Pennsylvania State University How to Cook a Turkey Paper Instruction sets are common technical documents for many disciplines and occupations. Employees re

Pennsylvania State University How to Cook a Turkey Paper Instruction sets are common technical documents for many disciplines and occupations. Employees read instructions to learn how to assemble a product or complete a procedure. Supervisors write out company policies that oftentimes serve as instruction sets. Customers read instructions for using a product. For this assignment, you will develop a set of instructions advising users how to perform a specific task.

Before deciding on a task, consider the following guidelines:

Choose something you are very familiar with. It can be something related to your field of study (e.g. how to use a particular piece of laboratory equipment), or something related to a more general audience (e.g. how to learn to juggle).
Ideally, your audience should be someone who has never performed this task before.
Choose a task with an appropriate level of difficulty—neither too easy nor too hard to explain in the space allotted.
The task may involve a device: assembling it, operating it, or fixing it. Or it may involve some process (e.g., registering for fall classes).
The process should have discrete parts or steps that are fairly easy to name and refer to.
Your task should be explained in a minimum and a maximum of 3 pages (single-spaced) of written instructions, including at least one visual. The References page for image citations will be page four.

Note: I need to approve all topics (in order to ensure that you have selected a topic of appropriate size and scope). All instruction sets should be legal activities.

Topics

Your instructions should help users to perform any kind of task that requires several steps or stages. Here are some topic ideas (don’t be limited by them):

How to iron a shirt
How to change the windshield wiper on a Honda Accord
How to convert a WAV file to an MP3 file
How to groom a dog
How to find an online discussion board and subscribe to it
How to cook a turkey
How to build a raised garden bed
How to French braid your hair (or someone else’s)

Contents

The Instruction set Introduction must have the following information:

An overview of the steps needed to complete the task
Definitions of terms or concepts they need to know before they proceed if needed
Cautions or warnings that apply to the task as a whole
A sense of how long the task will take if applicable
Where they should perform the task (i.e. in a well ventilated area, outside, on a flat surface, etc.)

The following contents must also be present:

List of materials or ingredients needed.
List of steps, in chronological order.
Make sure you use the imperative mood. (That is, say this: “Attach the red wire” rather than this: “The red wire is attached.” With the second phrase, readers will not know whether the wire is already attached or if they need to attach it.)
Phrase each step clearly and concisely.
Provide “feedback” that informs the reader what will happen after they complete each step.
Include warnings or cautions before readers will encounter problems.
Break long lists into sections with appropriate sub-headings.
Make sure sub-headings and steps are phrased in parallel form.
Troubleshooting tips and/or a Glossary of key terms and definitions.

Note: At least one image (diagrams, drawings, photographs, figures, or tables) is required. If you use a photograph you must either take it yourself or use a photograph from the Free Media Library.

Include captions for each photo or illustration or figure in APA format even if you created it.
Label charts and diagrams clearly.

Organization

Instructions are normally organized in a chronological order. Beyond that, here are some other guidelines:

The focus of instructions should be on tasks the user performs, not capabilities of a system or product. Headings and sub-headings should reflect this focus. For instance, “Compiling your program” puts the focus on the audience’s task, while “Program compilation” puts the focus on the system.
If there is no necessary chronological order for your instructions, then choose another rationale for the organization. For example, you could move from more to least important tasks, from general to specialized tasks, from most to least common tasks, and so on.

Format

Your instructions should be designed to accommodate multiple reading styles and user needs. Accordingly, your design should include:

A clear hierarchy of headings and subheadings.
Well-chosen fonts. For print documents, sans-serif fonts are usually best for headings; serif fonts are best for body text (For online documents, the reverse is true).
Numbered lists and bulleted lists, where appropriate. Know the difference. Make sure bullets and numbering are consistently formatted. Do not number or bullet lists with fewer than two items.
An appropriate amount of white space—neither too much nor too little.
Effective use of alignment. Centered alignment may make it harder for users to skim headings and sub-headings; left alignment or indentations can be more effective for this.
Effective use of contrast. Too much contrast means that nothing stands out; too little makes it hard for users to find what they need. Consider emphasizing elements like headings, key words, and warnings.
Consistently used design features. Decide which fonts, font sizes, and forms of emphasis you will use and apply them consistently.

What Will Be Considered When Evaluating Your Assignment:

Audience Accommodation: The instructions are appropriate for the intended audience. They’re written from a user-centered, rather than system-centered, perspective and in the imperative mood. They anticipate the user’s questions, difficulties, and needs.

Content: The instructions include all of the information needed to complete the task at hand. Background information, warnings, and definitions are included where appropriate.

Organization: The instructions are organized logically. Items within numbered lists are organized chronologically. Sub-sections are clearly marked with headings.

Format: The instructions include each of the format features listed above. The overall design is clear and consistent. The instructions use fonts, white space, contrast, alignment, headings and sub-headings appropriately and consistently.

Style: The instructions effectively create a professional ethos. The tone is effective for the audience. Instructions are written as active voice commands. Headings and numbered and bulleted items are in parallel form (that is, they use similar grammatical structures for each item in a list and for the text of headings). The document is free from typographical or grammatical errors.

*** NOTE: This assignment is to be original to you. Images must be cited using APA format captions and in a References page. I do not anticipate you will need to use anything but your own knowledge.

I attached a sample can help in doing this assignment and he use mla format and we use apa English
06/02/2020
How to Prepare a Piece of Music for a Cello Recital
Introduction
The following information serves to provide cellists with instruction on how to prepare a
piece for a recital. Musicians following these instructions should have intermediate to advanced
proficiency on the cello and a basic knowledge of musical terms. Musicians should also have
access to a cello in good condition and a quiet, private rehearsal space. A minimum of one month
must be allotted to have a successful preparation period that includes choosing a piece of music,
learning about the music, and practicing the music. Practice time may vary, but cellists should
expect to spend at least 30 minutes each day preparing for the recital.
Materials List
● Cello
● Bow
● Piece of Music
● Music Stand
● Pencil
● Metronome
Instructions
Step 1 – Select a recital date.
Note: In a professional setting, the performer often selects the recital date. However, for a
student, the date may be predetermined. In this situation, the date should simply be recorded or
marked on a calendar.
Step 2 – Select a piece of music to prepare.
Note: It is suggested that one consults with a teacher or more advanced cellist in selecting
repertoire. Selecting a piece at an appropriate level is essential to having a successful preparation
period and recital.
2.1 – Determine the length and style of piece appropriate for the recital.
2.2 – Select a piece that meets the criteria.
2.3 – Find an accompanist, if required, for the piece. Be sure to notify an accompanist as
early as possible to allow them time to practice their part.
Step 3 – Create a schedule for the preparation period.
Note: Be sure to keep the schedule flexible. A schedule that is too rigid will be stressful and
difficult to follow.
3.1 – Split the preparation period into three segments: preliminary practice, detail
practice, and memorization. Detail practice will require the largest amount of time.
3.2 – Schedule at least 30 minutes each day for recital preparation.
Step 4 – Conduct research on the piece, composer, and period.
4.1 – Find a reliable source of music history. A local library or reputable online database
will likely have the information sought.
4.2 – Take notes from the source, especially on information pertaining to performance.
Periods such as the baroque have certain conventions that musicians are expected to
apply in performance. Examples of these conventions include the use of terraced
dynamics and little to no vibrato.
Step 5 – Find and listen to recordings of the piece.
Note: Be sure to find multiple professional level recordings. If musicians listen to only one
recording, it becomes easy to merely replicate the artist’s interpretation. Listening to multiple
recordings will aid in developing a unique interpretation through exposure to a variety of playing
styles.
Step 6 – Begin preliminary practice.
6.1 – Play through the piece multiple times, taking note of the time signature, key
signature, and tempo.
6.2 – Mark any technically demanding parts that will require practice by placing brackets
at the beginning and end of the passage.
6.3 – Begin to formulate fingerings and bowings as solutions to particular passages.
Step 7 – Practice the technically demanding sections.
Caution: Excessive practice of technical sections may lead to muscle strain or injury. Be sure to
take breaks when playing for long periods of time.
7.1 – Use a metronome to begin playing through difficult sections at half tempo.
7.2 – At the slower tempi, experiment with different fingering solutions to the passages.
7.2 – When the passage can be played accurately at half tempo, increase the tempo
marking by 5 beats per minute.
7.3 – As the tempo increases, narrow down fingering options until the most efficient
solution is reached.
7.4 – Keep increasing the tempo by steady increments until the passage can be played at
full tempo.
Example of Cello Music with Fingerings
(String Technique Twinkle Star, Hyacinth, 2010)
Step 8 – Refine phrasing and expression.
8.1 – Analyze the harmonic foundations of the piece, taking note of where chord changes
or modulations occur.
8.2 – Emphasize leading tones by using extra bow weight or vibrato.
8.3 – Increase and decrease vibrato to augment the phrasing, providing greater intensity at
emotional peaks and tranquility at resolutions.
8.4 – Consider changing bowings to support the phrasing.
Step 9 – Memorize the piece.
9.1 – Divide the piece into logical segments.
9.2 – Memorize each segment before moving onto the next.
9.3 – Once all segments have been memorized, practice playing through the entire piece
by memory.
Conclusion
Having prepared the piece to a performance level, you will be ready to play in the recital.
In the final days before the recital, do not practice excessively. Allowing the muscles and mind
to rest is vital for an effective performance. If performing with an accompanist, be sure to play
through the piece multiple times together and communicate your musical intentions. Following
the recital, reflect on what went positively and what went negatively. Analyze what could have
been done differently in the preparation process, and apply this gained experience to future
recital preparation.
Troubleshooting Guide
Problem
Cause
Solution
● The piece does not
improve.
1. The piece is being
practiced in an
ineffective way.
2. The musician’s mind
is not clear.
1. Practice slow with
intention- do not just
run through the piece
with no purpose.
2. Take a break.
● The instrument does
not play as expected.
1. The sound post has
fallen out of place.
2. The strings on the
cello are old and worn
out.
1. Take the cello to a
professional luthier.
2. Purchase new strings.
Glossary of Terms
Leading tone – a note that precedes the resolution of a chord, typically the seventh scale degree
Vibrato – an expressive oscillation of pitch created by slight movement of the finger on the string
REFERENCES
Hyacinth (2010). String Technique Twinkle Star [Online image].
Retrieved on October 3, 2017 from https://en.wikipedia.org/wiki/Fingering_(music)

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