How is hypertext authoring different?

Writing Effectively Online: How to Compose Hypertext

How does hypertext authoring differ from print authoring?

Hypertext Requires Its Own Rhetoric
New Skills for Hypertext Writers
New Strategies Since Hypertext Structures Cannot Be Easily Imagined

Hypertext writing is an entirely new practice for those who only learned how to compose linear reports such as essays and term papers. Hypertext writers need to develop new skills and strategies to help them create reader-friendly, usable documents.

According to Kathleen McCabe (1997), if hypertext writers do not understand the rhetorical principles behind successful hypertext authoring, the documents they create will not reach their communication potential. Because of the differences between hypertext and print authoring, some even argue that hypertext requires its own rhetoric.

Some differences between hypertext and print authoring include the following:

Hypertext authoring requires a different understanding of the writer's role and authority over the text.

One challenge for hypertext writers becomes rethinking their authority over the text. Instead of creating a singular, linear line of logical thought or one stream of information, they must anticipate various paths the reader might take.

Because hypertext offers many alternatives for readers to explore, it essentially "destroys the authority of the author to determine how readers should be introduced to a topic" (Nielsen, 1995, p. 321). For readers, this feature is a great advantage since they can explore the information as they see fit. For writers, their task becomes "providing opportunities for readers rather than ordering them around" (p. 321).

Nonetheless, these opportunities should not be endless. Writers must still provide certain priorities for readers and point them in relevant directions (Nielsen, 1995).

Hypertext authoring requires a careful analysis of the document's purpose in ways different than in print.

Some argue that most people visit the Web to seek information, not to read grandiloquent prose (Horton, 1994; Mitternight, 1998). If true, this point suggests that the primary purpose of most Web documents is to inform readers. Other purposes can be to create literary prose, to express, and to persuade.

According to Jakob Nielsen, Web users are very impatient and goal-driven. They tend to scan sites, selecting "the little snippets" that appeal to them (Allstetter, 1998). This behavior suggests that the document's purpose might be not only to inform readers, but to do so as quickly as possible.

To create an appealing, informative Web site, Nielsen suggests starting with the users. "That may sound like obvious advice, but most people don't follow it. Instead, they look at the Web as an opportunity to accomplish some goal of their organization" (Allstetter, 1998). This strategy only goes so far. In the end, users lose because such sites are not geared to their needs.

Hypertext authoring also requires a careful analysis of audience in ways different than in print.

Henrietta N. Shirk (1991) recommends discarding the old adage of identifying primary and secondary audiences, and even the dualistic paradigm of novice and expert. In her view, both are now simplistic and outdated since hypertext can efficiently and effectively address the needs of multileveled audiences. Through its rich linking mechanisms, hypertext can reach an "unlimited array of audiences" (p. 192)

For the hypertext writer, what evolves then is a "more sophisticated and sensitive notion of audience awareness." This notion involves a heightened awareness of both the learning experiences and the requirements of various audiences (Shirk, p. 193).

William Horton (1994) suggests that hypertext writers take care in what they assume about their readers. For instance, in terms of the degree of interest, "the user may be totally absorbed in the subject matter of the topic, slightly interested, frustrated beyond rational thought, or bored to tears" (p. 105).

Hypertext writers need to chunk their material.

According to Nielsen (1995), "the key thing to remember for hypertext authoring is modularize, modularize, modularize" (p. 309). Shirk (1991) uses the term "chunking" to refer to this strategy of breaking down information into its smallest manageable components.

In some instances, chunking merely means breaking up longer paragraphs into shorter ones. This strategy provides more white space and makes screen reading more palatable.

Hypertext writers must rethink the traditional notions of paragraph flow and organization.

According to Shirk (1991), these notions, which are required in quality paper text, simply do not apply in hypertext. Transitions are instead orchestrated by associative links, which allow readers "to create their own transitions as they move among pieces of information" (p. 195).

Others argue that hypertext actually requires more transitions between topics. The additional context such material provides helps to orient readers who can jump around your document or enter various topics at different points.

Document design issues are even more important online than in conventional texts (McCabe, 1997).

In creating online texts, the challenge becomes achieving functionality while maintaining strong aesthetics (Kolosseus, Bauer, & Bernhardt, 1995).

[Brief TOC] [Expanded TOC] [Printer-Friendly Version] [Webfolio]

[Next]: Hypertext Requires Its Own Rhetoric

Comments? Please email me!

Last Updated: May 2, 2001

(c)2000 by Alysson Troffer. All rights reserved. Do not reproduce or redistribute any material from this document, in whole or in part, without written permission.


			Writing Effectively Online: How to Compose Hypertext
			Writing Effectively Online: How to Compose Hypertext

	How does hypertext authoring differ from print authoring? Hypertext Requires Its Own Rhetoric New Skills for Hypertext Writers New Strategies Since Hypertext Structures Cannot Be Easily Imagined
	Hypertext writing is an entirely new practice for those who only learned how to compose linear reports such as essays and term papers. Hypertext writers need to develop new skills and strategies to help them create reader-friendly, usable documents. According to Kathleen McCabe (1997), if hypertext writers do not understand the rhetorical principles behind successful hypertext authoring, the documents they create will not reach their communication potential. Because of the differences between hypertext and print authoring, some even argue that hypertext requires its own rhetoric. Some differences between hypertext and print authoring include the following: Hypertext authoring requires a different understanding of the writer's role and authority over the text. One challenge for hypertext writers becomes rethinking their authority over the text. Instead of creating a singular, linear line of logical thought or one stream of information, they must anticipate various paths the reader might take. Because hypertext offers many alternatives for readers to explore, it essentially "destroys the authority of the author to determine how readers should be introduced to a topic" (Nielsen, 1995, p. 321). For readers, this feature is a great advantage since they can explore the information as they see fit. For writers, their task becomes "providing opportunities for readers rather than ordering them around" (p. 321). Nonetheless, these opportunities should not be endless. Writers must still provide certain priorities for readers and point them in relevant directions (Nielsen, 1995). Hypertext authoring requires a careful analysis of the document's purpose in ways different than in print. Some argue that most people visit the Web to seek information, not to read grandiloquent prose (Horton, 1994; Mitternight, 1998). If true, this point suggests that the primary purpose of most Web documents is to inform readers. Other purposes can be to create literary prose, to express, and to persuade. According to Jakob Nielsen, Web users are very impatient and goal-driven. They tend to scan sites, selecting "the little snippets" that appeal to them (Allstetter, 1998). This behavior suggests that the document's purpose might be not only to inform readers, but to do so as quickly as possible. To create an appealing, informative Web site, Nielsen suggests starting with the users. "That may sound like obvious advice, but most people don't follow it. Instead, they look at the Web as an opportunity to accomplish some goal of their organization" (Allstetter, 1998). This strategy only goes so far. In the end, users lose because such sites are not geared to their needs. Hypertext authoring also requires a careful analysis of audience in ways different than in print. Henrietta N. Shirk (1991) recommends discarding the old adage of identifying primary and secondary audiences, and even the dualistic paradigm of novice and expert. In her view, both are now simplistic and outdated since hypertext can efficiently and effectively address the needs of multileveled audiences. Through its rich linking mechanisms, hypertext can reach an "unlimited array of audiences" (p. 192) For the hypertext writer, what evolves then is a "more sophisticated and sensitive notion of audience awareness." This notion involves a heightened awareness of both the learning experiences and the requirements of various audiences (Shirk, p. 193). William Horton (1994) suggests that hypertext writers take care in what they assume about their readers. For instance, in terms of the degree of interest, "the user may be totally absorbed in the subject matter of the topic, slightly interested, frustrated beyond rational thought, or bored to tears" (p. 105). Hypertext writers need to chunk their material. According to Nielsen (1995), "the key thing to remember for hypertext authoring is modularize, modularize, modularize" (p. 309). Shirk (1991) uses the term "chunking" to refer to this strategy of breaking down information into its smallest manageable components. In some instances, chunking merely means breaking up longer paragraphs into shorter ones. This strategy provides more white space and makes screen reading more palatable. Hypertext writers must rethink the traditional notions of paragraph flow and organization. According to Shirk (1991), these notions, which are required in quality paper text, simply do not apply in hypertext. Transitions are instead orchestrated by associative links, which allow readers "to create their own transitions as they move among pieces of information" (p. 195). Others argue that hypertext actually requires more transitions between topics. The additional context such material provides helps to orient readers who can jump around your document or enter various topics at different points. Document design issues are even more important online than in conventional texts (McCabe, 1997). In creating online texts, the challenge becomes achieving functionality while maintaining strong aesthetics (Kolosseus, Bauer, & Bernhardt, 1995).
	[Brief TOC] [Expanded TOC] [Printer-Friendly Version] [Webfolio] [Next]: Hypertext Requires Its Own Rhetoric Comments? Please email me! Last Updated: May 2, 2001 (c)2000 by Alysson Troffer. All rights reserved. Do not reproduce or redistribute any material from this document, in whole or in part, without written permission.