From a previous entry, we can conclude the purpose of ‘writing’ is to ‘convey’ meaning. However, the author has one more job and that is to consider the audience. The reader does not care about the audience (others reading the same story) but only about his/her personal experience. However, the author must attempt to convey the same meaning to different audiences.
We can describe 2 different ‘types’ of readers that an author should consider:
Reader A) This is a reader who cannot grasp meaning (or has a hard time grasping) the meaning in a document that has spelling/grammar errors. This personality must read each word one at a time in a linear sequence to grasp meaning. ‘A’ type readers may have a greater ability to recall specific facts of a document or article. They can easily find and correct spelling and grammar errors as such errors are hindering the readers ability to grasp the meaning. ‘Reader A’ believes that a document with spelling errors is useless because all the errors must be corrected before the document can make any sense. It may be rather difficult for a ‘Reader A’ to read any type of draft document and comment on the meaning/message. ‘Reader A’ wants a final cleaned-up document before he/she can begin to comment effectively.
Reader B) This is a reader who does not read each word one at a time. If fact, Reader B) tends to ‘make up words’ that are not even in the text. The meaning behind the message is still grasped but specific details may not be recalled. Reader ‘B’s tends to be only concerned with the meaning. At the extreme side they do not even ‘see the words’. When reading aloud, a ‘Reader B’ may sound clearer and words may flow smoothly because they are paraphrased words and have a more natural sounding tone. Reader ‘B’s do not care much about spelling or grammar mistakes, and tend to believe that to sit down and look for mistakes is a ‘waste of time’.
Can we say that any one type of reader is better? Probably not, like most things, both views can be placed on a continuum such that:
Probably, the best spot is somewhere in the middle of both extremes. However we can then reach the following conclusions:
Extreme Reader ‘A’ cannot stand reading documents created by Extreme Reader ‘B’
Extreme Reader ‘A’ can easily read and understand documents authored by another Extreme Reader ‘A’
Extreme Reader ‘B’ can easily read and understand documents authored by either an Extreme Reader ‘A’
and Extreme Reader ‘B’. We can call an Extreme Reader B the ‘Universal Reader’
An Extreme Reader ‘A’ can easily write documents that can be understood by either an ‘Extreme Reader ‘A’ or an Extreme Reader ‘B’. We can call the Extreme Reader A the ‘Universal Author’
A document authored by a ‘ Reader B’ must pass the document through a ‘Reader A’ for proof reading before it can be read by an ‘Extreme Reader A’.
In his book, ‘From Good to Great’ author Jim Collins suggests that one of the inherit qualities of ‘Level 5 Leadership’ is the ability place the ‘right people in the right seats’ and then figure out where everyone is going. We can apply this concept here by ensuring that if a ‘Reader B’ is authoring we have a system that ensures that the document always goes through a ‘Reader A’ before being released to the ‘masses’. Since I believe myself to be a ‘Reader B’ I am happy with our solution to pass documents to a specified ‘Reader A’ for review before going to one more ‘Reader A’. In fact, I expect it.
Other Possible Theories/Conclusions:
A ‘Extreme Reader A’ may believe that only ‘Reader A’s’ read/write well and that ‘Reader B’s are flawed. They may believe that the ‘best’ option is to be a ‘Reader A’ and cannot comprehend what it is like to be a ‘Reader B’.
Similarly, a ‘Extreme Reader ‘B’ may believe that being a ‘Reader B’ is best and that ‘Reader A’s waste too much time with spelling/grammar concerns. From a ‘Reader B’s point of view such efforts to correct spelling/grammar are a waste of time and that they should not ‘choose’ to spend their time correcting such mistakes. They may fail to realize that the ability for a ‘Reader A’ to understand a document requires the document to be free of spelling/grammar problems and it is not a choice so much as a necessity for the ‘Reader A’
I believe a deeper examination would actually reduce ‘Reader A’s and Reader B’s to completely different thought patterns but proving such a theory would go beyond the scope of this document.
I believe we can however reduce this theory back to the common equation:
“E + R = OS”. (Event + Response = Outcome and Solutions) (ie: The EROS Equation). The EROS equation is often used in the theory of interpersonal relationships. A summary of this can be found in the artcicle “Individual Quality - The EROS Equation”
But what does EROS mean for spelling and grammar? Well let’s remember that an ‘Extreme Reader A’ can be frustrated reading the work of an ‘Extreme Reader B’. The more ‘extreme’ the reader the more frustrated the reader will be.
The document itself with spelling/grammar errors is the Event (E), the frustration of the reader is the response (R). The outcome is a document, which has a lot of spelling/grammar correction, but no real input on the content of the draft itself (OS). The goal of this document thus far is to create that ‘paradigm’ shift. To show the reader that the response ‘R’ (frustration) is not caused by ‘Reader B’ but is actually ‘Reader B’s automatic reaction to the event’.
The author’s RESPONSE-ability is to provide a draft document and get input/comments on the meaning of the message.
The reader’s RESPONSE-ability is to provide meaningful input on the draft document for incorporation into a final document.
If the reader is a ‘Reader A’ then it should first pass through a buffer reader (proof-read) to maximize effectiveness.
If the reader is a ‘Reader A’ and the author is ‘Reader B’. There are 2 probable consequences:
A) Reader A may be frustrated and annoyed (However the cause exists within Reader ‘A’s response ‘R’. It is not because of the author
B) The document itself may not get the best input it deserves to ‘Reader A’s inherent desire to focus in on and correct spelling/grammar.
In Summary:
The senders RESPONSE-ability is to provide a communication that delivers a clear direct message toward a goal. If the receiver provides feedback to clarify the communication, the senders is RESPONSE-ability is to rephrase the response to clarify the miscommunication
The receivers RESPONSE-ability is to choose a response to the sent message that meets the need of the goal. If the receiver’s automatic response is negative, the receiver can choose to provide feedback to confirm the message sent.
If we do not choose our response, but instead let follow our automatic response we may forever be stuck in an endless loop of frustration and anger.
