Language in Use 35
This unit is concerned with the relationship between diagrams and the language
which is used to explain or supplement them. It focuses upon the problems
which arise when we try to convey information solely by diagram or solely by
words, in order to explore the extent to which each can assist, and be dependent
upon, the other.
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[1] Ask the class to write a set of precise instructions, using words
only, for an apparently very simple activity, of such a kind that the class
would normally want to use a diagram at some stage during the writing. Have
some of the accounts read aloud, and explore where and why the writers felt
the need for diagrams.
Suitable activities include:
wiring up a plug
changing a film in a camera
changing a typewriter ribbon
setting up a tape-recorder
[2] For this session, ask the class to bring in a variety of instruction sheets which explain how to carry out simple operations, and use diagrams as well as words for the purpose. Organise the class in small groups and ask each group to take one of these, and re-write it so that the instructions given by diagrams are given only in words. Group discussion of text at each stage is necessary.
[3] Circulate the texts resulting from [2], and ask each group to point out in writing where and why the versions without diagrams are not clear. Give the original authors time to study the comments and then focus a class discussion upon the general points that arise.
[4] For this session, the class require versions of simple instruction-sheets from which the verbal matter has been deleted. Give one such version to each group and ask it to supply the missing verbal material. The complete text should be available for subsequent comparison with the class's attempts to supply it. The instruction sheets found with cardboard cut-out models, dress patterns, plastic model kits, or in do-it-yourself manuals provide material to select from.
Related topics are explored in A 1, A7 and A 10.