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Comprehensive Editing Worksheet Analysis

1. Purposes:
This document should not only inform students about the Medical Humanities and
Health Studies (MHHS) minor, but it should also provide persuasive argument to its use
and benefit to the students who are interested.
This document should represent the MHHS minor as a bridge between social sciences
and health sciences, highlighting that the minor offers an interdepartmental experience
and knowledge of the behavioral and social aspects of health, illness, and care.
Readers of this document should understand how the minor may or may not apply to
their subject of study.
Readers should also know what courses are required for the minor and how to contact
the department for more information.

2. Audiences:
The primary audience of this document will be students interested in learning the social
and cultural contexts for health, illness, and care. This includes not only social sciences
such as English, Communication Studies, Philosophy, and Sociology & Anthropology, but
also Pre-Med students focusing in Health and Scientific studies that may wish to add a
social science perspective to their education.
Possible secondary audiences of this document are those that are either already
interested or already involved in the minor. These students will know the Whats,
Whys, and Hows and will need the ability to scan the document to find content that
pertains to them. This content includes what courses are offered, the times those
courses are offered, and the requirements to complete the minor. These secondary
audiences could also benefit from an inclusion of contact information for advising.
Because students attending WVU come from all backgrounds local and abroad, sentence
structure and word usage should be chosen with those of limited English background in
mind.
Some students reading this document may be unsure of the benefits of learning the
social and behavioral contexts to healthcare; therefore, the value of this minor should be
emphasized. (Relating to the current political uncertainty in healthcare could help)
Many students will likely skim the document for what applies to them. Therefore,
questions such as How does this benefit me? should be just as easy to answer as What
were the courses I can take for my minor in MHHS?

3. Uses:
The document will be used in two primary ways, the first being an introduction to the
minor through an advisor (in flyer form) or website and the second being a point of
reference for those that have already decided to enroll in the minor.
Considering the likelihood of being used as a point of future reference, the document
should be easily navigated for relevant information.
Students that are enrolled in the minor could benefit from the inclusion of advising
information, course offerings, and the times that courses are offered.
Aspects of Comp.
Evaluation: Editing Objectives:
Editing
1. Including classes available from which to 1. So that readers of this document can file this
choose is a good idea, but since the list document for later reference, include more of
contains only five courses, it seems like there the/all classes that contribute to the minor
arent many courses available in the minor. (possibly separating the core from the non-core).
2. An option to contact anyone for more 2. For students that feel compelled to learn more
information is missing from the document. about or apply for the minor, a section should be
Content 3. The descriptions of What the minor is and added to the bottom providing an available
Why it is important are very concise. telephone number and/or email.
3. Adding details like specific skills students may
gain from the additional perspective (like
increased clinical research interest and
performance) could convince those unsure of the
minors merit.
1. Placing the Requirements section at the 1. To improve navigation for students using this
end feels a little out of place since the things it document as a reference for possible courses to
references are in the section prior. take, try incorporating some of the requirements
2. Although the requirements for the minor are into the course section. One way to do this may
thorough, they are buried in text and they be to list core classes separately from electives.
reference items that are not easily found (as 2. So that selective readers may find a specific
they are in the paragraph before it). requirement (e.g. how many disciplines must be
Organization 3. Sections do not lead well into each other; represented), provide that information before
information feels disjointed and doesnt listing the courses and elaborate on what that
intuitively flow throughout the document, requirement means.
because transitions are nowhere to be found. 3. By adding in brief explanations of/
introductions of concepts before going into
further detail in later sections, the content of the
document will flow from one subject to the next
better.
1. Requirements are listed in a difficult to read 1. For the course requirements to be as clear as
paragraph. possible, you could incorporate them into
2. There is little differentiation between fonts headings and/or captions for the list of courses.
on the info card, making the information blend 2. To draw attention to important details like
together. minor requirements and specific class numbers,
3. Similarity between headings and structure either bold, underline, or italicize them.
Visual Design (all paragraphs) make the document difficult 3. To give more flow to the info card and make
to quickly selectively read. it easier to find specific information, you could
create sub levels of core classes and electives
and add requirements as a smaller heading. A
table or double/triple column with smaller font
for classes could also improve navigation.
Difference in font grabs attention.
1. The title line of the document grabs the 1. To improve clarity for students unsure what
readers attention, but it is vague and this info card is advertising, try asking instead if
nonspecific. they are interested in the social and
2. The headline Why You Should Pursue It is humanitarian context of health studies.
not parallel to the previous headline. 2. So that the sections concerning what and
why follow an easily digestible theme, try
Style changing the second section (and maybe even
the following sections) into a question e.g. Why
Should You Pursue it? This could make the page
an effective FAQ page for students looking for
the answer to a specific question.

1. The page is mostly white besides the blue 1. To decrease the amount of white space and
headings and the flying WV at the bottom. make the document easier to look at, you could
2. The flying WV is a little small and is tucked add the blue and yellow university graphic to the
away at the bottom of the page. bottom/top.
Illustrations 2. For a more formal introduction to the
document, place the flying WV logo at the top of
the page and make it a little larger so that it may
act as a letterhead for the document.
1. The document does not provide enough 1. Students may use the info card for later
Accessibility and coursework or contact information to warrant reference more efficiently if you add contact
saving for later reference. information to the document and more classes to
Reuse the course list.
Dear C. Gouge,

I just got done looking over your infocard proposal for the Medical Humanities and Health Studies minor.
Overall, the document does a pretty good job of advertising the minor, and I have just a couple of
suggestions that I believe will increase the documents readability as well as its utility.

Because the primary audience of the infocard is students who know very little about the minor, starting
off the infocard with two sections explaining what it is and why its important is a great idea, but I
have a stylistic idea that could improve the design.

To make these headings parallel, you could make the second heading reflect the first by saying
Why Should You Pursue It? This would make both questions that the student will likely ask
when reading through the document. If you wanted the infocard to have a Frequently Asked
Questions sort of theme to it, you could even make every section heading a question as well (e.g.
What Courses Are Offered?).

Most students reading the infocard will likely know very little about the minor; therefore, it might also be
helpful to include more information regarding how the social and behavioral contexts of Health Science
will apply.

This could be done by including specific examples of how such a background would realistically
benefit the students personally (like increased clinical research and performance; increased
interpersonal skills; ability to empathize). You could create an entirely new heading asking How
Does This Benefit You?mirroring the first two sectionsor you could simply incorporate the
content into one of the existing sections.

The courses themselves, I believe, should receive a little more emphasis in the document. If more courses
(both core and elective) are included in the document, students may use it not only as a brief introduction
to the MHHS minor but as a reference for courses as well. Therefore, to provide expanded utility to the
students who will file this document away for later reference, I propose a restructuring of the courses
and requirements sections.

Since the courses available and minor requirements are likely to be sought-after details by
selective readers using the document as a reference, the organization and visual design of the
infocard could be strengthened by expanding the courses listed and incorporating the
requirements either into the list of courses or preceding them as an introduction to the list. This
way, readers can apply requirements like 3 separate disciplines must be represented and 6 core
credits; 9 elective credits to the entire list of courses as they read through them versus
retroactively. To better accommodate students using the infocard as a reference, the addition of
when these courses are offered (Fall/Spring/Summer 2017) could also improve the usability of
the document.

Another addition I would recommend is a brief contact section. Including a section with a phone
number and email will allow students an outlet if they have more questions or want to apply for the
minor. This way students that are filing away the document will have not only the courses available to
reference but the contact and advising information as well.

To finalize the document and highlight the fact that it is an official WVU document, I suggest adding a
banner (like the graphic behind Find Your Major on admissions.wvu.edu/home) across the top and
bottom of the page with the WVU Eberly College logo positioned over top of it at the top of the page
instead of at the bottom of the page where it is currently.

If you have any questions about my suggestions or would like for me to provide additional help, feel free
to contact me at 555-555-5555 or wzsmith@mix.wvu.edu

Best of Luck,
William (Zack) Smith