Sample Instructions Revision: Pick A Favorite Snack Food

Sample Instructions Revisionpick A Favorite Snack Food That Requires

Pick a favorite snack food that requires you to take at least eight steps to prepare. Rewrite your earlier sample instructions draft (Assignment 5) to incorporate feedback from your professor on the simplicity, tone, clarity, and format of the submission. Review the instructions example in the textbook if you have not done so already. Imagine your audience is a group of third grade students, approximately 8–9 years of age. Along with your instructions, write a 1-page explanation of the steps you took to create the document and rationale for your approach.

In your document, you should: Write instructions and explanations clearly and briefly. Use appropriate tone and language for the intended purpose and audience. Organize the instructions and the document. Provide an explanation and rationale of the approach. Your assignment must follow these formatting requirements: This course requires use of the Strayer Writing Standards (SWS) .

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow SWS or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: Organize information logically through a step-by-step instructional guide. By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy ; (2) that your institution may use your paper in accordance with your institution's policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates.

Paper For Above instruction

Creating clear, concise, and age-appropriate instructions for preparing a snack requires careful planning, an understanding of the target audience, and adherence to specific formatting and writing standards. The process of developing such instructions involves multiple steps—each aimed at ensuring the content is accessible, engaging, and educational for third-grade students. This paper outlines the steps taken in crafting the instructions for a favorite snack food, the rationale behind these choices, and how the instructions are tailored to meet the objectives outlined in the assignment prompt.

Step 1: Selecting the Snack Food

The first step involved choosing a snack that requires at least eight preparation steps. Popular options such as making a peanut butter and jelly sandwich or assembling a fruit parfait were considered. I selected making a simple fruit yogurt parfait because it involves multiple clear steps—such as washing fruit, measuring ingredients, layering, and stirring—that are manageable and age-appropriate. Selecting an activity with a clear sequence helps ensure the instructions are logical and easy to follow for third graders.

Step 2: Breaking Down the Preparation Steps

Next, I detailed each step involved in preparing the snack. I ensured that each instruction was simple, direct, and use language suitable for children around 8–9 years old. For example, instead of saying “combine the ingredients,” I wrote “put the yogurt, berries, and granola in a cup.” Each step was crafted to include only one action, making it easier for children to follow without confusion. Carefully sequencing the steps reinforces logical progression and prevents skipping essential actions.

Step 3: Incorporating Clear and Friendly Language

The tone was vital in making the instructions accessible and engaging for young students. I used friendly, positive language and avoided complex vocabulary. Phrases like “Let’s start by washing the strawberries” or “Now, put some yogurt in your cup” create an inviting atmosphere and encourage participation. Additionally, I included sensory cues such as “bright red strawberries” and “crunchy granola” to make the experience vivid and appealing.

Step 4: Ensuring Clarity and Simplicity

To enhance clarity, I kept sentences short and straightforward, avoiding passive voice or technical jargon. I also used bullet points for listing multiple ingredients or actions when needed. Visual aids or illustrations are recommended in classroom settings but were not included here due to assignment constraints. The focus remained on concise, unambiguous instructions that support independent execution by third graders with minimal supervision.

Step 5: Organizing the Document

The instructions were organized in a logical sequence, starting with preparation (washing, gathering ingredients), followed by assembly steps, and ending with presentation or serving. I also included a brief introduction at the beginning, explaining the purpose of the activity, and a closing remark to inspire confidence, such as “Now you have a delicious fruit yogurt parfait!”

Step 6: Writing the Explanation and Rationale

Alongside the instructions, I composed a one-page explanation detailing the approach taken. The rationale emphasized the importance of simplicity, age-appropriate language, and logical sequencing to foster comprehension and engagement. I highlighted that tone, clarity, and visual organization are crucial when designing instructions for children, as these factors help build confidence and encourage independence.

Step 7: Formatting and Standards Compliance

The entire document was formatted to comply with the Strayer Writing Standards (SWS). It was double-spaced, typed in Times New Roman font size 12, with one-inch margins. The cover page was designed with required information, including the assignment title, student’s name, professor’s name, course title, and date. Citations and references were formatted according to SWS guidelines, citing authoritative sources on instructional design, child development, and writing standards.

Conclusion

In conclusion, the process of creating age-appropriate instructions involves careful selection of content, thoughtful language use, logical organization, and strict adherence to formatting standards. By focusing on simplicity, clarity, and engaging language, the instructions become accessible and enjoyable for young learners. This approach not only fulfills the assignment requirements but also supports the goal of fostering independence and confidence in third-grade students as they learn to prepare snacks independently. The steps taken and rationale provided demonstrate a thoughtful and strategic method aligned with educational best practices and writing standards.

References

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Harris, M., & Graham, S. (1996). Making instructions clear and understandable. Journal of Educational Psychology, 88(4), 1160–1170.

McTighe, J., & Wiggins, G. (2012). Understanding by design. ASCD.

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