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=====Notes on Reading the Book=====

====Diagrammatic Writing by Drucker====
===[[http://will-luers.com/DTC/dtc354/diagrammatic_writing.pdf | Link to reading]] ===
**
what the readings complicate about Krug's sense of reading**
- the reading states that the title and the words underneath it are different and do not relate to each other. This is the opposite thoughts of Krug.
- The first part is profound, so a similar thought to Krug, but it goes on to say it doesn't hold importance to the rest of the work that follows.
- Parts of the reading aren't suppose to be more primary than others/they should all be treated the same.. different than Krug in terms of the levels of hierarchy and titles.
- Changing of pages show a change of topic and speed as the reading illustrated. (ex. pg. 6).
- Hints that headers don't need a text box (but usually do) because it's a subsidiary role (p.7).
- Agrees with Krug, describes the header as a source of navigation.
- Certain parts are split up to make it seem important and for affect. It is also done to get a point across easier instead of placing it with everything else and making it harder for the reader to understand the main points of the work.
- On pg. 8 with the column formatting, the reading states that the left column gets more attention and that makes sense because Krug stated that readers read from the left to the right naturally.
- On pg. 15, Krug and this reading agree that the change/difference in fonts alter the perception of the importance of the work/information.
- The reading mentioned that links could help readers better understand the meaning/information in a way that the original material cannot.
- This reading stated that statements don't have to follow one enough, but rather struggle to be the most important on the page. Krug, on the other hand, believes that the things that relate to each other should be in the same area.
-Unlike Krug, Drucker doesn't have navigation techniques set up for readers and doesn't really follow the rules that Krug has laid out for readers in his book to follow.
**the effectiveness of the the argument in each - Drucker's visual argument and Marshall's scholarly argument - to the extent that those arguments can be isolated from their material presentation.
**
- Drucker's visual argument can be seen where they have columns, saying that both of the sides are fighting for attention. I thought it was interesting that for each column (the left and the right) that there were different definitions/tones of each thing (ex. pg. 14).
- Drucker also claimed that the margins on each side of the main text held the text in place so it wouldn't push outside of it's boundary and I thought that was really interesting because I've never thought of it that way before (p.20).
- Drucker claims indenting something creates power, forcing a hierarchical organization within the work (p.22).

**what the readings complicate about the practice of web content design and presentation.**
- The reading says that some changes in the format occur for no reason/have no meaning.
- Changing the presentation and format slightly with each page is to make it balanced, according to the reading.
- The presentation can be fluent/distraction/positions of the wording (ex. p.12).
- It bugged me that the headings were a smaller font than the rest of the body text.
- Drucker thinks that readers will get used to the mix of different fonts mixing formats with each other, though I think it just makes the sentences harder to read.

**what the articles mean in practice. How might what they argue be taken into web content writing and design?**
-For Drucker's reading, I believe that the arguments of writing material and sentences that compete with one another, because I think that the potential outcome of this idea is that the content would be stronger because writers would be trying to look for the best information and ideas.

====Reading and Writing the Electronic Book by Catherine C. Marshall====
=== [[http://erhetoric.org/WebWritingAndDesign/images/Marshall%20-%20Reading.pdf | Link to reading]]

**what the readings complicate about Krug's sense of reading**
-There is controversy about reading physical work and work on an e-book or online.
-Reading is better via paper than screen.
-Instead of reading the whole work, like Krug tells us to plan for, some people who read skim or skip around and read multiple things at one time.
-This reading is similar in stating that people aren't always going to read the full work, they might skim, scan, glance, seek, or reread it, as well.
-Readers have more control via online than a book for their preferences (p.22).
- Blank space is pleasant to readers. It helps them understand and comprehend the information better.

**the effectiveness of the the argument in each - Drucker's visual argument and Marshall's scholarly argument - to the extent that those arguments can be isolated from their material presentation.
**
-Marshall claims that online text looks different than paper text. (different text fonts, sizes, etc.)
**
what the readings complicate about the practice of web content design and presentation.**
-The presentation is different depending on the format being used or the work being portrayed on electronic devices (ex. poetry is formatted different than chunkier writing). ex. crunch it on one page or allow the work to go on two pages.
- The presentation of e-books can always be changed and re-formatted since it's digital (p.17).
- Physical layout is determined by publisher and electronic layout is determined by publisher and designer (though they take layout ideas from physical layouts).
- Online documents offer more opportunity for the layout. ex. display the time (p.22).
- Different fonts are better-read on electronic devices (p.25). Like serif fonts are commonly used (p.27).

**what the articles mean in practice. How might what they argue be taken into web content writing and design?**
- There are some fonts that are better used depending on what electronic device it is going to be on (for legibility).
- Sometimes less is more. More readers like reading something that has some blank space, they actually understand and remember more things this way.
- Not everyone reads the same. You can't plan for everyone (some skim and barely read anything).
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