Business Publications

  • In today’s information age, society has become desensitized to words and prose that require more than a cursory glance to comprehend.
  • Readers must instantly recognize that a message is important enough to warrant further investment of their time.
  • Information that is delivered must be arranged attractively and consistently in the publication, accurately presented,and concisely stated.
  • Information must be delivered with a hook that will grab the reader’s attention.
  • Selection of an appropriate type of publication to deliver a message is dependent upon:
  • knowledge of design principles,
  • characteristics of the target audience, and
  • the desired effect of the communication.

I.Design Principles – rules for creating effective publications. What makes a publication stand out, elicit emotion, and produce a reaction?

A.Alignment – the arrangement of text and objects on a page. Arrange text in a logical flow (left to right) to enhance readability.

  • Use a consistent alignment for text throughout – left or right justified or centered. Titles centered and text left justified, for example

B.Consistency

  1. Color scheme – maintain a consistent color scheme throughout a publication that is appropriate for the intended mood and behavior response from the audience
  2. Energizing and emotional colors are used excite and promote action

i.Black – sensual and mysterious

ii.Blue – inspirational

iii.Green – youthful, fresh

iv.Orange – adventurous and open

v.Purple – creative

vi.Red – fast, intense, passionate

vii.Yellow – idealism

  1. Calming and spiritual colors are used to reduce the level of excitement and promote subdued, serious, or passive behaviors and emotions

i.Blue – healing

ii.Green – renewal

iii.Pink – non-violence, passive behavior

iv.Purple – reflection

v.White – innocence

  1. Symboliccolors are used to evoke culture-specific responses

i.Black – affluence, formality, evil (bad guys always wear black)

ii.Blue – integrity (“true blue”)

iii.Green – honesty and sincerity

iv.Pink – think about breast cancer awareness

v.Red – power

vi.Red, white, and blue – pride, solidarity

  1. Font scheme – select a uniform style, size, and effect for all headings and another for the body
  2. Use a serif font for headings and a sans serif for the body or visa versa to make a distinction between them
  3. The use of all capital letters decreases readability
  4. Use a font that is appropriate for the message of the publication
  • A comic sans font is more appropriate for a birthday party publication than one on rules of conduct
  • Graphics – use a consistent format throughout the publication. Use either all cartoon-like images or all high quality photo images, etc. Graphics include clip art and photographic images.

•Photographic images of surfers catching waves are more appropriate than cartoon images of beach chairs and sun tan lotion for a newsletter about a surf club.

C.Contrast – Where is the reader’s attention focused first? Emphasize the most important objects of the publication with color and size.

  1. A distinct contrast of appearance should separate the headings from the body.
  2. Is the text color sufficiently lighter or darker than the background color so that it is easy to read and stands out?

D.Proximity/Unity – Are the objects grouped appropriately?

  1. Graphics should be placed in close proximity to the text they support.
  2. Is there uniform and appropriate space between the headings and the body?

E.White Space – the negative or blank space in a publication should be uniform and serve the function of giving the reader’s eyes a break

•Provides segue to the objects and enhances the overall message of the publication

•Consistent and uniform margins help organize the information

II.The Target Audience

Knowledge of the target audience is critical to effective communication through publications. The identifying characteristics of the target audience provide the “hooks” for grabbing their attention by appealing to their age, ability, special interests, and group membership.

A.What is the general age of the target audience?

  1. Is the publication being prepared for young children to entertain them and tell a story at a birthday party?
  2. Is it for a classroom to inform students about a topic?
  3. The age of the target audience will assist in choosing design elements that will be used in the publication.

B.What is the general educational background of the target audience? If it can be defined, knowledge of the educational background will determine the amount of text, word choices, and amount of graphics used in the publication.

C.Does the audience share common interests, such as knitting, doll collecting, or kayaking?

D.Does the audience share similar group memberships, such as Boy Scouts, FBLA, sororities or fraternities?

III.Purpose of Publication

A.Communicate contact information for a business or individual that often includes the name, address, phone numbers, email address, web address, and a logo or picture. Two publications with common information:

  1. Business card – A business card is a publication that contains contact information for a business or individual.
  2. Distributed and used to help recipients remember you or your business and typically includes the contact’s name, company, logo, address, telephone and cell phone numbers, email address, and fax number
  3. Some cards include a personal photograph
  4. The format for a business card differs according to user preference.
  5. As always, the most important aspect of a business card is readability and professional appearance.
  6. Usually printed on card stock, which is heavier than paper and holds up better against wear and tear caused by keeping it in a pocket or billfold
  7. Letterhead stationery – the phrase letterhead stationery implies the use of a heading at the top and sometimes also at the bottom of a letter
  8. Used by businesses, organizations, or individuals to communicate a message and relay contact information
  9. Letterhead stationery adds a sense of professionalism and credibility
  10. Usually includes the name and logo of the company, organization, or individual as well as the address, telephone and cell phone numbers, email address, and fax number
  11. Design varies from person to person and organization to organization
  12. When used with a business card and envelope, the color scheme and graphics should be consistent
  13. Templates and wizards are commonly used to create letterhead stationery

B.Advertise, Educate, Informabout an event, product, or idea

  1. Flyer – used to advertise a one-time upcoming event such as a play or PTSA meeting
  2. A one-page document used by a business or individual to advertise or provide information about an event
  3. Often distributed via an attachment to email, by posting on bulletin boards or telephone poles, or handed out on the street
  4. Typically used to convey information that is temporary in nature and has a short life span
  5. Advertises a single event and is used for a one-time purpose
  6. Usually contains only basic information, such as the name, date, time, and location of the event
  7. Brochure – used to provide information, educate, or advertisea specific topic or product, such as a description of the AP program at a school or the pathways within each career cluster
  8. Like a flyer, a brochure is used by an organization, company, or individual to advertise or provide information.
  9. A more long-term nature than that of a flyer
  10. A short publication generally printed on higher grade paper than a flyer, which employs the use of color and graphics
  11. May be in single-sheet form, in which case they are printed front and back for bi-fold or tri-fold presentation, or they may be printed in booklet sheet form
  12. When printed in booklet form, the brochure may be bound by stitching or stapling.
  13. Examples of uses of brochures include brochures for Computer Applications or travel destinations
  14. Newsletter– used to provide informational updatesto a specific club, group, or organization on a regular basis
  15. Created by a business, organization, or individual that is distributed on a regular basis – weekly, monthly, or quarterly
  16. Typically formatted in columns with side headings, graphics, and text boxes
  17. May use one or more sheets of paper
  18. Used to present information and updates for a specific organization, club, agency, or business whereas a brochure is more of an advertisement
  19. Does not necessarily advertise, unless, for example, to advertise a special company event for the given time period, such as an upcoming blood drive
  20. Whereas brochures describe a single entity in detail, such as a course or a product or service, newsletters describe a variety of events over a specific time period and are usually tailored to a specific group.
  21. Examples of uses of newsletters include the PTSA newsletter published at your school, those distributed by churches, and those used to convey the news and events of the Boys and Girls Club.

Activities
/ Relevancy / Resources
  • Preparation: Prior to this activity, gather an assortment of business cards, letterhead stationery, flyers, newsletters, andbrochures from your personal cache, the Internet, or other sources. Suggest that students bring examples from home as well
  • Divide students in groups and distribute one of the following publications to each group:
  • Business card
  • Letterhead stationery
  • Flyer
  • Brochure
  • Newsletter
  • Distribute a Publication Examinationsheetto each group. Instruct each group to examine their publication using the questions on the Publication Examinationsheet as a guideline. One member of each group should record the answers
  • Facilitate a class discussion of responses from each group
/
  • Develops basic understanding of design principles including alignment, consistency, contrast, proximity/unity, and white space
/
  • Publication samples supplied by teacher or brought to class by students
  • Publication Examination group activity
    (p 15)

  • Using a digital projector, view and discuss the Design Principles PowerPoint while students take notes using the Design Principles graphic organizer
  • Facilitate class discussion about each design principle using the following questions:
  • What does alignment mean and what are some examples of alignment?
  • What are the elements of consistency?
  • Provide examples of each
  • What is contrast? Provide examples.
  • What does the design principle proximity/unity mean? Provide examples.
  • What is white space? Provide examples.
  • What is the difference between alignment and white space?
/
  • Explains five design principles used to create effective business publications
/
  • Design Principles PowerPoint
  • Design Principles graphic organizer
    (p 16)

Continued on next page
  • This activity will explore the design principle of consistency. As explained in the unpacked content, part of the consistency principle entails selecting a color scheme that is appropriate for the publication and elicits an emotional response or behavior.
  • Distribute the Psychology of Colors activityto students
  • This activity is divided into two parts. In Part I, students will be divided into five groups. Each group will be assigned a specific word and should brainstorm as many adjectives, colors, and associations as come to mind in 8 minutes. Once the 8 minute time period is over, specific directions for debriefing and summarizing are provided on the activity sheet.
  • Part II may be assigned as homework or for completion after school in the Media Center
  • Instruct students to visit the website Instruct students to research the meanings of colors and then take the online quiz
  • At the completion of this activity, invite students to discuss what they have learned
/
  • Understand the meaning of color as a communication factor in publication design
/
  • Internet
  • Psychology of Colors activity and key
    (p 17-20)

Continued on next page
  • Distribute four Design Principles Effectiveness Rating Sheets to each student
  • Using a digital projector, display the House for Sale Flyer 1 (located in the 3.02 Publications folder). Use aPublication Effectiveness Rating Sheet to determine the effectiveness of the flyer. Allow students to follow along and offer input.
  • Once the House for Sale Flyer 1 has been rated, display the House for Sale Flyer 2 and follow the same rating procedures using another rating sheet.
  • Instruct students to use the two remaining Design Principles Effectiveness Rating Sheets to rate the next two flyers, BMW for Sale Flyers 1 and 2, on their own as they are displayed using a digital projector.
  • Facilitate class discussion about thecauses of ineffective designs and how they might be improved
/
  • Develops understanding ofthe characteristics of each design principle
/
  •  3.02/ Publication Samples/ House 1
  •  3.02/ Publication Samples/ House 2
  •  3.02/ Publication Samples/ BMW 1
  •  3.02/ Publication Samples/ BMW 2
  • Design Principles Effectiveness Rating Sheets (p 21) and keys (p 22-23)

  • Distribute Traits of the Target Audience to students for their use in taking notes as teacher displays TheTarget Audience PowerPoint
  • Facilitate class discussion concerning student interpretations of the PowerPoint and to review their notes
  • Review the characteristics of age, education, interests, and group membership
/
  • Builds student understanding of the three traits of the target audience that need to be addressed when creating publications
/
  • The Target Audience PowerPoint
  • Traits of the Target Audience graphic organizer
    (p 24-25)

  • View the Publications PowerPoint and facilitate class discussion as students take notes using the Publications graphic organizer
  • Facilitate class discussion about the different types and purposes of publications
/
  • Develops understanding of the types of publications and their uses as related to the purpose of the communication
/
  • Publications PowerPoint
  • Publications graphic organizer
    (p 26)

  • Distribute What Publication Am I? to students and instruct them to use their notes to complete the activity
  • Upon completion of the activity, review the answers with the class. Ask students to state the reasons why they chose each document. Ask students why one document is preferred over another in each scenario
/
  • Builds student understanding of the characteristics and uses of publications
/
  • What Publication Am I? activity and key (p 27-28)

  • Distribute Guided Practice: Business Card to students for their use in takingnotesas you describe the purpose of a business card
  • Facilitate class discussion and instruct students to record the answers about the characteristics of the target audience for this publication. The characteristics of the target audience will be different for the independent practice activities.
  • Using a digital projector, demonstrate how to format a business card as students continue to take notes on the Guided Practice: Business Card activity sheet and follow along with you at their computers to format the publication.
  • Facilitate class discussion about the three characteristics of the target audience as they apply to the business card in this activity. Ask students the following questions:
  • Is the font and color scheme used in the business card for this activity appropriate for the target audience? Why or why not?
  • Why is knowledge of the target audience an important design consideration?
  • Why would the owner of the shop need a business card?
/
  • Develops understanding of the characteristics of a target audience and the use of a business card as a means of communicating information through guided practice
/
  • Guided Practice: Business Card
    (p 29)
  •  3.02/ Publication Samples/ Petals Card

Continued on next page
  • Distribute Independent Practice: Business Card and instruct students to complete the activity according to directions.
  • Monitor/provide assistance as necessary
  • Display student work around the room or view using a digital projector.
  • Facilitate class discussion using the following questions about the target audience:
  • What do they think is the average age of the surf shop customers?
  • What about the educational background of the target audience?
  • In what kind of groups might they participate?
  • How did these characteristics influence their design?
/
  • Reinforces understanding of the characteristics of a target audience and the use of a business card as a means of communicating information through independent practice
/
  • Independent Practice: Business Card activity (p 30)

  • Distribute Guided Practice: Letterhead Stationery to students for their use in taking notes as you describe the purpose of letterhead stationery.
  • Ask students for examples of situations in which the flower shop owner could use letterhead stationery.
  • Using a digital projector, demonstrate how to format letterhead stationery as students take notes on the Guided Practice: Letterhead Stationery activity sheet and follow along with you at their computers to format the publication.
  • Co-curricular note: Explain the difference in meaning between stationery and stationary.
  • If desired, view and/or use online templates for letterhead stationery at
/
  • Develops understanding of the use of letterhead stationery as a means of communicating information through guided practice
/
  • Guided Practice: Letterhead Stationery
    (p 31)
  • Internet (optional)
  •  3.02/ Publication Samples/ Petals Letterhead

Continued on next page
  • Distribute Independent Practice: Letterhead Stationery and instruct students to complete the activity according to directions
  • Monitor/provide assistance as necessary
  • Ask for student responses as to the differences and similarities between a business card and letterhead stationery
  • Display student work around the room or view using a digital projector
/
  • Reinforces understanding of the use of letterhead stationery as a means of communicating information through independent practice
/
  • Independent Practice: Letterhead Stationery
    (p 32)

  • Distribute Guided Practice: Flyer to students for their use in taking notes as you describe the purpose of a flyer
  • Using a digital projector, demonstrate how to format a flyer as students continue to take notes and follow along with you at their computers to format the publication.
  • Ask students for additional examples of how the owner of the flower shop would use a flyer
  • Facilitate a class discussion about the design principles used in this activity (uses of proximity, white space, font styles, and font sizes, color scheme), the purpose of a newsletter, and the characteristics of the target audience
  • If desired, view or use online templates for flyers at
/
  • Develops understanding of design principles and the use of a flyer as a means of communicating information through guided practice
/
  • Guided Practice: Flyer
    (p 33)
  • Internet (Optional)
  •  3.02/ Publication Samples/ Petals Flyer

Continued on next page
  • Distribute Independent Practice: Flyer and instruct students to complete the activity according to directions.
  • Monitor/provide assistance as necessary
  • Facilitate discussion about the characteristics of the target audience for this activity.
  • What is the average age of the people targeted by the flyer information?
  • Can they assume anything about the educational background of their target audience?
  • Of what other groups might the target audience be members?
  • Display student work around the room or view using a digital projector.
  • Ask students for additional examples of how the surf show owner could use a flyer.
/
  • Reinforces understanding of design principles and the use of a flyer as a means of communicating information through independent practice
/
  • Independent Practice: Flyer (p 34)

  • Distribute Guided Practice: Brochure to students for their use in taking notes as you describe the purpose of a brochure
  • Facilitate class discussion and instruct students to record the answers about the differences and similarities between brochures, newsletters, and flyers.
  • Using a digital projector, demonstrate how to format a brochure as students take notes on the Guided Practice: Brochure activity sheet and follow along with you at their computers to format the publication.
  • Discuss with students the design principles (uses of proximity, white space, font styles, and font sizes), purpose of the brochure, and characteristics of the target audience.
  • If desired, view and/or use online templates for brochures at aspx?CategoryID=CT101043281033&av=ZWD000
/
  • Develops understanding of the use of a brochure as a means of communicating information through guided practice
/
  • Guided Practice: Brochure (p 35)
  • Internet (Optional)
  •  3.02/ Publication Samples/ Petals Brochure

  • Distribute Independent Practice: Brochure and instruct students to complete the activity according to directions.
  • For this activity, students will need to compose the content for the brochure. Facilitate class discussion to generate suggestions for content.
  • Monitor/provide assistance as necessary
  • Display student work around the room or view using a digital projector
  • Discuss students’ designs and review the design principles, purpose, and characteristics of their target audience.
  • Ask students for additional examples of how the surf shop owner could use a brochure.
/
  • Reinforces understanding of the use of a brochure as a means of communicating information through independent practice
/
  • Independent Practice: Brochure (p 36)

  • Distribute Guided Practice: Newsletter to students for their use in taking notes as you describe the purpose of a newsletter.
  • Facilitate class discussion and instruct students to record the answers about the differences and similarities between a flyer and a newsletter for this activity.
  • Using a digital projector, demonstrate how to format a newsletter as students take notes on the Guided Practice: Newsletter activity sheet and follow along with you at their computers to format the publication.
  • Discuss with students the design principles (uses of proximity, white space, font styles, and font sizes), color scheme purpose of the newsletter, and characteristics of the target audience.
  • Facilitate a discussion about the similarities and differences between a brochure and a newsletter.
  • If desired, view/use online templates for flyers at aspx?CategoryID=CT101043281033&av=ZWD000
/
  • Develops understanding of the use of a newsletter as a means of communicating information through guided practice
/
  • Guided Practice: Newsletter
    (p 37)
  • Internet (Optional)
  •  3.02/ Publication Samples/ Petals Newsletter

  • Distribute Independent Practice: Newsletter and instruct students to complete the activity according to directions.
  • In this activity, students are creating a newsletter for the surf shop and must create the content. Facilitate class discussion to generate suggestions for the content.
  • Ask students to share their plans for the newsletter content by answering the following questions:
  • What topics of information do they plan to include?
  • Will graphic images be used?
  • What font scheme will they use and why?
  • Monitor/provide assistance as necessary
  • Display student work around the room or view using a digital projector
  • Ask students for additional examples of how the surf shop owner would use a newsletter.
/
  • Reinforces understanding of the use of a newsletter as a means of communicating information through independent practice
/
  • Independent Practice: Newsletter
    (p 38)

  • Distribute the Publications Characteristics graphic organizer to students
AND
  • Instruct them to use their notes to summarize and describe each publication
OR
  • Assign students to groups and instruct them to complete the activity together.
AND
  • Instruct students to use a unique symbol to identify characteristics that are common between two or more publications.
  • For example, a brochure and a flyer are both used to advertise or provide information. Students would write the characteristic in both boxes and place a star beside each
  • Students should use unique symbols for each grouping of common characteristics
  • Facilitate a class discussion about the differences and similarities of each publication
/
  • Reinforces understanding of the formatting guidelines, characteristics, similarities and differences, and uses of each publication
/
  • Publications Characteristics graphic organizer and key (p 39-40)

Publication ExaminationGroup Activity