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My rudimentary example of "knowing an audience" does not encompass *every*
example of what a writer needs to know about an audience. There is not
enough bandwidth to share *every* example and other examples are not
"counter-examples" as you state.
The "model" I described requires that the writer learn about the audience
and your examples do not counter the model, but they further illustrate
issues that require knowing one's audience.
> From: jlshaeffer -at- aol -dot- com
> Lauren wrote:
> For example, a document prepared for recent high school
> graduates should be
> written for that audience, so the writer should know how to
> write for high
> school graduates. Such documentation should not contain
> complex terms that
> require a college education to understand. A writer doesn't
> need to meet
> every high school graduate that uses the document to know how
> to write for a
> high school graduate. So I really don't understand the issue
> here. Writers
> must know the audience of their documents.
> End quote
> Sounds good, but for many questions that are answered on this
> list with a "know your audience," that model does not work.
> For example:
> Does the recent high school graduate prefer a textual link or
> an iconic button?
> Does the recent high school graduate use the Index or the
> Table of Contents or the Search button first?
> Does the existence of 4 or more heading levels help them
> follow the material?
> Which is proper, "an SQL ..." or "a SQL ... ?
> I'm running out, but I'm sure there are even better
> counter-examples in the archives.
> Jim Shaeffer
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