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Writing For The Web
SAINT MARY’S COLLEGE
Mar 6, 2007
Vinu Warrier
Associate Principal Writer
[email protected]
800-553-8878 ext. 5149
Agenda
1.
2.
3.
4.
5.
6.
7.
8.
9.
What Web Writing is and Why it’s Important
The Right Process for Web Writing
Audiences for Web Writing
How Web Writing Differs From Print
How to Write Visual Copy
How Good Writing Skills Count
The Art of Editing
How Web Writing Persuades
The Many Kinds of Web Writing
I. WHAT IS WEB WRITING AND WHY IS
IT IMPORTANT?
All Web Users Have Goals
•
•
•
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Locate knowledge
Complete a task
Amuse themselves
Keep up/keep current
Interact/connect
Users Accomplish Goals Through Words, not
Pictures
•
•
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Content = everything on site, but words come first
Reading is the number one thing people do on the Web—most spend
overwhelming amount of time reading words on pages
A Web site communicates primarily through language (not code)
Language has the Biggest Impact on User
Experience
• Language is as important as design
• Users make decisions based on what they read
• Users should be called “Readers”
Yet Writing for the Web is not Taken
Seriously
•
•
•
Good writing is the exception rather than the rule
Many don’t yet acknowledge that writing is a big part of what online
experience is about
Writing is the most important link in the chain of devices, technologies,
software, and interfaces that drive people across the Web
What Readers Often Find: Writing Blunders
•Catalogs and brochures
http://www.atlantic.edu/program/degrees/aasDegrees/accountDegree.htm
•Information dumps
http://arngren.net
•Non-visual text layouts
http://www.barclaycollege.edu/Information/default.asp
•Non-persuasive prose
http://www.smc.edu/comm/
•Too many choices
www.classesusa.com
Just Plain Bad Writing
Your inquiry about the use of the entrance area at the library for the
purpose of displaying posters and leaflets about Welfare and
Supplementary Benefit rights, gives rise to the question of the
provenance and authoritativeness of the material to be displayed.
Posters and leaflets issued by the Central Office of Information, the
Department of Health and Social Security and other authoritative
bodies are usually displayed in libraries, but items of a disputatious or
polemic kind, whilst not necessarily excluded, are considered
Individually.
Why Does This Happen?
•
•
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Copy is institution-driven, not audience-driven
Copy developed independently of architecture and design
Copy is an afterthought
Web sites developed by webmasters, chief technology officers,
programmers, etc. with quantitative, non-writing backgrounds
Writing for the Web is Crucial to Quality
Sites
•
•
•
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Quality content/copy differentiates successful Web sites from others
Successful Web sites employ professional writing, editing, and publishing
strategies and tactics.
Successful Web sites make life easier for readers, have large and loyal
audiences, help accomplish institutional goals, and present an accurate and
productive image to the world.
Successful Web sites do not depend on technology to be successful.
What Web Writers do:
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Provide accurate, compelling copy
Convey right messages to right audiences at right time and place
Guide audiences to information, education, and action
Create language that draws search engines
Write new copy and creatively repurpose existing material
Develop copy in ways that make the site accessible to all readers
Lay foundation for successful Web sites
Web Writer Skills Make a Difference
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Copywriting
Editing & proofreading
Attention to detail
Time management
Layout
Conceptual thinking
Creative expression
EXERCISE 1: WRITE A BRIEF ANALYSIS OF YOUR WEB WRITING PROCESS.
II. THE RIGHT PROCESS FOR WEB
WRITING
What Web Writers Write
•
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Marketing material
Instructional & academic copy
Journalism
Factual information
Legal information
Additional assets
– Images & diagrams
– Sound & video
– Captions
When the Process Fails
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Content doesn’t move through editorial process fast enough
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Lack of a review process
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Too many writers or not enough writers
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No one single source or final authority
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Poor communication flow in writing teams
The Key Elements of a Good Process
1.
2.
3.
4.
5.
6.
Clarify goals
Understand readers
Write Web-appropriate copy
Write concise copy
Reshape copy
Socialize copy
Who’s in Charge?

Professional content management
requires professional publishing
processes if it is to succeed

Those who understand site content is
built on well-written copy first

Those who are skilled in process,
technology, and communication

Those who will facilitate crossdepartmental collaboration
Process Begins with Information Architecture

Provides organization and layout
Welcome
Readers
of content

Develops navigation, search, and
metadata

Built on language classification

The backbone for content
1st Task
2nd Task
3rd Task
The Web is a Publishing Medium
A Web site publishes content targeted at a group of readers and will benefit
from an editorial infrastructure:
• Managing Editor/Publisher: responsible for whole site
• Editor (s): responsible for nature and quality of content per section
• Author(s): creates content
• Copy Editor: ensures content is understandable and readable
A Working Editorial Process Delivers:
 Complete and accurate information
 Information in a user-friendly format
 Consistent and natural writing style
without errors
 Multiple writers drawing from a variety
of information sources
A Systematic Approach to Content Creation
•
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Develop a publishing & promotional schedule
Review, repurpose, remove old content
Periodic content review at least once a year
Regular content review once a month:
– Critical Information
– Accuracy
– Search
– Applications & forms
– Links
Measure Process by Measuring Content
Usability tests, focus groups, Web logs & analytics, and reader surveys
determine:

The value your copy delivers and how quickly and easily readers
complete tasks

The way people respond to it and the actions it drives them to
undertake
Value

The overall accuracy and timeliness of content & metadata

How much staff time it costs to create, edit, and publish content
Response
Action
In a Good Process Web Writers Collaborate
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Information architect—organization of content & navigational structure
Content strategist—plans content, key messages, themes, tone, style
Web editor—managing ongoing content & coordinating contributions (now
done by CMS)
Designers—designs overall look & interface
Developers—building site through authoring tools (Flash) or scripting/markup languages (HTML, CSS)
SEO specialists—optimizing Web pages for search
Sample Goal Categories
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Establish institutional/departmental identity
Exchange information
Inform
Instruct
Motivate
Persuade
Provide news
Provide technical support
Recruit
Request information
EXERCISE 2: LIST YOUR AND PRIORITIZE YOUR CONTENT GOALS.
III. AUDIENCES FOR WEB WRITING
Web Writers Need to Know
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Grammar, punctuation, spelling, language
Publishing conventions and policies
Awareness of copyright, libel, and obscenity issues
How to check materials and sources for accuracy
• Awareness of search engine optimization techniques
• Academic world in which they function
Reader Characteristics
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Practical and impatient
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Conservative
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Skeptical
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Fickle
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Seeking guidance
Web Readers are Impatient
• Less experienced readers spend an average of 35 seconds on a
homepage and one minute on an interior page.
• More experienced readers spend an average of 25 seconds on a
homepage and 45 seconds on an interior page.
(Web User Experience 2004 Conference)
Web Writers Need to Find Out:
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Who are we talking to?
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What are their tasks?
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How can we help them be effective?
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How do we measure task completion?
Ask Your Team:
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What is critical to your readers?
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What are they not getting?
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How do they consume content?
Identify & Limit Readers/Audiences
• Prospective students
• Prospective graduate students
• Prospective faculty
• Community leaders
• Alumni
• Donors
• Parents
• Current students
Listen Before you Write
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Go beyond research to audiences
Only way of engaging audiences meaningfully
Enables you to put a human face on your audiences
Listening Opportunities
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Add feedback opportunities through links to quick surveys
Build onsite discussion areas/blogs
Visit outside discussion areas/blogs
Create Personas
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Focus on a representative audience member/type
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Identify their goals and tasks (1-3)
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Create fictional identities
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Build from usability research
Personas Should Include:
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Personal Information
Home, age, hobbies, media habits, personality
Academic Information
Major, GPA, high school or program year, extracurricular interests
Internet Usage
Experience, primary uses, favorite sites, hours online, computer
connection
User goals
Information preferences, academic goals, outside needs, competitor
information
University objectives
Connect him to faculty and research, retention, promote
accomplishments
Profile: Dhalsim the Dutiful
It’s 7am Friday morning and Dhalsim has been up for at least an hour. He
has been performing a literature review for his professor and wants to
impress him. It is an honor to work with Dr. Gildafresh, a world-renown
Engineer. He knows it is important to make his family and others who
depend on him proud.
Lately he has been thinking a lot about what he should do next year since
he’ll be graduating. He is torn between staying in the United States and
returning to India. He would like to be near his family, but it is more
important that he finds a good job to help support his other siblings.
Getting a good job after graduation was ultimately why he chose Electrical
Engineering as a graduate degree. His whole family has been sacrificing a
lot to pay for college in the U.S. and he feels obligated to help finance his
other siblings high education opportunities.
Written for Specific Readers
www.providence.edu
EXERCISE 3: IDENTIFY KEY READERS AND SKETCH A PERSONA FOR
ONE.
IV. HOW WEB WRITING DIFFERS FROM
PRINT
Print Content
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Linear and provides pre-determined order
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Documents form a whole & provide entire information
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Uses familiar conventions: table of contents, prefaces, indexes, etc.
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Never changes
Web Content
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Non-linear and encourages visitor to take their own path
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More flexible and up-to-date
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Content divided into multiple hyperlinked pages
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More informative and less conceptually driven
How People Really Read The Web
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Surveys and studies consistently show that around 80 percent of test
users always scan a page first before reading a section word by word.
Reading
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Progression is word by word
across the page and down
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Key information is not visually
called out
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Meaning is gathered from the
syntax (the way words are put
together to form phrases or
clauses)
vs.
Scanning
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Progression is rapidly around
the page as user looks for key
words and phrases
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Key information is visually
called out
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Meaning clusters around key
words and phrases as the
user finds them.
Typical Web Page
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Lots of running copy
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No visual call-outs
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Left-to-right, top-to-bottom
progression
Scannable Web Page
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Headers and short intro
paragraphs
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Photos and graphics
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Bulleted lists, boldface
copy, boxed copy
www.parisreview.com
Write Classic Newspaper Structure
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Header that summarizes
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Lead/intro paragraph
delivers the conclusion
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Body copy delivers
the details
•
Who, what, why, where, when
www.latimes.com
Readers’ Web Preferences
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Users can enter a site at any page and move anyway they choose
Online version of a given topic should be about half word count of print
version
Users read about 25 percent more slowly from screens than from paper
Users don’t like to scroll through blocks of text
To Meet Reader Preferences
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Make every page independent & able to explain itself
Link to background or explanatory information
Place most important information at top of page
Orient & guide
Encourage Scanning Visually
• Illustrations
• Photos with captions
• Large type
• Graphics/photos
• Color
For Scannable Copy, Write:
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Short paragraphs
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Heads and Subheads
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Bulleted Lists
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Highlights and boldface
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Quotes and sidebars
Map Section Content & Copy
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Use outline, storyboard, flowchart,
3 x 5 cards, diagrams
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Welcome
Readers
Provides organization and layout of
your section content
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Determines length & type of pages
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Transforms your section into site or
sub-site
1st Task
2nd Task
3rd Task
How to Map Copy
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Study site architecture and content inventory
Study the template—layout, design elements, position of images & photos,
links
Develop an eyepath between elements and text
– Visual hierarchy
– Guides readers
Write in relation to visual environment
V. HOW TO WRITE VISUAL COPY
Long vs. Short Copy
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Short copy invites, introduces, and persuades
– Top-level pages
Long copy should be deeper on site
– Two clicks in
Long copy needs to be well-written and relevant
– Compelling message, info, etc.
– Gives readers what they want to hear
Long copy doesn’t need to look long
– Break up text into small paragraphs with heads, subheads
Start With Good Heads
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Main idea of the page and clearly indicates content
No longer than seven words on average
Clear to reader why it’s important
Use four-level text hierarchy on 1st and 2nd tier pages
Break Up Text
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Start page with conclusion (inverted Pyramid style)
Two- to three-sentence paragraph of introductory copy to summarize
Short paragraphs divide information into useful chunks
Each paragraph should contain one main idea; second paragraph contains
second main idea, etc.
Sometimes one or two sentences per chunk
Love Subheads
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Keep readers moving forward
Emphasizes word, phrase, or idea from copy
Breaks up blocks of copy into readable chunks
Depend on Lists
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Best way to highlight important information
Eases reading and slows down scanning eye
Satisfy the list-hungry
Use more lists than print, but limit items to 9
Use numbered when sequence is important
Use bulleted when sequences is not important
Favor Quotes, Sidebars, & Captions
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Pull quotes (a newspaper convention) and sidebars help break up
monotony
Should be more abbreviated in length than body text
Must be focused on a specific subject area
Captions must uniquely identify illustration, table, or photo
EXERCISE 4: REWORK YOUR PAGE TO MAKE IT VISUAL AND SCANNABLE.
VI. HOW GOOD WRITING SKILLS
COUNT
Web Copy Should:
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Be direct, clear, and concise
Balance information and appeal
Speak to different audiences differently, yet maintain consistent tone
The Web Doesn’t Need Much Copy
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Full sentences and paragraphs get in the way of reader needs
Readers want to get to the point
Most people don’t read full sentences on the Web
Write concise links that give precise info
Follow Orwell’s Rules
1. Never use a metaphor, simile, or other figure of speech that you are
used to seeing in print.
2. Never use a long word when a short one will do.
3. If it is possible to cut a word out, always cut it out.
4. Never use the passive [voice] where you can use the active.
5. Never use a foreign phrase, a scientific word, or a jargon word if you
can think of an everyday English equivalent.
6. Break any of these rules sooner than say anything
outright barbarous.
Overwritten
• Macbeth was very ambitious. This led him to wish to become king of
Scotland. The witches told him that this wish of his would come true.
The king of Scotland at this time was Duncan. Encouraged by his wife,
Macbeth murdered Duncan. He was thus enabled to succeed Duncan
as king (51 words).
Better
•
Encouraged by his wife, Macbeth achieved his ambition and realized
the prediction of the witches by murdering Duncan and becoming king
of Scotland in his place (26 words).
To the Point
http://dukemed.duke.edu/
VI. THE ART OF EDITING
Good Web Writing to do List
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Avoid clever or cute headings
Limit metaphors
Use simple sentence structure
Control humor and stay away from puns
Use an informal but not incorrect style when appropriate
Determining Pace
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Pace should be appropriate to reader expectations, voice, tone
Pace should be varied by page and by paragraph
– Mix long and short sentences
– Start sentences differently
• Reverse verb-noun relationship
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Pace should change based on specific pages and tasks
– Recruiting messages that build excitement
– Privacy links that explain policy
•
Pace determines how slowly or quickly people read
– Quick:
short words, short sentences
– Slow:
pace is a crucial element in holding audience attention and
creating momentum
Active Voice
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Emphasizes person or thing acting
Built on strong verbs instead of forms of “to be,” past participles, and strings
of pronouns
Helps make text concise, interesting, and clear
Active voice:
– You can use graphic frames to keep footers visible at all times.
•
Passive voice:
– Graphic frames can be used to keep footers visible at all times.
Omit Unnecessary Words
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Weak linking verbs
– You will want to test your Web pages with different browsers.
– Test your Web pages with different browsers.
•
Prepositions with verbs
– Wrong: I have separated out different attributes that can be applied to the tag.
– Right: I have separated different attributes that can be applied to the same tag.
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Too many Prepositions
– Wrong: The most important part of the functionality of the site is meeting the
marketing goals.
– Right: A site’s most important function is meeting marketing goals.
Omit Unnecessary Words II
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Intensify words and vague adjectives (very, really, a bit, mainly, etc.)
– Wrong: Ipods are very common and very popular.
– Right: Ipods are common and popular.
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Phrases that needlessly repeat meaning
– Wrong: The Writer’s Guideline is a service provided free of charge.
– Right: The Writer’s Guideline is a service provided free.
•
Redundant adjectives, adverbs, conjunctions, and phrases
– Wrong: This revolutionary new product adds audio to your site.
– Right: This revolutionary product adds audio to your site
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Verbs converted to nouns
– Wrong: Take into consideration the cost of maintaining data.
– Right: Consider the cost of maintaining data.
Web Style Considerations
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Consistency of word choice and terminology, spelling, and grammar
Use informal but not incorrect language
For international audiences: simple sentences, controlled vocabulary,
unambiguous meaning
Avoid sexist, discriminatory language
Paragraph Structure
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Start paragraphs with topic sentences:
– Gets to the point
– Provides context and explains why information is important
– Previews organization
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Use topic sentences in combination with specific heads and subheads
Follow topic sentence with 1,2,3 structure based on cause and effect
– Writing for the web is challenging for most people.
• The web works differently than print
• Web audiences are impatient
• The Web is constantly changing
Word Choice
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Avoid buzzwords and clichéd modifiers
– “State of the Art,” “Cutting-edge,” “Academic Excellence”
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Favor simple words over ten-dollar words
– “Use” instead of “utilize”
– “Ease” instead of “facilitate”
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Use concrete, precise, definite, specific words
– “Ten” instead of “a lot”
– “Bright orange” instead of “colorful”
– “Blue-eyed” instead of “beautiful”
Turn Copy into Links
•
"In the following section you will be provided with a range of
information that should help you decide which is the right
mortgage for you."
vs.
•
“Click here to find the right mortgage for you.”
Avoid Overediting
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Eliminates necessary info, kills emotion, drains life from copy
Removes ability of passage to connect with audience on deeper level
Creates “Dead Fragments”:
Original MLK 1963
– I have a dream that my four children will one day live in a nation where
they will not be judged by the color of their skin but by the content of
their character.
Overediting MLK 1963
– Have sons judged by character and not color.
Key Editing Questions
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Is this clear?
Is there a simpler way to say this?
Is there a shorter way to say this?
Is this necessary?
EXERCISE 5: EDIT AND REWRITE YOUR PAGE FOR CONCISION.
VIII. HOW WEB WRITING PERSUADES
What Marketing Copy Can Do
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Send consistent messages
•
Balance institutional integrity with the need to appeal to various
audiences
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Extend institutional brand and build/enhance reputation
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Communicate character
Map Marketing Content
•
Work from Existing Architecture
•
Provides organization and
layout of your marketing
•
Clarifies and balances tone
•
Determines when to sell/not sell
Welcome
Readers
Sell
Inform
Inform
Marketing Tips
•
Write like you are closer to the reader than in print
– Balance formal/informal tone
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Write to your audience one-to-one
– Use 2nd person POV: “You”
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Be honest and accurate
– Validate claims: links to off-site supporting information, third-party
input/endorsements (i.e. academic rankings)
Be sensitive to tone and subtext
– “We will respond to your email within 24 hours.”
Emphasize Benefits Over Features
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What’s in it for me?
Get reader’s attention right away and be specific
Use concrete heads and subheads and action verbs
Avoid hyperbole, negative constructions, and superlatives (most, best,
perfect, greatest)
Make calls to action clear: what should readers do
Use human voices
Features-driven Copy
“At X college, we pride ourselves on the personal attention our
professors give their students. Our student-to-faculty ratio is 13:1,
and our class size averages 22 students.”
Benefits-driven Copy
“The only teacher/student ratio that matters is 1:1. Many colleges
talk about small classes and how that facilitates interaction. Well,
elevators are small too, and not much communication happens in
there. The point is this: real interaction happens between two
people, one on one, and that’s the kind of teaching that takes place
at Hollins.”
http://www.yorku.ca/web/index.htm
Your Sub-Site Should Welcome, Persuade,
and Guide
•
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Communicate how your site/section works
Establish an institutional brand while conveying your sub-brand
Convey what you can do for readers
Keep readers feeling like they belong
http://www.ucla.edu/
Keep in Mind
•
•
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It’s not an essay
It’s not about you
It’s not a brochure
EXERCISE 6: REWRITE A PAGE OF YOUR SECTION TO EMPHASIZE BENEFITS.
IX. THE MANY KINDS OF WEB
WRITING
Web Writing Types
•
On the Web you also write:
– Legal pages, glossaries, support information
– Instructions for form completion
– Links, animated text, and dynamically generated text
– Site maps, error pages, copyright and update
pages, etc.
Copy Readers will Read
•
•
•
Clear directions and instructions
Comprehensive service or product descriptions
Sincere copy that builds trust
Copy Readers won’t Read
•
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Long policy pages
Instructions on how to use or navigate site
Long FAQ pages
Self-serving copy
– Mission statements
Page Titles, Footers, Contact Info, Forms,
Instructions

Help readers understand
where they are and why they are
there

Help readers know what to do
next

Simple, clear, and obvious and
compelling

Should work like good signage
Links

Provide shortcuts to relevant information

Make Web fundamentally different from other media

Work best when you provide only most pertinent links

Links should answer reader questions:
– Where am I going?
– Where have I been?
– What will this link do?
– What’s in it for me?
Web Writers Write Metadata
•
Metadata is language linked to the search process
•
Works on keyword phrases and one word metatags embedded in
HTML
•
Built on heads, subheads, running copy
•
Connects to the Web Community
To Write Metadata

Do keyword research with WordTracker™

Use real text, not graphical text

Work into heads and subheads

Employ keyword phrases throughout entire page
Writing in Meta-Tags <>
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List all possible query terms & synonyms in keywords meta-tag
Use a controlled vocabulary of common terms from subject areas
Use only keywords that describe main topic of page
Create single-line title text of no more than 60 characters for <TITLE> tags
Titles should be clear out of context
Give different pages different titles
Write short summary for each page in description meta-tag (150 characters
or less)
What is Web Accessibility?
•
•
•
Americans with Disabilities Act (ADA)
Section 508
Web Accessibility Initiative/WCAG
Web Accessibility Accommodations
•
•
Deaf/auditory
– Captions for audio content
– Reading-centered layout
– Images for context
Blind/visually impaired
– Screen readers
– Text & voice-based browsers (e.g. Lynx)
How Does it Impact Content Authors?
Most accessibility issues are design dependent, however there are a few things
a writer can do to make sure their copy is accessible to all users.
– Text equivalents for non-text images for visually impaired
• Write alt tags for all images on your Web site
– Captions for hearing-impaired
• Ensure proper association of captions for captioned content
– Maintaining clear and simple language appropriate for site content
The Importance of Alt Tags
Alternative text tags—text contained in the HTML code only—appear in place
of images when the browser preferences are set for text only (image viewing
option is turned off). Including them on your site enables visually impaired user
reader programs (speech synthesizers) to read the alt tag aloud. On a PC,
when a user mouses over an image, the alt tag becomes visible—it appears as
text. Alt tags are not generally visible on a Mac unless the images are turned
off.
Establish Standards
•
Graphic design interface/identity guide
•
Content/copy guide
•
•
AP or Chicago Manual of Style for language
•
“Web site” vs. “web site”
•
“Home page” vs. “homepage”
•
Develop a Web style guide
Standards & accessibility guide
EXERCISE 9: IDENTIFY SEARCHABLE KEY WORDS AND PHRASES.
In Closing, Remember These Content
Rules
•
Web users are interested first and foremost in content.
•
Content is written language first
•
Design can and should support language.
•
Readability (that is, the user’s ability to get what he/she wants from the
site as quickly and as easily as possible) should never be sacrificed for
design purposes.
…and These Copy Tips
•
•
•
•
•
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Visualize the language you use
Write instructions as if they were for you
Search for and answer unspoken questions
Say it plain first, then gussy it up
Develop a flexible style
Talk to your Web designer and team
…and Keep in Mind
•
•
•
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Knowledge (content) is heart of a college or university
You publish more, read more, communicate more than anyone/anything
Academics are original information workers
You should be good at writing and publishing Web content
Resources
•
Content Critical: Gaining Competitive Advantage Through High-Quality
Web Content; Gerry McGovern and Rob Norton
•
The Web Content Style Guide: An Essential Reference for Online
Writers, Editors and Managers; Gerry McGovern and Rob Norton
•
www.useit.com (Jakob Nielsen)
•
Information Architecture for the World Wide Web; Louis Rosenfeld and
Peter Morville
•
Don’t Make Me Think: A Common Sense Approach to Web Usability;
Steve Krug
•
Designing Web Sites That Work: Usability for the Web; Tom Brinck,
Darren Gergle, & Scott D. Wood
Thank you!
Vinu Warrier
Associate Principal Writer
[email protected]
800.553.8878 office
www.stamats.com