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| Each chapter begins with "Examples," and "Guidelines," and concludes "Glossary," "Checklist," and "Practice/Problem Solving" | |
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| Understanding Task Orientation | |
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| Emphasize Problem-Solving | |
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| Provide Task-Oriented Organization | |
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| Encourage User Control of Information | |
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| Orient Pages Semantically | |
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| Facilitate Both Routine and Complex Tasks | |
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| Design for Users | |
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| Facilitate Communication Tasks | |
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| Conducting Usability Tests | |
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| Support Cognitive Processing | |
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| Discussion | |
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| The Principles of Software Documentation | |
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| A Definition of Task Orientation | |
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| The Theory Behind Task Orientation | |
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| Tutorial Documentation | |
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| Procedural Documentation | |
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| Reference Documentation | |
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| The Processes of Software Documentation | |
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| I. The Forms of Software Documentation | |
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| Writing to Teach—Tutorials | |
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| Identify User Actions You Need to Support | |
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| State Objectives as Real-World Performance | |
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| Choose the Right Type of Tutorial | |
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| Present Skills in a Logical, Cumulative Structure | |
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| Offer Highly Specific Instructions | |
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| Give Practice and Feedback at Each Skill Level | |
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| Test Your Tutorial.Discussion | |
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| Designing Tutorials | |
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| Tutorial Users Need Special Care | |
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| The Elaborative Approach | |
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| The Minimalist Approach | |
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| Writing to Guide—Procedures | |
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| Relate the Task to Meaningful Workplace Activities | |
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| Determine How Much Information Your User Needs | |
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| Choose the Appropriate Procedural Format | |
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| Follow a Rhythm of Exposition | |
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| Test All Procedures for Accuracy | |
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| Discussion | |
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| What Constitutes a Procedure? How Does a Procedure Work? | |
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| Writing to Support—Reference | |
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| Choose the Right Form of Reference | |
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| Decide What to Include | |
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| Establish Pattern | |
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| Organize the Reference Section | |
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| Show How to Use the Reference Information | |
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| Discussion | |
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| Understanding the Reference User | |
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| Understanding a Reference Entry. II | |
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| The Process of Software Documentation | |
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| Analyzing Your Users | |
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| Choose Users Carefully | |
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| Anticipate Transfer of Learning: Study Before and After Tasks | |
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| Research Professional Behaviors | |
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| Write User Cases | |
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| Plan Interviews Carefully | |
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| Involve Users in All Phases of the Project | |
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| Identify Document Goals | |
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| Tie the User Analysis to Documentation Features.Discussion What Does Use Mean? What You Want to Know About Users | |
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| Tasks the User Will Perform with the Program | |
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| The User's Informational Needs | |
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| The User's Work Motivations | |
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| Range of Computer Experience: Novice, Experienced, Expert | |
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| Extent of Knowledge of Subject Matter of the Program | |
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| The Workplace Environment: User Communities | |
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| Users' Learning Preferences | |
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| Usage Patterns: Regular, Casual, Intermittent | |
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| Planning and Writing Your Documents | |
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| Start the Project | |
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| Design the Documents | |
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| Perform the User Analysis | |
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| Plan the Documentation Project | |
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| Write the Alpha Draft | |
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| Conduct Reviews and Tests | |
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| Revise and Edit | |
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| Write a Final Draft | |
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| Conduct a Field Evaluation | |
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| Discussion | |
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| Team Structures | |
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| Kinds of Development Documents | |
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| Processes | |
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| The Documentation Plan | |
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| Reviewing the Documentation Plan | |
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| An Outline for a Documentation Plan | |
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| Getting Useful Reviews | |
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| Review the Document Objectives from the Documentation Plan | |
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| Determine the Type of Review Needed | |
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| Establish a Review Schedule | |
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| Plan the Reviews | |
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| Write a Cover Letter with Questions for Reviewers | |
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| Prepare Feedback Materials for Reviewers | |
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| Discussion | |
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| Reviewing Differs from Testing | |
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| Reviewing Differs from Editing | |
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| The Purpose of Reviews | |
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| Reviewing t | |