130 | JADE
JAMES HARTLEY
them. Indeed, this is particularly true when texting using i-phones
and tablets, especially those with zoom capabilities. Word, for
instance, allows the author to set the line-spacing, etc., but simpler
editors such as Gmail do not. So, as one of my correspondents put
it, ‘We are not in full control of how things display to participants’.
All I can suggest here is that authors space their e-mails along the
lines I have suggested and then just pray that the layouts remain
unchanged when the texts are posted!
Acknowledgements
I am indebted to my correspondents for their helpful comments and
in particular to Alastair Gemmill and Nick Garnett for exploring with
me how different systems use different procedures for sending and
returning e-mails.
References
Hartley, J. Designing instructional text 1994 3rd Ed London: Kogan
Page.
Hartley, J., Burnhill, P. Understanding instructional text: Typography,
layout and design. In Howe, M.J.A. (Ed).
Adult learning 1997
London: Wiley.
Hartley, J., Ganier, F. Which do you prefer? Some observations on
preference measures in studies of structured abstracts. European
Science Editing, 26(1) 4-7, 2000.
Hartley, J. Rowley, M. Two men and their e-mail (paper submitted
for publication).