Guidelines

Question 1

• Identify your audience. Decide on register. Some instructions take the form of advice , thus, they tend to be more personal in style and address.
• Think of a short, eye-catching TITLE
• Write a short INTRODUCTION that summarizes the purpose of the set of guidelines. You may refer to the benefits the reader will have after having read it.
• Indicate what the audience needs in terms of knowledge and background to understand the instructions.
• Give a general idea of the procedure and what it accomplishes.
• Indicate the conditions when these instructions should (or should not) be used.
• Give an overview of the contents of the instructions.

Answer 1

SAMPLE OF A SET OF GUIDELINES (ADVICE)
The following sets of guidelines or ‘ground rules’ are examples that can be distributed to students, or they can provide a basis for a discussion about developing an atmosphere of mutual respect and collaborative inquiry. Many teachers also find it productive to have a discussion with their students in which they collectively generate a list of discussion guidelines or community agreements to set expectations for their interactions.
Example 1. It contains the guidelines without the explanatory paragraphs.
(from the CRLT GSI Guidebook.)

Guidelines for Class Participation
1. Respect others’ rights to hold opinions and beliefs that differ from your own. Challenge or criticize the idea, not the person.
2. Listen carefully to what others are saying even when you disagree with what is being said. Comments that you make (asking for clarification, sharing critiques, expanding on a point, etc.) should reflect that you have paid attention to the speaker’s comments.
3. Be courteous. Don’t interrupt or engage in private conversations while others are speaking
4. Support your statements. Use evidence and provide a rationale for your points.
5. Allow everyone the chance to talk. If you have much to say, try to hold back a bit; if you are hesitant to speak, look for opportunities to contribute to the discussion.
6. If you are offended by something or think someone else might be, speak up and don’t leave it for someone else to have to respond to it.

Question 2

You may write SUB-HEADINGS to introduce your suggestions. These can take the form of statements or imperatives. Expand those ideas below, in the form of a paragraph.
- Address your readers throughout
- You may use a variety of sentence-types: exclamations, statements, questions.
- Sentences are usually CHRONOLOGICALLY ORDERED so the reader begins at the start of the process and finishes at the end.
- You may use BULLETS to present the information in a clear and simple way.
- You may use ADVICE PHRASES, e.g. ¨You´d better¨, ¨You should¨, and Conditional Sentences to express probability.

Question 3

*Clear, simple writing
*A thorough understanding the procedure in all its technical detail
*Your ability to put yourself in the place of the reader, the person trying to use your instructions
*Your ability to visualize the procedure in great detail and to capture that awareness on paper