Campbell begins this chapter by discussing the importance of not skipping preliminary steps when trying to write an effective document.
Next, Campbell goes on to address the four steps to development, which is the preparation prior to drafting. The four steps are:
• Planning
• Analysis
• Research
• Prewriting
The time it takes to get through each of these steps depends on both the writer and the document. Campbell also notes that each step is needed in the correct order to make a successful document.
Campbell then begins her in-depth description of each of the steps, starting with planning. She says that a plan must be developed, and it is normally should be done in writing. The plan can be simple, but it should always be completed before any actual writing occurs.
The first part mentioned by Campbell is to set a schedule. She notes that schedules can be as simple as a piece of paper, or for more complicated projects, a Milestone or Gantt chart can be used. These charts show time frames for each step, and can also include personhours, assignees and overlapping steps. Campbell makes a point that schedules should not be skipped because without them, a deadline will surely be missed.
The next part of planning that Campbell discusses is using a team. She notes that because of the nature of some projects, a team works better than a single person. Team writing has both benefits and disadvantages like any team activity. Campbell says that success depends on good organization and clear communication.
Then, Campbell goes on to discuss being realistic, which is the last part of planning. She says you must again think about time frames, team members, possible conflicts and “brick walls,” and consider if they are realistic goals. Frustration is largely avoidable with realistic planning.
The next step in the four steps of development is analysis. Campbell describes analysis as a “realistic look at the audience, the assignment, the context in which it’s been made, how much and what types of research are required, and the conditions under which you’ll have to work.” She says to begin an analysis with the “what” and “why” of the project. Look at who is requesting the project, examine the reasons for the request and finally look at the nature of the project.
Campbell says that after the nature and reason for the request is known, one should be sure to understand the goal and the desired end result of the finished policy or procedure. If the goal of the project is not clear, this is the time to go back to the requestor for more information. Campbell states that you can’t help readers understand the importance of the policy or procedure if the writer doesn’t understand it.
Another part of analysis that Campbell notes is audience. She says that the more one knows about the audience, the better choices the writer can make in content, wording, format, and design of the document. The experience, education, preferences, expectations and attitude of the audience should all be considered.
Campbell then goes on to discuss the other elements to be analyzed when starting a project. She writes about conditions of document use, the urgency of the document, the impact the document will play on the organization and the project conditions. The analysis step is concluded by going back to the requested with updates. Campbell notes that writers have to sometimes fight for the resources to do the job, and these must be clear to the requester.
The third step to development is research. Campbell says that when this stage is reached, the writer is taking the first real action on matters of content. The amount of research is determined by the analysis of the project.
Campbell says that one should start with the most difficult, complex information, since it takes the longest to study and understand. She says to resist the urge to start with the easiest research first. Starting with the difficult research gives you time to ask questions, get clarification and resolve misunderstandings.
A writer should talk to content experts, but not stop there. Campbell suggests talking with anyone that holds information about the project. She says to talk to both internal and external people to gain insight about the project. To properly interview these people, the normal etiquette of informational interviews should be observed. One should have a list of prepared topics and questions, and the interviewee should be informed about the reasons of the interview. Campbell emphasizes the need to take notes. She says that a standard form of notes is good when interviewing a large number of people. These notes are the foundation of your document’s content, so Campbell says to take them carefully and accurately.
Campbell goes on to discuss soliciting information in writing, which is sometimes necessary if individual interviews aren’t feasible. She says to keep the solicitation as simple as possible and to remember that written requests are generally less effective.
Campbell then goes on to explain reading and studying. She says that when interviewing and surveying are not sufficient or possible, one should explore books, articles or trade publications that contain current, relevant material. Campbell suggests looking through organizational files, suggestion forms or comments during meetings, current policies and procedures, libraries and the Internet.
A final note Campbell makes about research is to concentrate on the critical information because a writer seldom has time to locate everything that’s out there on a given subject.
The final step Campbell discusses is prewriting, which is the missing link between the preparatory steps and the actual document. She says it organizes the material and speeds the drafting. Before drafting begins though, the material needs organized. A writer should have accurate and complete content, good organization, and logical flow before they start writing.
Campbell notes that a mind-map is a simple way to get all possible content concerns out on the table before the writing begins. She says the mind-map works better than starting with an outline because often content gets left out in a structured, numbered list. Mind-mapping eliminates the rigid list and lets the random, creative side thrive.
Campbell concludes this step and the chapter by stating that after the information that should be included is decided, it must be placed in the proper sequence. She says to create an outline of the mind-map by combining key words, phrases, sentences or paragraphs. The material should be put in a sequence or flow that’s logical to the reader, not necessarily the writer.
