Purpose
This component examines interpretive writing for a variety
of media, and explores the differences between prose
intended to inspire and that which is primarily technical
or scientific.
Objectives
At the end of this component, participants will be able
to:
Differentiate
between three writing types;
Identify
media characteristics that affect interpretive writing
Approach
All good interpretive writing creates a catalyst for
connecting the audience to the resource. In addition,
good writing is tailored to the characteristics and
constraints of the media used. Learners will recognize
the differences between research, technical, and interpretive
writing.
This component reinforces the interpretive equation
presented in Module 101: Fulfilling the NPS Mission--The
Process of Interpretation. It also echoes the tenets
of Module 103: Preparing and Presenting an Effective
Talk, working on the principle that the elements of
an effective interpretive presentation should also be
present in a piece of effective interpretive writing.
Interpretive writing potentially reaches outside park
boundaries and provides opportunities to a diverse public
(see Module 110: Visitor
Needs and Characteristics), some of whom may never
actually visit a specific site.
Content
Outline I.
Types of writing*
A. Research (scientific or historical)
B. Technical and informational
C. Interpretive
II.
Examples of interpretive media used to convey written
messages
A. Exhibits
B. Brochures and site bulletins
C. Interpretive guide books
D. Trail guides
E. Signs
F. Travelers' Information Station (TIS) messages
G. Video or movie scripts
H. Audio stations
I. Web pages
J. Park newspapers or trip planners
K. Wayside exhibits
L. Public service announcements (PSAs)
M. Resource-based interpretive correspondence
III.
Examples of media characteristics that affect interpretive
writing
A. Design constraints
B. Hierarchy of content presentation
C. Intended purpose of message
D. Word count requirements
E. Relationships to other media
F. Writing for the eye versus the ear
IV.
Examples of audience types
A. General audiences--as broad as possible
B. Children and adults of various ages
C. Ethnic, cultural, and national origin
D. Specific user groups--birders, backpackers, disabled,
etc.
E. Education level
F. Critical or non-supportive audience
Creating Environmental Publications. Zehr, Jeffrey,
and Michael Gross. University of Wisconsin, Stevens
Points Press: Stevens Point, WI, 1992. A good, quick
introduction to writing for the public while considering
available space and design elements.
Government Correspondence Manual
Government Style Manual. U.S. Government Printing Office:
Washington, DC, 1984. This book contains information
on the official style of government writing.
The
Interpretive Process Model, National Park Service,
2002. The Interpretive Process Model provides a framework
for the development of interpretive programs and products.
It consists of a sequence of activities that guide an
interpreter to develop opportunities for their audiences
to make emotional and intellectual connections to the
meanings of the resource, as well as cohesively develop
an idea or ideas that are relevant to the resource and
the audience.
Interpretive Skills Lesson Plans, "Interpretive
Writing," rev., Peter Givens, 1992; "Elements
of Design," rev., Mark Wagner, 1992, instructional
material.
Interpreting Critical Natural Resource Issues in Canadian
and United States Park Service Areas. Whatley, Michael
E., Natural Resources Report, U.S. Department of Interior,
National Park Service: Denver, CO, 1995. An excellent
guide on how to write directed messages about critical
issues to a target audience.
Making Exhibit Labels: A Step-by-Step Guide. Sorrell,
Beverly, American Association for State and Local History:
Nashville, TN, 1983.
NPS Park-Produced PublicationsWebsite,
National Park Service, Harpers Ferry Center.
Reader Centered Writing. Anderson, Paul.
Signs, Trails, and Wayside Exhibits: Connecting People
and Places. Trapp, Suzanne, Michael Gross, and Ron Zimmerman.
University of Wisconsin, Stevens Point Press: Stevens
Point, WI, 1992.
Superintendent's Guide to Public Affairs
Technical Writing: A Reader-Centered Approach. Anderson,
Paul V. Harcourt, Brace, Jovanovich: Orlando, FL, 1987.
Writing as though you are talking with the reader, writing
sentences your readers can easily understand, expressing
the significance of your message.
Suggested
Developmental Activities
1. Create a list of interpretive media found at your
park. List the strengths and limitations for each medium
that affect how you would write for that medium. Discuss
this with a peer and your supervisor for perspectives.
2. Select a topic or theme found in several media in
your park. Compare how the subject is handled within
the constraints or opportunities of each medium. If
possible, compare written to audio messages about the
same topic.
3. Working with both your supervisor and resource management
staff, select a piece of scientific, historical, or
technical writing about a natural or cultural resource
at your site. From this source, prepare interpretive
text for a specific medium in your park. Work with resource
management staff and your supervisor to ensure accuracy
and meet identified needs of the medium. Save your drafts
for comparison. Note: This product may be submitted
for certification.
4. Work with your supervisor to obtain a resource-based
inquiry/complaint which requires a written interpretive
response. Work through the writing process to produce
a final draft response. Note: This product may be submitted
for certification.
5. Select a piece of interpretive writing intended
for a certain audience. Rewrite this piece for a different
audience.
