Structured Writing

Introduction

Research on how the human mind processes and recalls information has been incorporated into various methodologies supporting instructional technology and the technology of documentation development. The e-write approach to planning and creating documentation of any kind is based on these research-proven learning and communication principles.

Chunking

Chunking refers to a strategy for making more efficient use of short-term memory by recoding information.

Wikipedia, the online encyclopedia, tells us:

"(Chunking) refers to a famous 1956 paper by George A. Miller, The Magical Number Seven, Plus or Minus Two : Some Limits on our Capacity for Processing Information. At a time when information theory was beginning to be applied in psychology, Miller observed that whereas some human cognitive tasks fit the model of a "channel capacity" characterized by a roughly constant capacity in bits, short-term memory did not. A variety of studies could be summarized by saying that short term memory had a capacity of about "seven plus-or-minus two" chunks. Miller wrote that "With binary items the span is about nine and, although it drops to about five with monosyllabic English words, the difference is far less than the hypothesis of constant information would require. The span of immediate memory seems to be almost independent of the number of bits per chunk, at least over the range that has been examined to date." Miller acknowledged that "we are not very definite about what constitutes a chunk of information."

"Miller noted that according to this theory, it should be possible to effectively increase short-term memory for low-information-content items by mentally recoding them into a smaller number of high-information-content items. "A man just beginning to learn radio-telegraphic code hears each dit and dah as a separate chunk. Soon he is able to organize these sounds into letters and then he can deal with the letters as chunks. Then the letters organize themselves as words, which are still larger chunks, and he begins to hear whole phrases." Thus, a telegrapher can effectively "remember" several dozen dits and dahs as a single phrase. Naive subjects can only remember about nine binary items, but Miller reports a 1954 experiment in which people were trained to listen to a string of binary digits and (in one case) mentally group them into groups of five, recode each group into a name (e.g "twenty-one" for 10101), and remember the names. With sufficient drill, people found it possible to remember as many as forty binary digits. Miller wrote:

"It is a little dramatic to watch a person get 40 binary digits in a row and then repeat them back without error. However, if you think of this merely as a mnemonic trick for extending the memory span, you will miss the more important point that is implicit in nearly all such mnemonic devices. The point is that recoding is an extremely powerful weapon for increasing the amount of information that we can deal with."

This kind of recoding is now often called chunking. As applied to structured writing, it suggests that writers should

  create units of information that do not exceed the chunking limit, and

  apply the chunking limit at every level of a document.

Types of information

Information theory basically states that all information can be classified into seven categories. These categories represent the seven information types on which the structured writing method used by e-write is based:

  Procedure

  Process

  Structure

  Concept

  Principle

  Fact

  Classification

Units of information

Information blocks

The visible "structure" in structured writing comes from the way units of information are displayed. In the method used by e-write, the basic unit of information is the information block, rather than traditional loosely-defined paragraphs. The information block (which is similar in function to the basic information unit in other proprietary methods, e.g., the "sub-topic" used in DocuStructure™) is composed of one or more sentences, diagrams, tables or lists—i.e., it is about a limited topic. The content of the block, or sub-topic, is based on the purpose or function of that information for the reader. Blocks always begin with a sentence and contain one relevant "chunk" of information. Each is visually separated from other blocks.

Labels

Each information block is identified with a label. These serve as descriptive and organizational flags, and enable the reader to quickly scan and locate important information.

Maps, or Topics

Groups of information blocks are organized into Maps, or Topics, which are logical groupings of relevant information blocks about a limited topic. Maps thus are modular units of information, further organized into chapters.