Darren Ng:
Who will read your document?
I expect an intellectual group will read my document because my field guide is based upon very analytical sections of the future of NASA.
What are their levels of expertise and experience?
They should be the working class of all sorts of expertise and experience except people that work at NASA itself as my piece will help educate them on why this topic should be addressed now.
What do they need from the document?
They need the different arguments or positions that my guide will bring along in order to make their own judgment.
What is the “bottom line” information they need?
The “bottom line” information they need is that NASA’s funding should be increased instead of decreased because exploring space and other elements outside the Earth is far more important than the economics and politics of today’s world.
Do they have any biases or prejudgments?
They may have biases or prejudgments as this subject will touch upon how the economic crisis should not affect NASA.
Under what conditions will they read the document?
If they ever need an analytical piece about NASA’s situation as a government program.
With what other relevant documents are they familiar?
They should be familiar with economic crisis and political issues. The main issue is that NASA is becoming a part of a political program instead of a space program.
Alyssa O'Toole
Audience Analysis Worksheet
Who will read your document?
The purpose of my field guide will be to raise awareness and propose a strategy for the ongoing debate surrounding state budget cuts and its affect on music education within school districts. As a result, I believe my document will extend itself to individuals of different intellectual capacities. Some of these individuals may include those directly involved in the creation of the 2010-2011 executive budget, administrative personnel of various school districts, family members of children attending various school districts, and professionals/advocates of music education.
What are the levels of expertise and experience?
Those with a professional stake in the topic (administrative personnel, executors) will have more expertise/experience pertaining to the flow of resources and the economic impact of the budget cuts. Those with a personal stake in the topic will have more expertise/experience pertaining to the sociological impact of the budget cuts.
What do they need from the document?
Those that read my document will be interested in the latest decisions of the State Education Department, what this means for music education in school districts nationwide, and what future trends we may expect. From an author’s standpoint, I hope to demonstrate what a grave dilemma this is. While budget cuts may be necessary for maintenance of a greater education, music offers advantages that cannot be quantified. How will we solve this?
What is the “bottom line” information they need?
I interpret this question to be asking what information my audience will need to know before reading my field guide. If this is a correct interpretation then the most basic information the reader will need to know is an understanding of current economic conditions and some understanding of education policy. Perhaps this question is asking what I want my readers to take away from my article. If this is the case then I hope the bottom line information they take is that there is a more strategic way to raise resources than yearly budget cuts and if we plan to maintain the longevity of our education programs we should explore these alternative ways.
Do they have any biases or prejudgments?
Since my field guide is intended to offer an overview of budget cuts and its affect on music education I anticipate the parties reading it will be biased in some way. Those with expertise in the economic aspects of the situation will most likely favor the current budget cuts and future ones to come. This is because they have an extensive understanding of the financial crisis our country is in and how scarce resources truly are. Those with expertise in the sociological aspects of the situation will highly disagree with any elimination of resources affecting music education. This is because they understand more directly the long-term detriments of decisions such as this and regard the importance of music as unquantifiable.
Under what conditions will they read the document?
They will read this document to gain a present perspective of education policy, how it is affecting its stakeholders, and what should be done in the future to ensure a more sustainable education.
With what other relevant documents are they familiar?
They should be familiar with the 2010-2011 Executive Budget Briefing Book for their given state as well as have explored past budget cuts and its effect.
Yunmi (Annie) Hong
Who will read your document?
My field guide will target either the 1.5 Korean-American generation or the parents. Anybody who is Korean can ready my guide, or even further than that, anyone who is interested in this culture shock or difference can read my field guide. It also doesn’t mean that someone has to be Korean to be able to purchase my field guide, but it is targeted to those groups.
What are their levels of expertise and experience?
The word expertise doesn’t really fit in my situation. As for experience, it would be experience and questions that these 1.5 Korean-American generations and parents had all their lives. I don’t expect to answer every aching question or thought they had, but to relate and comfort them in a way. These people would have experienced some kind of discrimination towards one another and was puzzled with the question why.
What do they need from this document?
I am hoping that they will need comfort and understanding from my field guide. This is will hard, but with much explanation and examples of such situations will bring someone to a better understanding.
What is the “bottom line” information they need?
This depends. It could be the fact that each party needs more understanding before they jump into a conclusion. It could also be the fact that each party needs to give the other party the benefit of the doubt. Before getting mad or asking why are you the way you are, giving someone the benefit of the doubt will go a long way.
Do they have any biases or prejudgments?
Biases or prejudgments are brought with their own mindsets that each party is correct, and with the question of why set aside. For example, the 1.5 Korean-American generation will have biases and prejudgments of why their parents are the way they are, and the parents vice versa. Although they have such thoughts, it will be hard to bring anyone to help if they are set with these thoughts. They must leave these biases and prejudgments behind to be able to come to a middle ground.
Under what conditions will they read the document?
This is simple. Because one is tired of not understanding or that they are tired that they are not getting along with another. Simply because they want to come to a truce with the other party. This is a wonderful thing, because this shows that they are at least willing to change their mindsets or change themselves so that one can get along with the other. This kind of mindset and approach to a situation can change and solve a lot.
With what other relevant documents are they familiar?
The clash between 1.5 Korean-American generations and their parents is a very vague topic that can coincide with a lot. Rather than asking the question relevant documents, I think a much better question for my field guide would be what kinds of topics and situations will be talked about in your field guide. In that case, it could be a several of things. Adoption of Korean children to the US, the hardships that the 1.5 generation might feel towards Korean adults and vice versa, bringing home the boy/girlfriend to a Korean household for the first time, things to keep in mind when raising a 1.5 generation Korean-America, and much more.
William Martin
Who will read your document?
My audience will involve a wide range of readers. It will consist of the average sports fan, the NFL committee, as well as the General Managers and Owners of the various NFL teams.
What are their levels of expertise and experience?
Like the audience themselves, their levels of experitse and experience will be a very wide range. Some will be educated sports fans, others will be sports fans who don't know and understand the game and the implications of having the Super Bowl in New York. A large portion of the audience will consist of the business minds directly involved in the NFL operations, who will have a high level of experience and expertise in the business aspects of the subject.
What do they need from the document?
For one, they need the insight into the other side's position. The league officials need insight into the point of view of the fans as well as the franchise's. The fans need the information from the business standpoint, etc.
What is the "bottom line" information they need?
They need to know how the decision was made, the business impacts to the NFL, the impacts to the levels of interest on behalf of the fans, which affects the business impacts, and the economic impacts to the NFL, the Franchises, and the City of New York.
Do they have any biases or prejudgements?
Absolutely! With the fans it is about 50/50 for and against the decision. With the voters, there was more support for having it in New York. It remains to be seen where the individual franchises stood on the issue.
Under what conditions will they read the document?
The conditions will vary along with the audience itself.
With what other relevant documents are they familiar?
Again, because this field guide will appeal to wide and diverse audience, the documents with which they are familiar with will vary. The fans for example, will be very familiar with newspaper and magazine articles. The league officials and General managers will be familiar with studies on the economic impact and financial reports.
Hi,
I want to make some general comments on the direction that the audience analysis is taking. First, I'd like to address the "bottom line information" question. When you ask your self what the "bottom line" information is, you might think of it as— "What's the absolutely necessary information that people need from this document— the 'can't live without" information they might need. Need or want is interesting here. There may be a difference between the most basic information you need to understand how to read the document or to understand it's concepts and the information you need to understand the issue once you've read the document. At the beginning of reading, you no more than the reader; you need to decide what someone needs to know to understand the issue and what someone needs to know to understand how the document works. For instance, bottom line information for Darren includes "how Nasa funding works" while bottom line information for Annie includes "What is Generation 1.5," and for Darren includes "How are decisions made about the location of super bowls and how is the event funded?
When you think about "under what conditions" you might consider the actual function of the field guide. For example, will they be reading it at their leisure? Alyssa's document may be read by people "at leisure"— that is, not on the counter while preparing food— but the conditions may include the broader situation. It will be used by people who may be making a decision about voting for school budgets or by groups of people organizing around the topic. Similarly, Annie's "conditions" may include "people who are trying to understand some of the stress and situations that surround Korean generation 1.5. What you might think is that "conditions" effect how people read a document and its function and organization and design.
Look for individual comments in your journal.
Robert
Lena Hong's Summer Field Guide Audience Analysis
Who will read your document?
The document will be written in a simple language so anyone could pick up this field guide. This guide is for anyone who is curious about what they eat and how genetically modified foods work/function.
What are their levels of expertise and experience?
It is expected that the readers have no knowledge of the topic, but knowing little information does not forbid them from reading the guide. This guide will explain all the significant information about modified foods.
What do they need from the document?
Everyone needs something from this document because everybody consumes genetically modified foods, but are unaware of it. This guide will help the readers realize what they are putting into their bodies.
What is the “bottom line” information they need?
When reading the field guide, the pros and cons of genetically engineered foods will be presented throughout text to help readers identify their opinion on the topic. The “bottom line” information is that they need to have some knowledge about modified foods because some people may not be aware of what they consume.
Do they have any biases or prejudgments?
When people pick up this field guide, there is without a doubt that more than half the people will have a prejudgment. Many people who have previous knowledge of this topic is against this study due to the way it was prepared, another main reason is religious reasons. Modified foods are created by scientists; so for a person who has strong beliefs, they only believe in consuming what was made by their “god.”
Under what conditions will they read the document?
Many will read it to be informed; this guide is not something to read during your spare time. When readers raise questions about why some tomatoes cost more than the other ones. This guide will assist readers deciding on how to pick the right tomato. Some may be in favor of farmer made foods or some maybe in support of scientist made tomatoes.
With what other relevant documents are they familiar?
The readers should be aware that some foods they buy may have more than what they expected in them. Citizens should be familiar with are their foods in their fridges. After reading this guide, readers will most likely go to their fridges and read the stickers on their foods to see if it was made by nature or people.
Lena Hong
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Andrew's Summer Field Guide Audience Analysis worksheet
Who will read your document?
Energy logistical teams that are looking to see how to switch from fossil fuels to alternate energies and people interested in how alternate energies can be applied would be reading this guide.
What are their levels of expertise and experience?
Their knowledge on the subject ranges from novice to intermediate understanding on the topic.
What do they need from the document?
They need to know how much we are reliant on fossil fuels and how to ween the country off them.
What is the "bottom line" information they need?
The bottom line information they need is "is it possible?"
Do they have any biases or prejudgements?
They have been used to how fossil fuels work and the techniques what the techniques for that are. They will also have a bias toward those energies.
Under what conditions will they read the document?
They will read it to get become familiar with geothermal energies and ways to use them.
With what other relevant documents are they familiar?
They are familiar with how fossil fuels are extracted and how these types of energies are used, but not how geothermal energy is used.
Andrew
Wambere's Summer Field Guide Audience Analysis worksheet
Who will read your document?
This document can be read and understood by pretty much anyone interested in the topic since the language in it will be clear and easy to understand. However, it will be most useful to people or organizations who need more information in order to make decisions about how to support third world countries. It can also be read by people who are interested in solving the problems that support through giving funds is causing.
What are their levels of expertise and experience?
The people reading this document can have varied levels of expertise and experience. The experienced can use it to help them make even better decisions. The not so experienced can use it to gain knowledge of some of the key factors and understand them. The governments or other organizations can even use the proposed solutions to try and make things better.
What do they need from the document?
From the document they need to know the effects of international support, possible problems in the future and how to prevent these problems.
What is the “bottom line” information they need?
The bottom line information is that helping people learn how to support themselves is way more helpful than just giving them what they need now, which will eventually run out.
Do they have any biases or prejudgments?
Most of the readers probably will have biases since this is a very controversial topic. Some people will tend to lean on one side while others the other.
Under what conditions will they read the document?
The reader will read this document to be informed. It is most useful if used to influence decisions related to this topic.
With what other relevant documents are they familiar?
The reader should be familiar with what has been going on since the guide will contain several real life examples. This is not a must, but it will be easier to read through and understand if you are not hearing of the facts for the first time. Knowing some geography will also be helpful since you will be able to relate knowing where a certain country is and its situation.
Janette
