Clear and to the Point: Guidelines for Using Plain Language"
(from the Harvard School of Public Health 
)
What is Plain Language?
Plain language is writing that effectively communicates with the specific audience being addressed (i.e., a plain language document geared to a scientific audience is different from a plain language document geared to the general public). Using plain language ensures that your audience can both find and understand the information you provide.
Plain language is:
- grammatically correct language that includes complete sentence structure and accurate word usage.
- clear writing that tells the reader exactly what the reader needs to know without unnecessary words or expressions.
Plain language is not:
- unprofessional writing.
- a method of "dumbing down" or "talking down" to the reader.
Clear Writing Tips
Use common, everyday words whenever possible…see the chart below for ideas
USE |
AVOID |
so |
accordingly |
Avoid using undefined technical terms (jargon and acronyms).
USE |
AVOID |
We owe you additional money... |
An underpayment exists... |
Use positive rather than negative words, in most cases. Words can attract or repel readers, and a negative statement can be unclear. However, the negative is appropriate if you're cautioning the reader, as in "Don't smoke."
USE |
AVOID |
Please send the completed form to us right away so your monthly payments can continue. |
If your cooperation is not forthcoming, the contract will end and related payments will be terminated. |
Avoid long strings of nouns. Administrative writing often uses too many noun clusters-groups of nouns sandwiched together ("noun sandwiches").
USE |
AVOID |
Development of procedures to protect human research subjects... |
Human research subjects safety protection procedures development... |
Use active voice. Write sentences in the active voice when possible. The active voice eliminates confusion by naming the actor in the sentence. (However, passive voice is appropriate when the actor is unknown, unimportant, or obvious. For example, "Small items are often stolen.")
USE |
AVOID |
We have changed our decision. |
The decision has been changed. |
Use action verbs. Action verbs are short and direct.
USE |
AVOID |
consider |
give consideration to |
Use the present tense when possible. This makes your material more direct and forceful.
USE |
AVOID |
You must notify us if there is a change in staff. |
If you change staff, it will be necessary for you to notify us. |
You must send us proof of payment so that we can process your claim. |
If NIH is to determine your financial liability, it will be necessary that proof of payment is submitted. |
Be direct. Talk directly to your readers. Use imperatives when appropriate. This is especially true for lists of duties, how-to instructions, procedures, and regulations.
USE |
AVOID |
Sign all copies of the application. |
All copies of the application must be signed. |
Organizing the Information
Appearance is an important aspect of clear communication. If your document is pleasing to the eye, it will be more likely to attract your reader's attention.
People read documents to get answers. Organize your message to respond to their interests and concerns. Readers come to documents with several key questions:
- Why are you sending this to me?
- How does this affect me?
- What am I supposed to do?
Sentence length should average 15-20 words. Sentences that are simple, active, affirmative, and declarative hold the reader's interest. Generally, each paragraph should contain only one topic. Use headings to guide the reader.
Use adequate margins and provide white space between sections to break up your text. This makes it easier for the reader to understand.
Determining Reading Level
Recommended Reading Level |
Type of Information |
4th-8th grade |
public information materials and public notices |
8th grade and higher |
technical and legal information, such as grant applications and information for medical students |
higher reading levels acceptable |
technical and medical research information and internal documents |
The SMOG (Simple Measure of Gobbledygook) Readability Index
the SMOG Readability Index can be used to assess the grade level of a document. First, count the number of words with three or more syllables in a chain of 30 sentences in your draft. Then look up the approximate grade level on the following chart.
SMOG Conversion Table*
Total Multisyllable Words |
Approximate Grade Level |
0-2 |
4 |
* Developed by Harold C. McGraw, Office of Educational Research, Baltimore County Schools, Towson, Maryland.
You can also evaluate your document by using your computer software…below are instructions for Microsoft Word:
Readability Scores
When Microsoft Word finishes checking spelling and grammar, it can display information about the reading level of the document, including the following readability scores. Each readability score bases its rating on the average number of syllables per word and words per sentence.
Display Readability Statistics
On the Tools menu, click Options, and then click the Spelling & Grammar tab.
Select the Check grammar with spelling check box.
Select the Show readability statistics check box, and then click OK.
Click Spelling and Grammar on the Standard toolbar.
When Word finishes checking spelling and grammar, it displays information about the reading level of the document.
Flesch Reading Ease score
Rates text on a 100-point scale; the higher the score, the easier it is to understand the document. For most standard documents, aim for a score of approximately 60 to 70.
Flesch-Kincaid Grade Level score
Rates text on a U.S. grade-school level. For example, a score of 8.0 means that an eighth grader can understand the document. For most standard documents, aim for a score of approximately 4.0 to 8.0.
