The following guidelines are particularly relevant when writing a handout which contains instructions that you expect learners to follow - whether it describes a process or an assignment.

KEEP IT LOGICAL

Do think through carefully what you are expecting the learner to do and explain yourself in simple step-by-step fashion.  It may be useful to ask yourself whether you have told them the "who, what, how, when, where and why".

KEEP IT SIMPLE

There is no point using complicated technical terminology or fancy words if the learner is not going to understand.  It may demonstrate how clever you are but it does not help the learner.

USE SHORT SECTIONS

Break lengthy instructions into shorter, more manageable bits. It looks more attractive, is easier to read, and is less daunting.

NUMBER SECTIONS OR STAGES

It will help students to keep track of what they are doing if you number the sections (or give headings to each of the different stages).

"IDIOT-PROOF" INSTRUCTIONS

Remember: "If it is possible to misinterpret an instruction - you can guarantee that somebody will.  Even if it's not possible - somebody will try."  Read through what you have written as if you were the class idiot.

RE-WRITE IF NECESSARY

Do not expect to get it right first time. Leave what you have written for a short while and come back to it.  This will allow your brain time to "tick over" and come up with better ideas. It will also enable you to spot any mistakes more easily.

THINK ABOUT THE APPEARANCE

An attractive handout is easier to read! Add pictures and diagrams if it is appropriate - and maybe add some colour (remember "visual learners").  On the other hand - don't go "over the top".

CHECK SPELLING & GRAMMAR

It is embarrassing giving out a handout that contains poor spelling and wayward sentences.  If you know that you are not very good at spelling, enlist the help of an "expert". Remember: electronic spell-checkers are useful but they do have their limitations.  Reading your work out loud may help you pick up any major grammatical faults.

CONDUCT A "TEST RUN"

The only way to make sure that a handout explains things as clearly as you intend is to try it out.  If you can test-run it on a "tame" volunteer, it is less embarrassing than having all the mistakes come to light in the classroom.

REVISE YOUR WORK

After you have used the handout with a real class, it is a simple enough matter to come back to it and "tweak" it.