Tech-Ease: Internet Questions and Answers

Quick answers to real classroom technology questions. An online service of the Educational Technology Clearinghouse.

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How is writing for the web different?

When you are writing for the Web, keep in mind that most users do not read text word-for-word, but scan it quickly to locate the information they are looking for or a link to that information. Web pages can be made more scannable by using the following techniques:

highlighted keywords (hypertext links serve as one form of highlighting; typeface variations and color are others)

meaningful sub-headings (not "clever" ones)

bulleted lists

one idea per paragraph (users will skip over any additional ideas if they are not caught by the first few words in the paragraph)

the inverted pyramid style, starting with the conclusion

half the word count (or less) than conventional writing

Once you have the information for each of your web pages, you must plan how to present it. Since most people begin scanning or reading at the top of a page, put your summary at the top. This type of writing is called inverted pyramid, because it presents the summary followed by more specific details rather than building toward a conclusion by laying a foundation of many facts and details.

Be considerate of your viewers. Present the information in a way that doesn’t require them to read long sentences. Divide large blocks of information into smaller ones where natural.

If you have a number of items to discuss, consider using a list instead of a sentence. Using lists allows people to scan the information quickly and sort through it for what they are looking for, without reading extraneous words.

Wordy Example:
Our electives include dance, drama, musical theater, costume design, and 3-D art. Students can pick two electives each semester. Scroll down this page for more information about each elective.

Concise Example:
Electives (Choose 2 each semester):

dance

drama

musical theater

costume design

3-D art

Use the clearest and simplest language appropriate for the content. Site accessibility will be broadened for users who may have limited English proficiency.

Additional Websites

The Internet: Ideas, Activities, and Resources

Internet 101
net.Tutor

A Teacher's Guide to School Websites

Making the Connection

Technology at Harvard Law: RSS 2.0 Specification

Podcasting and iTunes

The WebQuest Page

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TECH-EASE HOME INTERNET FAQ SEARCH

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Tech-Ease for Mac is your source for just-in-time answers for classroom technology questions. A companion Tech-Ease for Windows site is also available. This collection is a part of the Educational Technology Clearinghouse. Funding for Tech-Ease content development has been provided by the USF College of Education and various grants from the Florida Department of Education. Copyright 2009 by the Florida Center for Instructional Technology, College of Education, University of South Florida.

			Quick answers to real classroom technology questions. An online service of the Educational Technology Clearinghouse.
ETC HOME	TECH-EASE HOME	INTERNET FAQ	SEARCH
How is writing for the web different? When you are writing for the Web, keep in mind that most users do not read text word-for-word, but scan it quickly to locate the information they are looking for or a link to that information. Web pages can be made more scannable by using the following techniques: highlighted keywords (hypertext links serve as one form of highlighting; typeface variations and color are others) meaningful sub-headings (not "clever" ones) bulleted lists one idea per paragraph (users will skip over any additional ideas if they are not caught by the first few words in the paragraph) the inverted pyramid style, starting with the conclusion half the word count (or less) than conventional writing Once you have the information for each of your web pages, you must plan how to present it. Since most people begin scanning or reading at the top of a page, put your summary at the top. This type of writing is called inverted pyramid, because it presents the summary followed by more specific details rather than building toward a conclusion by laying a foundation of many facts and details. Be considerate of your viewers. Present the information in a way that doesn’t require them to read long sentences. Divide large blocks of information into smaller ones where natural. If you have a number of items to discuss, consider using a list instead of a sentence. Using lists allows people to scan the information quickly and sort through it for what they are looking for, without reading extraneous words. Wordy Example: Our electives include dance, drama, musical theater, costume design, and 3-D art. Students can pick two electives each semester. Scroll down this page for more information about each elective. Concise Example: Electives (Choose 2 each semester): dance drama musical theater costume design 3-D art Use the clearest and simplest language appropriate for the content. Site accessibility will be broadened for users who may have limited English proficiency.			Additional Websites The Internet: Ideas, Activities, and Resources Internet 101 net.Tutor A Teacher's Guide to School Websites Making the Connection Technology at Harvard Law: RSS 2.0 Specification Podcasting and iTunes The WebQuest Page
ETC HOME	TECH-EASE HOME	INTERNET FAQ	SEARCH
Site Map \| Submit a Question \| About Tech-Ease \| Privacy Policy \| ETC Home Tech-Ease for Mac is your source for just-in-time answers for classroom technology questions. A companion Tech-Ease for Windows site is also available. This collection is a part of the Educational Technology Clearinghouse. Funding for Tech-Ease content development has been provided by the USF College of Education and various grants from the Florida Department of Education. Copyright 2009 by the Florida Center for Instructional Technology, College of Education, University of South Florida.