Improving Messages
Purpose: Participants will use plain language writing strategies to revise a writing sample and explore ways to have parents review the material for readability.
Materials
Writing sample (selected by facilitator), chart paper, pens, paper.
Process
To prepare for this activity, you will need to select a writing sample to analyze.
You should select a sample used at Head Start such as a program description,
parent manual, or brochure. This sample should be on a topic or from a source
that is relevant to parents in Head Start. It also should be at least 100 words
long.
Trainer Preparation Notes:
To select an appropriate writing sample, ask parents who are active in the program, or former parents who are now on staff, what kinds of information they feel needs to be made more accessible.
Ask participants to think about specific ways that their program might benefit from a plain language communications approach. Have them describe the advantages for both staff and parents. Write their ideas on chart paper.
Next, divide participants into small groups of three to five. Give each participant
a copy of the material you have pre-selected. Ask for a volunteer from each
group to read the sample aloud to his or her group. Then direct each group to
analyze the sample in terms of the following questions:
What are the important messages?
Would many Head Start parents be interested in this information? Why? How can
the material be adapted to their particular interests?
How could this information be restated in "plain language" so that
the broadest range of parents could understand it?
Put these questions on separate pieces of chart paper at the front of the room,
as a guide for the small groups.
Have participants spend at least 10 to 15 minutes on the third question, developing specific ideas for restating the message.
Debriefing
Reform the group at large. Repeating each question above, have volunteers summarize their respective group's findings. Using revisions suggested by the participants, write up a plain language version of the sample on chart paper.
Emphasize that in order to tailor their communications to parents in their
program, staff need:
To know their parents — their interests and concerns, background knowledge,
and reading and language abilities.
To consult with others as test readers in the drafting, revising, and rewriting
process.
Solicit suggestions for involving more parents in the planning of written and
spoken communications. Ideas may include:
Invite parents to attend idea meetings on program materials and presentations.
Have parents and staff co-author or co-edit print materials.
Form a team of parents and staff to review print materials from outside sources.
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Activity 3-4 | Activity 3-6
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