and influenced (people, for key recipients to be reached, audiences -- people with a program) -- and secondary authority to adopt your more peripheral interest. s; in- their roles or affiliations helps Categorizing audiences by examining For example: interest in your materials. dicate the nature of their Agencies 1. a. SEAs b. LEAs c. IEUs Head Start d. Day care e. f. MH/MR g. DD councils Child and maternal care h. 0 i. Hospitals Private preschools j. , State legislature k. County/city commissioners 1. 'Roles 2. education State directors of special a. b. Local administrators Parents c. d. EC/SE Coordinators e. Aides f. Doctors University professors g. h. Specialists Children . j. Volunteers k. Teachers that knowing our intended au- Hunt, Johnson and Degener (1980) remind us development: dience is crucial to print product for whom your Keep in mind at all times ,the audience materials are intended, For example, awareness than materials materials should have More general appeal Try to work from the point specifically, for-teachers. of view of the anticipated user. (p. 5) information about your audience, ask other peo- To help you pinpoint more Research information from books and reach. , ple about the audience you wish to professional journals, and local newspapers to reports such as the4census, Finally, you can do your own re- audience. gain a better underkanding of the audience through personal interviews or sur- search by sampling the intended veys. . Prentice (1976) observes: chore, but Thorough audience analysis is not an easy if done properly. it's worth 'considerable time and money through your audience The solid information you gain design messages analysis makes it possible for you to You will know .whic'h media channels that truly influence. Anything else is a reach the people you want to reach. Careful audience analysis and money. pure waste of time of a pond before diving off a is like plumbing the depth the chances of coming up high rock -- it' greatly reduces with mud on your face. (p. 42) 4 BROCIIURES Brochures can be used: to inform the public or a to present an overview of your program o specific audience audience products available to -a particular as a ,catalogue of o workshop, etc. advertise a particular event, product, o -to to generate funds o for fAt into a business-size envelope Brochures generally are produced to is a six-page. folder formed by A common format fOr a brochure easy mailing. The panels can be fOrm six panels. folding an 8-1/2" x 11" paper twice to aa- be spread out over two or three treatea as separate pages, or material can is folded, the front panel usu- In any. case, when the brochure jacent panel,s. without If the brochure is to be mailed design. ally is reserved for a cover information. rate), reserve the rear panel for postil an envelope (bulk for a six-page folder: There are two folding options regular accordion fold: (Ietter-fold): six-page folder: Here is an example of a regular 6 5 4 2 1 When the brochure is folded, panel 3 becomes the front cover and panel 2 becomes the back cover: I When the brochure ia opened, should the design on panel 4 complement panel 1: 1 5 4 the 5, and 6 hold most of completely unfolded, panels 4, When the brochure is information in your brochure.