Audience-focus: how to write for others

We’re starting off the year talking about audience-focused writing because that’s what we help professionals do–write in ways that get readers to do the things we want them to do. 

And that’s not easy.

For so many reasons.

First, because it’s hard to get anyone to do anything. That’s why persuasion is an art and a science.

Second, because writing requires another person’s attention. In order to follow through on a task that has been explained in writing, the person must read and pay attention to what is written. This is hard–as anyone who has ever tried to assemble IKEA furniture knows. 

Third, and most relevant for our purposes, because how we are taught to write in school focuses on helping us get our ideas out of our heads and onto the screen (or paper) in front of us. It doesn’t teach us how to shape those ideas for other people.

Most people learn how to write for work through trial and error. They write messages at work and see what happens as a result of them. We also learn by imitating others–we see what other people write and figure “We’ll do it that way, too”.

And sure, sometimes that works. But also, we often are copying people who aren’t writing experts either. 

Audience-focused writing is writing that works *for* the reader. It’s easy to read, easy to understand, and easy to act on. 

Pretty much all the writing you do at work is *for* others. The goal is to give them information or get them to do something. And if they can’t read or understand the information easily or don’t know what you want them to do next, then your writing isn’t very effective.

Also, when we learn to write, we write a lot about ourselves from our perspective: I need, I want, I feel. And that habit continues into our jobs. But our needs, wants, and feelings aren’t very interesting or motivating to other people. 

Not only do we have to think about making our writing easy to read and clear and purposeful but we also have to make sure the language shows we are thinking about the reader more than we are thinking about ourselves. Instead of saying what I need, we have to shift to saying what the reader will get or what the outcome of the action will be.

For example, look at these two versions of a message below:

Version #1: I-focused writing

Hey Beth I have a client who is looking for information about how to manufacture high-quality widgets. I was trying to think about who in my network might be able to help her and thought of you. I was wondering if you knew anyone in manufacturing who would be interested in working on widgets.

Thanks,

Jim

This is I-focused writing because 1) every sentence starts with I, 2) the sentences are about what “I” am thinking–that’s internal conversation being typed for another person, 3) it’s all in one paragraph, 4) it provides unnecessary context, 5) it doesn’t clearly ask Beth to do anything, 6) it “thanks” Beth, but without any context for what is being appreciated. 

This message is hard for the reader to read, hard for the reader to understand, and hard for the reader to act on.

If Jim wrote an audience-focused message, he might get a faster, more productive response from Beth because she would know what to do next. Here’s what that might look like:

Version #2: Audience-focused writing

Hi Beth,

Do you know anyone who designs high-quality widgets? My client, Colin, (cc’d here) is looking for a manufacturing partner. 

If you have contacts Colin could talk to, would you please connect us? Feel free to Reply All so we can all follow the project’s progress.

Thanks for considering helping Colin’s business succeed!

Jim

What do you notice in this message? What makes it audience-focused? If you were Beth, which message would you prefer and why? I know those are questions right out of a textbook, but hopefully they help you start to consider what is different between the two messages and why the second version is more useful to the reader (Beth) than the first one.

Here’s what makes the second version audience-focused: 1) the purpose of the message is clear from the first question, 2) the sentences focus on the client and Beth rather than the writer (you, my, Colin, you, Colin, you, us, we, Colin–no “I”s), 3) the message uses white space between sections to make it easier to see the greeting, and each of the two specific questions, 4) the first question establishes the reason for the message and the second question sets up the action Beth is supposed to take–Beth doesn’t have to figure out what Jim wants or how he wants her to follow through, 5) the “thanks” is specific so that Beth can feel Jim’s gratitude.

Messages that are written like the second one are more effective for the reader because they can quickly see what is being asked of them. The purpose of the message is clear–connections in manufacturing. The central purpose is easy to see because of the organization and paragraphing. The language of the message is focused on the reader and the client. 

In the end, the message isn’t significantly longer and doesn’t use difficult language or make the content complicated. 

What is different about the two messages is that the first one is like eavesdropping on the writer’s thought process and the second one is like they are talking to Beth in a conversation. 

Every professional can learn to write messages the way the second one is written. All you have to do is practice thinking about how the reader will receive the message rather than just getting your ideas out of your head. 

It does take practice to shift your writing habits and styles. But that’s exactly what I do with Appendance: teach professionals like you the techniques and strategies that make your writing more effective. So people will do what you want them to do faster and more easily without ignoring you or asking strange questions. 

You use writing as a means of getting your work done. With my help, you can learn to write in ways that make your job easier. 

Check out our online courses here and use coupon code WRITEBETTER2024 to get a 20% discount through 1/31.