What does a reader have to do to find out the meaning of a text? A reader’s prior knowledge makes it possible to supplement and interpret incomplete texts. A copywriter who wants to write comprehensible texts must (if possible) take into account the prior knowledge of his target group (s). He can do this in various ways.
Readers and text comprehension
The comprehensibility of a text does not only depend on all kinds of ‘linguistic’ factors: sentence length, word length, number of tang constructions, number of difficult words, and so on. There are also a number of psychological factors that play an important role. For example, readers with prior knowledge on the subject of ‘text comprehension and prior knowledge’ are likely to find that they understand this text well. Readers without this prior knowledge may find this text difficult. What does a reader have to do to process the information in this text, or the information in a text written by you? Knowledge about the way in which the reader processes the information in a text may lead to better (more comprehensible) texts. After all, a copywriter does not want to make things unnecessarily difficult for his readers.
How does a reader read?
Five tasks
Research shows that a reader must perform five tasks while reading in order to process the information in a text.
To understand the sentence ‘The flywheel is one of the oldest tools known to man’ the following tasks are performed:
- Combining characters (oldest) into words (oldest)
- Connecting a meaning to the (individual) words
- Analyzing sentence structure
- Analyzing the meaning of the whole sentence
- Using his foreknowledge
What can a copywriter do with this knowledge? He may wonder if he cannot ease the burden on the readers. For example, assigning meanings to words (task 2) becomes easier if the copywriter uses words that are open to interpretation. Using a simple sentence structure, tasks 3 and 4 are lightened. Responding to the reader’s prior knowledge (task 5) also eases the reader’s tasks.
Using inside information
Using our prior knowledge makes it possible to understand texts better. We can use our inside information to fill in missing information in a text. This is shown by the following example:
Why do we know that Karin is afraid of getting caught because she travels without a ticket? We know this because we have activated our (prior) knowledge about traveling by train (that Karin travels without a ticket is not mentioned in the text). For readers who travel to work more often by train, the information about how busy the train is probably not important. They are familiar with that situation. Foreknowledge can therefore also be used to make a selection from the information provided.
A reader’s prior knowledge determines whether he can interpret the information. This is evident from the following text fragment:
This fragment is probably not easy to interpret without prior knowledge. This is someone who watches a peace march from the 40th floor of an apartment building (US early 1970s, protests against the Vietnam war).
The prior knowledge present clearly influences the reader’s comprehension of the text. As we have seen, prior information is important for the addition of information missing in the text, the selection of the information and the interpretation of the information. By responding to the prior knowledge of the reader (s), the writer can help the reader (s). The text is then easier to understand for the reader (s).
Reader-oriented writing
As a copywriter, you don’t want to make things too difficult for readers. You therefore take into account the prior knowledge of your target group (s) when writing texts. After all, you prefer to write reader-oriented. But what should you do if (sufficient) knowledge about your target group is lacking, and you cannot estimate what prior knowledge your target group has? And what to do if your text is intended for multiple target groups? Even then it is possible to write reader-oriented.
Motivating the reader
An advice for all texts, so both texts for known and unknown target groups. It is important to motivate readers. Readers may not find the topic interesting enough. Indicate in the text what the importance of the subject is for the (potential) target group. Use striking examples. Use a motivational writing style (but don’t overdo it).
Proofreaders
It is probably possible to submit your text to proofreaders belonging to the (intended) target group. They can point out the weak spots in the text (for example, that argument is implausible). They can also underline unclear words in the text, or criticize the layout of the text.
Reading goals for unknown target audience
If you are writing a text for an unknown target group, you must at least formulate one or more reading objectives. Readers can then decide for themselves whether it is worthwhile to read (part of) your text. In informative brochures from travel agencies, reading objectives are often formulated: ‘If you are going camping abroad, you will find all the information in this brochure’. In an introductory paragraph of your text, you could include a reading objective: “This text is written for employees of this company who want to join the union.” The (potential) reader can then quickly determine whether the text is important to him.
Multiple target groups
Do you have multiple target groups? Then organize the text in such a way that the various target groups (municipality, board, bank, club members) can quickly find what they want to know. The table of contents of a proposal for the renovation of a canteen could therefore be:
- preface
- History
- Requirements
- Expansion plan
- Cost
Each target group can now read that part that is important in view of their prior knowledge or interest.
Not just for kids
What do you do not to do? Make a text intended for various target groups as simple as possible. Then the text is too difficult for anyone. However, you run the risk that many will drop out. They don’t feel they are being taken seriously enough. So avoid the ‘child language’ in the following example: