brochure assignment for high school

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How to Make a Brochure by Hand or Digitally

Last Updated: March 27, 2024 Fact Checked

• Organization

This article was co-authored by wikiHow staff writer, Sophie Burkholder, BA . Sophie Burkholder graduated from Boston University in 2020 with dual degrees in Spanish and Modern Foreign Language Education. For three years, Sophie worked as a classroom teacher and strived to foster a love of learning and self-empowerment in her students. With that same purpose but a new audience, she now writes for the content team at wikiHow. She's passionate about giving readers the tools they need for any goal, big or small. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 170,549 times. Learn more...

Making a brochure for a school project can be a fun and creative way to learn new topics, but how do you get started on making the most A+ brochure your teacher’s ever seen? A good brochure presents information concisely and clearly, but a great brochure is eye-catching and adds a little bit of visual flair. For your brochure project, we’ll give you step-by-step instructions on how to make a brochure, both digitally and by hand. We’ll start with how to organize your brochure and guide you through the whole process to your final finishing touches.

Things You Should Know

• Place an image, title, and your name on the front outside panel. Write a 3-5 sentence paragraph briefly introducing your topic on the first inside panel.
• Write about a separate subtopic on each inside panel. Use short sentences or bullet points that your reader can skim easily.
• Summarize your topic on the back page of your brochure. Remind the reader of your main points, then list citations and suggestions for further reading.

Organizing Your Brochure

• Choose the bi-fold for simple and minimalistic content. The bi-fold is clear and easy to read, but there’s less room for detailed information since there are only four panels.
• Choose the Z-fold for a more unique and eye-catching design. The six panels of this style fold out like an accordion, so it’s a good choice for sequential information.
• Before settling on your fold-type and layout, sketch out your basic outline on a plain piece of paper and try folding it to make sure the information flows logically.

• For a tri-fold or bi-fold, this panel is the rightmost panel when the paper is laid out flat in front of you. For a z-fold, it’s the leftmost front panel.
• For a brochure about climate change, you could go with a straightforward title like “ Climate Change ” or something attention-grabbing like “ Climate Change: The Silent Killer .”

• For a bi-fold, this panel is on the backside of the front panel or cover. For a tri-fold, this is the leftmost panel on the same side of the paper as your cover. For a Z-fold, it’s the middle panel directly to the right of the front panel or cover.
• An introduction to a geography brochure on the Maldives might say something like this: The Maldives is a country in Asia located south of India and Sri Lanka. It is made up of a chain of 26 small islands. The Maldives' sunny, tropical climate makes it a popular getaway for vacationers worldwide.

• For a brochure about dietary nutrients, you might talk about proteins on one panel, fats on another, and carbohydrates on the final one.
• In some cases, the amount of information you have to discuss will determine how many pages your brochure will be.
• A bi-fold brochure will only have one remaining interior panel, while a tri-fold has three and a Z-fold has two. On a Z-fold, you can also use one of the back panels for additional information.

• Cite the sources you used to do your research and add them to the back panel. You can also add suggestions for further reading on the topic.
• A good rule of thumb is to include at least one key detail from each interior panel in your summary on the final panel.
• For a bi-fold, tri-fold, or Z-fold, the back panel will be on the same side of the paper as your front panel or cover.

Designing Your Brochure

• Avoid using elaborate or loopy fonts that may be difficult to read.
• If making a brochure by hand, print your letters rather than writing them in cursive.
• Write neatly in tidy handwriting that anyone can read.

• Pictures are useful for breaking up big chunks of text on the panel and giving your reader something interesting to look at. They work best when they accompany an important piece of information.
• Avoid adding more than about 2 pictures per page. Too many can quickly become distracting, resulting in a cluttered, amateurish look.
• Remember that you'll need to provide citations for the images you include to let your reader know where you found them. Write these citations on the back page of your brochure.

• You could also include full-color pictures for more vibrant detail.
• Or, you can print or draw colored paper in a light shade that doesn’t clash with your lettering.
• You can easily change your font color using the text editor tools in your editing program of choice.
• If you're creating your brochure by hand, grab some colored pencils or markers for when you want to add a little flair.

Tip: Try to limit your palette to about 2-3 colors so the design doesn't become overwhelming or distracting.

Assembling Your Brochure Digitally or By Hand

• Glue on images you’ve printed from the internet or cut out from a magazine. Or, draw relevant images directly onto the paper.
• The paper you're using should be thick enough to hold up to folding and big enough to be easily readable.

• Select any text box and enter custom text with information about your topic. Change the font size, color, and type based on your preferences.
• Replace the sample images by right-clicking and selecting Change Image. Find a picture you’ve saved to your computer and click Insert.
• Change the color scheme or add more design details using the Design tab.
• If you have an Apple computer, the Pages application has similar templates and design process for brochures.

Tip: You can also create brochures with InDesign, Adobe Photoshop, Canva, Scribus, Lucidpress, and Inkscape. All of these online programs have a variety of digital templates to create and customize your design.

• Bi-fold: Fold the paper in half directly down the middle. Both panels should have the same width, which is about 5.5 inches (140 mm) if using a standard piece of printer paper in the United States.
• Tri-fold: Fold the right edge of the paper over the left until it covers half the remaining sheet. Fold the left edge of the paper over and crease so that your paper is divided into equal thirds—each panel should be about 3.6 inches (91 mm) wide.
• Z-Fold: Fold one end of the page inward until it’s one-third of the way across the width of the paper. Fold the other end of the sheet in the reverse direction until it aligns with the opposite edge on the back of the sheet.
• If you made your brochure using a digital template, it should have indicated lines for you to fold on—but make sure to fold directly on the line so your reader doesn’t see it!

Community Q&A

• Research your topic thoroughly and consider the best way to get the most information across in a simple, effective way. Thanks Helpful 1 Not Helpful 0
• If you need help getting started on your brochure, ask your teacher or a parent, classmate, or older sibling for help. Thanks Helpful 1 Not Helpful 0
• One of the employees at your local printing store can also give you tips on formatting and printing your brochure. Thanks Helpful 0 Not Helpful 2

Tips from our Readers

• Summarize as much information as possible into eye-catching pictures and graphs so that the reader stays glued to the brochure and doesn't grow bored.
• Keep your brochure as minimal as possible while still providing all the information you need.

You Might Also Like

• ↑ https://www.prepressure.com/finishing/how-to-fold-a-brochure
• ↑ https://extensionpubs.unl.edu/publication/g2028/pdf/view/g2028-2011.pdf
• ↑ https://ctb.ku.edu/en/table-of-contents/participation/promoting-interest/posters-flyers/main
• ↑ https://extension.okstate.edu/fact-sheets/helpful-tips-for-improving-the-visual-appeal-of-marketing-materials.html
• ↑ https://support.microsoft.com/en-us/office/create-a-booklet-using-a-word-template-b19af408-f103-4a69-a4cd-1c273ea00e6d

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Teaching Ideas for Brochure-Making With a Rubric

• Kellie Hayden
• Categories : Teaching methods, tips & strategies
• Tags : Teaching methods, tools & strategies

Planning Stage of a Brochure

Brochures are a versatile project that can be used in a variety of classroom, such as language arts, social studies, science, math, health, drama, etc. If students can fold a piece of paper in thirds and concisely write their information on it with art, they can make a brochure. It can be completed on the computer or without the aid of the computer. Elementary students can make them as well as high school students.

Materials Needed : Have the following available: paper, colored pencils, markers, photos, artwork, a computer, color printer and access to the Internet. Students can make the brochure without a computer, too. It can all be completed by hand or partially completed by hand and computer.

Students Brainstorm and Plan Brochure

The following are directions for students to make a brochure.

Step 1 : Decide on a purpose and a specific topic. Most brochures are made to inform the reader about the topic. However, if the brochure is about a country, the student needs to decide if it will be a travel brochure, a brochure about historical sites, a brochure about water ways, a brochure about fine dining, etc.

Students may need to do some research to complete the brochure. They should list their resources on the bottom of one panel.

Step 2 : Make a draft of the six panels. There are three panels on each side of the paper. It can be folded many ways, but the six panels need to be planned out on a piece of notebook paper.

Front Panel: This should have the title, name of the student, and basic information about the topic. A picture, clip art or small piece of artwork about the topic is a nice addition.

Other Five Panels: Display information with subtitles, pictures, clip art, and designs.

Students should decide what main information they want to display and tell about their topics. For example, if students are making a travel brochure about a country, one panel could be about the beaches in the country. If there are many beaches, students will need to choose the most important ones to them. A picture is always a nice addition.

Note : Many younger students want to place too much text or too many pictures on each panel. They key is to have no more than three sub-topics per panel. One or two is usually the best. Also, students need to work on writing concisely so that there is some white space (area without text or pictures) on each panel.

Constructing the Brochure

Step 3 : Once the brochure is planned, student can begin working on their final product. If students are making the brochure on the computer, they can use Microsoft Word software. The paper can be set up on “landscape” and each side of the paper can be split into three panels by making three columns on each page.

Students can insert clip art, photos and scanned artwork. This will take time to complete. The teacher will need to schedule the computer lab or assign students to construct the brochure as homework.

If students are not using the computer, they need to neatly write their information on each panel and glue photos or clip art to the brochure.

Assessing the Brochure with a Rubric

The brochure can be assessed using a rubric . Again, key criteria could be accuracy, neatness, creativity and colorful.

Example Brochure Rubric

• Accuracy : All information is correct and all of the sources are listed
• Neatness : All writing is tidy, photos and artwork are precisely placed, and all sections are orderly
• Creativity : The brochure as a whole is interesting, engaging, imaginative, and original
• Colorful : The brochure is eye catching and vibrant and/or coordinated colors are used
• Accuracy : Most of the information is correct and most of the sources are listed
• Neatness : Most of the writing is tidy, photos and artwork are mostly placed carefully, and most of the sections are orderly
• Creativity : Most of the brochure is interesting, engaging, imaginative, and original
• Colorful : Most of the brochure is eye catching and bright colors and/or mostly coordinated colors are used
• Accuracy : Some of the information is correct and some of the sources are listed
• Neatness : Some of the writing is tidy, photos and artwork are somewhat placed carefully, and some of the sections are orderly
• Creativity : Some of the brochure is interesting, engaging, imaginative, and original
• Colorful : Some of the brochure is eye catching and average and/or some mismatched colors are used
• Accuracy: Very little of the information is correct and none of the sources are listed
• Neatness : Very little of the writing is tidy, photos and artwork are placed poorly, and the sections are disorderly
• Creativity : Very little of the brochure is interesting, engaging, imaginative, and original
• Colorful : Very little of the brochure is eye catching and dull and/or mismatched colors are used

This is just one example of a rubric. There are many on this free website .

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Create great-looking brochures quickly and easily with our creative designs. Download editable brochure templates for Microsoft Word, Publisher, Adobe InDesign, Illustrator, Apple Pages, QuarkXPress, CorelDraw.

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Why brochures are useful for marketing a business.

Look at a brochure as the story about your company, your service or your contribution to your community, or to the world. A brochure is your partner on a sales call or casual meeting, remaining behind as a reminder of what you can do for your customer or client. A brochure can be folded in different ways to fit the feeling you want to convey: as a  tri-fold  to serve as a  mini-catalog,  or as a more expansive,  bi-fold  fold piece to depict the prestige of a successful professional organization.

Professional graphic design will make your brochure stand out

Designing a brochure effectively is crucial to the image you leave with your audience. Graphic design done well is money in the bank. Starting with a predesigned StockLayouts template will put you strides ahead of your competition. Using a unique and creative layout with a tastefully composed color palette, generously populated with carefully chosen stock photos and original artwork, our professional brochure templates will give you a boost to quickly perfect a compelling marketing piece.

Templates you can download and edit in your favorite software

Rather than trapping our creativity within a limited design online application, we unleash our brochure layouts via an instant download to your favorite software application: Adobe InDesign, Illustrator, Microsoft Word, Publisher, Apple Pages, QuarkXPress, and CorelDraw. Once you have the template resident on your computer, you become the designer. Your freedom to edit and embellish has no bounds.

StockLayouts offers a huge library of brochure design templates

Browse our template library to find an abundance of great brochure layout ideas for your project. There are templates for a wide variety of businesses and organizations, including templates for corporate consultants, medical services, contractors, real estate, professional services, schools, and more. Many of our brochure templates have matching layouts for flyers, newsletters, ads, business cards, and letterhead, so you can easily create a complete set of cohesive-looking marketing materials to tell your story.

Print your brochure or share it with others online

When you’re finished designing your brochure, print it on your own color printer, send it out for professional printing, or post it to social media and share it online. StockLayouts templates are precisely created for professional, high-quality color output, so they look great no matter how you produce them.

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Introduction:

Creating a brochure for a school project can be an exciting challenge. With a little creativity and planning, you can produce a visually appealing and informative piece that will impress your teachers and classmates alike. In this article, we will explore three different methods to create a captivating brochure for your school project.

1. Handmade Brochure:

A handmade brochure adds a personal touch to your project, allowing you to express your artistic abilities and make your creation truly unique. Follow these steps to design and create your own handmade brochure:

– Choose sturdy paper to create the base of the brochure. Colored cardstock or construction paper is ideal for this.

– Decide on the layout of your brochure: bi-fold, tri-fold, or gate fold are popular choices.

– Use simple hand-drawn illustrations or images cut from magazines to add visual interest.

– Carefully plan out the placement of text and visuals before beginning, sketching them lightly in pencil first.

– Use markers, colored pencils, or any other desired art supplies to finalize the text and illustrations on your paper.

– Fold the finished design along the planned lines and secure it with transparent tape or glue if necessary.

2. Microsoft Word:

Utilizing Microsoft Word templates provided by the program makes designing brochures quick and hassle-free. Follow these steps:

– Open Microsoft Word and navigate to “File” then “New” to search templates.

– In search templates, type ‘brochure’ and choose among provided layout templates that suit your style preference.

– Customize the brochures by changing text, images, colors, fonts. Resize if necessary.

– Proofread carefully before printing; consider using high-quality paper for better results.

3. Online Design Platforms:

For those who want more creative freedom while designing brochures, online platforms like Canva provide an excellent alternative:

– Register on Canva or similar platforms like Adobe Spark and begin creating by selecting brochure templates.

– Browse through their extensive library of preset designs, choose one that matches your project theme and format.

– Customize by easily adding text, images, shapes, changing colors, and choosing appealing font styles.

– Export the final design as a PDF or any other file format and take a print.

Conclusion:

Creating an impressive brochure for a school project can be accomplished through various methods, including handmade brochures, Microsoft Word templates, or online design platforms. Each approach has its advantages, so choose the one that best aligns with your creative vision and preferences.

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Modern College Prospectus Template

Deciding what school or university to go to is a big decision, and it requires a lot of detail and guidance. Students search high and low to find any shred of detail they can get on a school they’re interested in. Whether it’s information for a current student looking for a specific event schedule, or a future student looking for more information on the classes they can take, they are indeed looking. You can make that process much easier for everyone with simple prospectus examples. And, you don’t even have to worry about how to make a school brochure thanks to Flipsnack.

There’s a lot of information to cover with a prospectus brochure , but it will definitely help guide students to make the right choice. That’s why we’ve worked hard on these prospectus templates. Each template is features a prospectus design that meets the needs of the user and their intended audience. Whether it’s a private highschool, community college, or an ivy league university, these prospectus examples are here to bring information to students. And it’s all done so easily.

Flipsnack is a great tool for taking these templates to the next level. With our free prospectus templates, you can be as creative or as simple as you need to be. Our brochure maker will make short work of your needed changes, and you’ll be left with a completely unique masterpiece. Your university brochure template will be professional and stylish in just a few easy steps. Replace any image, text, or page with any element that you see fit. Display information such as event calendars, awards given to the school, or even students that have done especially well this semester. Nothing is off the table when it comes to our innovative editor. So, when it comes time to revamp your school brochure design, take a little weight off of your shoulders and start with our free prospectus templates. Before you know it, you’ll be passing out brochures showcasing your new prospectus design to new students. Check our brochure maker now, and see what kind of prospectus templates are right for your school. Enjoy!

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Brochures: Writing for Audience and Purpose

• Resources & Preparation
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This brochure assignment follows another writing assignment, giving students the opportunity to see how shifting purposes and audiences creates changes in their strategies as writers—in the stance they take, in the information they use or leave out, and in the processes they follow to complete the task. After exploring published brochures, students determine key questions about their previously-used topic by first generating their own questions and then asking others what they would want to know. They then research the topic to find answers to three key questions. Finally, they work through the writing process to create their own informative brochure which incorporates visual elements as part of the informative communication. During the process, they re-examine sample brochures, looking for the types of texts included and how the text is laid out on the page.

Featured Resources

Brochure Inquiry : This handout guides students in considering questions related to their topic and then asking others to suggest important questions, as well.

Evaluative Reading : This handout gives students specific guidance in peer reviewing a classmate's brochure.

Printing Press : Students can use this online tool to create brochures, flyers, booklets, and newspapers.

From Theory to Practice

In the book, Strategic Writing , Deborah Dean explains this brochure lesson as a way to help students understand that writing for differing purposes and audiences may require using different genres, different information, and different strategies. Developing a sense of audience and purpose in writing, in all communication, is an important part of growth as a writer. Shifting from one genre with its incumbent audience and purpose to another, builds sensitivity to these factors in students. Additionally, today's students are confronted by a variety of texts that integrate verbal and visual materials to create a unified message. Creating a text that combines verbal and visual elements can develop students' ability to navigate increasingly complex uses of text types in their world, especially their world online.

Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Materials and Technology

A collection of informative brochures

• Brochure Investigation Sheet
• Writing Brochures
• Brochure Inquiry
• Brochure Research Guide
• Evaluative Reading
• Questions for Reflection: Brochures
• ReadWriteThink Printing Press Brochure Layouts

Preparation

• Have students complete another writing assignment, preferably a paper that requires inquiry and has a different purpose (such as persuasion or argumentation) and a primary audience of the teacher. Although this unit can be taught by itself, it more effectively accomplishes the desired objectives if it is taught after students have written a paper for another purpose: to persuade or to take a stand, rather than to inform. For an example that uses this strategy after both a research paper that requires students to take a stand and a reversal paper, see page 98-110 of Dean's Strategic Writing .
• Gather informative brochures from a variety of sources. You can collect in a range of places-car dealerships, college campuses, school counseling offices, doctors' offices, visitors' bureaus, and so forth.
• Check the Brochure Assignment , and decide if changes are needed. If necessary, your own version of the brochure can be created using a word processing program or using the Printing Press .
• Review Websites in the Resources section, and prepare handouts as needed, making copies or overhead transparencies of the Investigation Sheet , Assignment , Inquiry Sheet , Research Guide , Evaluative Reading , and Questions for Reflection .
• Arrange for time in library to conduct inquiry and gather visuals.
• Make sure access to computers is available for students to format and print their brochures.
• Test the Printing Press on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will

• explore how texts work more or less effectively.
• understand how writing reflects purpose through genres, writer stance, content, and presentation.
• use strategies for inquiry, investigation, drafting, and revision effectively to create an informative brochure.
• reflect on how their use of strategies for this assignment can help them in future writing situations.

Session One

• Ask students what they already know about brochures. Be sure to have students consider anticipated audiences and possible purposes. They should note that usually brochures are written for an interested audience (after all, who would pick up a brochure to read it if the topic wasn't of interest to them?).
• Have students investigate brochures in small groups. Using the Investigation Sheet (one per group), have them draw conclusions about the characteristics of brochures and how those characteristics are responses to the intended audiences and purposes.
• After small groups have finished their investigations, bring the class together to summarize the findings.
• Encourage students to make connections between audience/purpose and characteristics to reinforce the concepts.
• Pass out the Assignment , which is presented as a brochure. It models some of what the assignment asks students to do as well as gives them information they need about the assignment and serves as the grade sheet for the completed brochure.
• If, as suggested, students are writing the brochure on the same topic as a previous paper with a different purpose, topic selection is already done. If, however, teachers choose to have students write the brochure as a stand-alone unit, they should allow time and procedures to help students select appropriate and interesting topics. This would add, probably, another session into the plan at this point.
• Give students the Inquiry Sheet for their homework, which asks them to to predict the questions a person might have about the topic and then directs them to ask at least three other people what they think the top four or five questions are about that topic. Students then synthesize what they see as they primary important questions an audience would want answered by a brochure on the topic-and they come to class ready to conduct inquiry on those questions.

Session Two

• Check whether students have completed the Inquiry Sheet , which was assigned as their homework.
• If students have trouble synthesizing the questions, have them work on them in small groups for a short time to ensure that everyone has questions ready.
• Briefly discuss what students have found from the procedure that was interesting. Frequently, students find that the questions they had originally considered either weren't accurate representations of what others wanted to know about the topic or were inadequate-they rarely find that their own preconceived ideas were entirely accurate.
• Make a point of noting how asking others for questions can help us consider audience needs more effectively.
• Give students the Brochure Research Guide and have them write the four or five questions that will be key to the brochure in the column on the left.
• Next, have them write what they already know about the answer to the question in the column in the center.
• In the column on the right, have them jot smaller questions that still need to be answered in order to thoroughly address the question in the left column.
• When they go to the library to get their answers, have students keep track of sources on the back of the research guide and note their answers in their own words in the last column.
• Explain that when they have collected their research, all the information will be grouped by the question it answers so they can draft easily. Remind students that the sources are required on the center back panel of the brochure.
• Give students time to conduct inquiry. Depending on students, this may take one or two sessions.

Session Three

• Pictures and captions

In this discussion, students should consider audience and purpose in a brochure writer's selection; in other words, the audience of a brochure is usually looking for information about a topic, but they want it quickly-so it has to be easily accessible. Also, certain types of information are more easily conveyed in lists, while other information might be better explained in graphs or in paragraphs.

• Have students analyze the information they have gathered about the primary questions on their topic. For each question, ask them write the type of text organization and format that would be best for explaining the answer to that question and why.
• Arrange students in pairs to discuss their choices and see if the partner has a better idea.
• Explain any additional organization and formatting requirements for the brochure. For instance, you may want to require at least one of the answers to be in paragraph form-partly to require students to write complete sentences, and partly because almost every brochure has at least one section written in paragraph format. Paragraphs allow exemplification in different ways than lists do.
• In the remaining time during the session, ask students to begin drafting the sections of their brochure according to their choices-making graphs, writing lists or paragraphs, and so forth.

Session Four

• Before students get too far in drafting their brochures, provide a mini-lesson on parallel structure, using the information in your class textbook or the Get It Write overview .
• Explain to students that the lists in their brochures will require parallel structure, and that the grammatical structure is also good for students to use in paragraphs as well.
• Allow time for short group practice with parallelism; and then let students continue practice with their own lists or sentences. Ask students to check their parallel sentences with a partner.
• During the remainder of the session, ask students to continue drafting and completing the different sections of their written text.
• Once students have a paragraph drafted, give a mini-lesson on coherence. Explain that since the text passages in brochures are fairly short, writers need to give lots of information in as few words as necessary. Despite this, they still need to help readers understand how one idea connects to another. In Strategic Writing , Dean uses a mini-lesson on chaining (page 141), but many textbooks offer examples of paragraph coherence or transitional devices to improve coherence that would benefit students during drafting.

Session Five

• Have students look at the published brochures again in small groups, this time directing their attention to layout design.
• Have them draw conclusions about the use of font style and size as well as placement of graphics, titles, and white space.
• After students draw some conclusions about design in their small groups, discuss their findings as a class and make sure they consider audience again in this regard: If a reader has a particular question about the topic, he or she would want to find the answer quickly-and would not want to be bogged down by messy flow or inadequate planning for getting a reader's attention. Again, the purpose of a brochure-to provide information quickly and easily-has to be considered in designing the layout.
• Conclude with some guidelines-there are many options-about how best to accomplish the purpose for an audience. Be sure to connect the guidelines you develop to the example handouts that students have examined.
• If students will use the online interactive for their brochures, pass out copies of the ReadWriteThink Printing Press Brochure Layouts , and demonstrate the Printing Press for students, displaying the brochure templates. Otherwise, point to the available brochure layouts students can use in the resources that are available (e.g., Word, Publisher). Students might also create handmade brochures with pens and markers.
• Discuss the order of the columns in a brochure to ensure that students understand the structure of the printouts. Printout order can be confusing since the front of the brochure is actually the third column in the printout.
• Give students two sheets of blank typing paper, and have them design two different layout plans. They don't have to include text, but they should indicate where titles will be placed, the kind of text that will follow (in a shaded box to show approximate size) and squares to show placement of graphics.
• When they have finished, ask students to share their layouts with at least two other students for feedback.
• Ask peer reviewers to look at the two designs and choose the one they find most visually appealing and accessible. On the back of the selection, ask each peer reviewer to write the reasons for the choice and to sign their comments.

Sessions Six and Seven

• Students need to have a reason for every graphic they include in their brochures. They need to understand that pictures aren't just for decoration-they also help to inform the reader at the same time as they provide interest.
• Students need to be aware that unless they have drawn the images themselves, the images that they use are owned by someone else in most cases. If an image is in the public domain, students need to give credit to the source for the image. If the image is owned privately, they need to obtain permission to use it; the contact to obtain that permission is usually available on the site with the image. It's best to steer students away from privately owned images for the sake of time in obtaining the permission. Helpful information about fair use and copyright can be found at A Teacher's Guide to Fair Use and Copyright .
• "Make similar items look similar" (p. 141): All headings or section titles should be the same font size and style.
• "Make different items look different" (p. 143): Use contrast to draw the audience's attention to key features.
• Serif fonts (with the little lines at the ends of letters) are easier to read in print, so they are better for longer stretches of text.
• Sans serif fonts are better for headings and shorter texts.
• Decorative fonts are often hard to read and should be used with discretion.
• The size of font needs to be readable.
• During the remainder of time during these sessions, have students begin to create their brochures.
• Review the options available for creating printed brochures. There are templates available with different software programs, depending on what each school has available, or students can use the Printing Press . For example, students can set "page setup" to "landscape" and create three text boxes with or without borders to establish the brochure panels.
• Be sure to remind students of the order in which the columns should appear on the printouts if they are to be folded properly. Use the diagrams at the bottom of the Printing Press Brochure Layouts handout to illustrate the organization.
• As students work, circulate through the classroom, providing feedback and support.
• Have students bring a draft version of their brochures to the next session to conduct peer evaluative readings.

Session Eight

• Pass out the Evaluative Reading handout and review the questions. Draw connections to the exploration of example brochures that students have made. Answer any questions that students have about their drafts.
• Arrange students in pairs, and using the Evaluative Reading handout, have students give and receive feedback on their brochures.
• After receiving feedback from at least one peer evaluator, have students review the criteria for assessment given in the Assignment handout.
• Considering both the peer feedback and the teacher criteria, have students reflect on what they will revise for the final draft.
• Ask students to write their goals for revision on the draft so that their ideas are clearly available for them during revision.

Session Nine

• If necessary, give students time to finalize revisions on their brochures and print out two copies. Have them hand in one copy, attached to the grading criteria from the Assignment Brochure.
• Conduct round-robin readings of the brochures. Include a blank 5X7 card in the brochures so that students can write their comments about the brochure, focusing on how well it addresses purpose (informing an audience) and audience (will readers get answers that matter, and will they be able to find those answers with ease?).
• Which brochure did you find most effective and why? What did you learn from that brochure that you would like to apply to your brochure?
• The topic for the brochure was the same one as for your ____ paper. What did you have to do differently with the topic to write about it for the brochure? How might your adaptations be useful to you in other writing situations?
• For this assignment, I provided you with a number of handouts that asked questions or prompted your thinking in ways that I hoped would be helpful in complete the brochure effectively. In what ways were those handouts helpful strategies to you? In what ways were they not? How might you use what was helpful as a strategy for yourself in other writing when I'm not there to provide the handouts?
• What strategies besides those you've already mentioned were helpful to you in writing the brochure? How might they be useful to you in other writing situations?

Student Assessment / Reflections

Review the brochures according to the assessment criteria included in the Assignment handout. Students can assess their own work using the Reflection Questions .

• Student Interactives
• Lesson Plans

The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.

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